When we went through the process of clarifying our mission, we developed explanations for why we chose the words in our mission and the meaning we hope to convey.
MISSION
At Foothills School we weave together the arts and sciences, inspiring students to become courageous, joyful lifelong learners.
WE
‘We’ encompasses faculty, families, and students. We exist to serve students. Teachers, fellow students, and families all have a role in facilitating student learning.
WEAVE
The idea that children should experience learning as a connected whole rather than a series of separate subjects is foundational stretching back to our founder Susan Medlin. We weave subjects and academic disciplines together through project-based learning to reflect connections in real life. We chose the word weave as a more inspirational alternative to the concept of interdisciplinary learning.
ARTS & SCIENCES
Naming arts and sciences highlights the importance of artistic expression and scientific discovery in our curriculum. Arts and sciences can also be seen more broadly with arts encompassing visual arts, performing arts, languages, playful creation, and science encompassing math, social science/history, as well as traditional scientific disciplines like physics, earth science, and biology.
INSPIRING TO BECOME
Inspiration is the combination of nurture and challenge; we create the conditions for children to feel inspired and thrive, leaving room for their agency. While children will learn, grow, and discover on their own, Foothills makes a difference in children’s lives, a difference that would not happen without the unique impacts of Foothills teachers, learning experiences, and community.
JOYFUL
Learning is a naturally joyful experience. Seeing children joyful in their learning, on average, is a sign that we are getting it right. When there is choice in learning, when there are opportunities to pursue interests, and when learning modes are tailored to learning needs, children experience the natural joy of learning and discovery on a regular basis. Challenging learning can be joyful when we are expanding the edge of our knowledge. Likewise, joy emerges naturally when there is a sense of belonging. When children have agency and are supported in being themselves, they are joyful. Unpleasant challenges and frustration are, of course, a part of learning as well, so we don’t mean to suggest that joy is uninterrupted. But if there is little joy, then learning is off track. In a volatile world we also strive to create a safe space where our students are able to embrace the joy of childhood.
COURAGEOUS
Courageous(ness) is an alternative expression of confidence, a key practice of the Foothills learner. Courageous(ness) involves both internal and external components. Internally, our students face personal challenges as they grow and participate in the world. Our practices help them feel courageous in expressing who they are, how they feel, [how they learn,] and what they think. This internal agency and security lends itself to outward courageousness. Our students are capable advocates and upstanders. They take action, whether big or small, and bring positive impacts to our community.
LIFELONG LEARNERS
Curiosity, creativity, confidence and perseverance, the practices of a Foothills learner, are all characteristics of lifelong learners. Our alumni talk about being interested in learning for learning’s sake, pushing to their limits rather than just working for a grade, and having a natural curiosity. When students experience joy in learning and have the confidence to persist through not knowing on the way to knowing, they keep their natural love for learning, and they pursue new learning throughout their lives. By learners, we refer to Foothills students whom we exist to serve.