Embedded Files
Our founders designed a vision for an educational setting where they would be inspired to teach, where they would want to educate their own children, and where they could support every student to grow, and to meet and exceed their own expectations for themselves. After close to ten years of operation, we measure our achievement through the challenging goals we have set and met, and the important milestones we have reached.
Our founders designed a vision for an educational setting where they would be inspired to teach, where they would want to educate their own children, and where they could support every student to grow, and to meet and exceed their own expectations for themselves. After close to ten years of operation, we measure our achievement through the challenging goals we have set and met, and the important milestones we have reached.
Individualized Instruction: We believe in meeting the needs of any and every student who walks through the door. Through the use of the workshop model, P3 curricular design process, instructional delivery, and ongoing assessment, The Project School teachers shape the performances of understanding to ensure that each student develops and progresses individually at developmentally appropriate rates. We believe every student deserves a curriculum that is engaging, relevant and rigorous. Because our curriculum is grounded in years of practical classroom experience and a strong research-based foundation, we are confident it serves as a vehicle for creating an engaging, relevant, and rigorous experience that enables children and families to set, reach and exceed their individualized learning goals. Since opening our doors in 2009, approximately 25% of our students annually have come to us with special learning needs. We have worked with their families and gifted professionals to ensure each of these students has the resources and supports necessary to reach their full potential. Our classrooms are fully inclusive, welcoming every student to be a member of the learning community with their peers.
Staff Retention: The Project School staff is made up of 41 full-time and part-time employees (not including Work Study employees). The staff represent myriad diversities, including gender, age, faith, and ethnic identities. Faculty and staff represent both local community members who grew up within Bloomington and Monroe County, and individuals who relocated to the community to pursue academic and professional goals, who have now made Bloomington their home. The stability of the staff can explain much of the success that The Project School experiences. On average, our classroom teachers and school leaders have been at TPS for 9.35 of our ten years. The following table illustrates the year of TPS that each current staff member joined our team —
Professional Development: The faculty of The Project School participates six days of staff retreat, weekly meetings, and specialized/unique professional development. Prior to the start of each school year, The Project School staff comes together to focus on key components of our work to improve our practice. The focus changes based on what both data and daily experiences identify as the greatest areas of need. This work is also threaded through the weekly meetings and the sixth full day, which occurs in January. For three of the six days, all TPS staff are in attendance, including support staff. Weekly faculty meetings take place every Wednesday afternoon from 2-6p for all teachers and school leadership that serves in academic leadership roles. Teaching teams co-create curriculum for their classrooms, look at student work, and resolve dilemmas together for approximately half of the time; and the entire faculty comes together for the other half to focus on the work of realizing our mission and vision, continuing the creation of deep and meaningful school-wide curriculum, and demonstrating a commitment to ongoing professional development. Over the last academic year, our professional development has had a heavy focus on math growth, increased engagement, and the social-emotional development of our students. Twice monthly support staff participates in professional development with a similar focus. Professional development is job embedded and an expectation of the roles and responsibilities of all staff.
Demonstration Site for Other Educators: TPS is looked to locally, regionally, nationally and internationally as a demonstration site for innovation in whole-child education. We regularly host visits from schools from Indiana and beyond, such as Inspire Academy from Muncie IN, the Boggs School of Detroit, the Burlington, Vermont School District, and College de Saviors in the Congo. Additionally, through a grant from the Ashoka Foundation, TPS has facilitated a multi-year Empathy Study & Action Group for community educators, including teachers from the traditional local public school corporation.
Excellence in Governance, Leadership, and Finance: We believe in strong, effective and transparent governance, with all facets - including meetings and documentation - accessible to the public. We have a dedicated and engaged board of directors, committed to outstanding financial and policy oversight. Our board represents a broad representation from the community, including at least one parent of current students, community leaders, education professors, and retired education professionals. We have consistency in our board meetings and attendance, and have experienced outstanding board member retention rate since the inception of our school.
Our school leadership - including School Leader, Business Manager, Curriculum and Instruction Coach, and Data Analyst/Documentarian, and the Life Skills Coach-have all been with since for all 10 years of operation. In addition to the roles they play within the school, and the stability of leadership they offer, our school leaders are also involved in leadership roles outside of the school, sitting on various committees and boards, and volunteering to make our community stronger. Both our professional leaders and our volunteer board leaders positively represent TPS through their positions within the community.
Canine Partners: Currently there are three canines who attend TPS on a regular basis. Simon lives at Ms. Cathy’s house at night and primarily serves children who are taking a break from their classroom experience. He is especially adept at serving individuals with autism. Bentley resides in the Visual Arts program during the day, living at Yard Dogs Farm with Ms. Sara outside of school hours. Bentley interacts with all students during a regular school week. Our newest canine is Zara, who is a new member of Ms. Heather B-C’s family. Zara provides puppy joy and is often called on to help create peace and calm with individual students. If you visit The Project School, you are likely to see these four-legged friends about. We are not alone in our assessment of the important work dogs can do in school, KQED reported on this strategy as a means of improving students’ social and emotional well-being.
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