We emphasize process-based learning and support English second-language acquisition in a caring atmosphere. We value problem solving at higher cognitive levels, parental involvement in the educational program, cross-curricular subject integration, teaching through varied learning styles, and using a variety of methods to assess learning growth.

We provide for continuous staff development, and strive for all members of our school community to acquire, through collaboration and sharing, the communicative skills and values that characterize effective members of a changing, multicultural society.

• that each child is unique. We believe that all individuals have strengths and abilities that can be developed to benefit themselves and the global community, and that the curriculum is achievable for every student with the application of appropriate teaching strategies, cooperation of learners, and support from the home environment. We believe that process-based curricula and teaching styles encourage the self-actualization needed for intellectual, social, emotional, and physical development.

• that for a good working relationship there must be free and constant communication, exchange of information, support and mutual respect among parents, teachers, staff, and students.

• that the professional teaching staff should recommend curriculum policy and control children's school experiences, while the administration creates regulations that will support these efforts. The curriculum, while recognizing developmental states in cognitive ability, should feature student problem-solving projects and enrichment activities.

• that schools have a responsibility to develop good citizens committed to the ideals of liberty and equity. Students should be made aware that they have a responsibility to uphold the rights to freedom and equity which have been achieved through the struggles of mankind. We believe that this can be achieved through group discussions and experiences of working within the school community.