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In lower school, homerooms are designed differently across the seven grade levels to best meet the needs of our students as they grow. Junior kindergarten through first grade classes are co-taught in a single homeroom, while second through fifth grade have two homerooms each. In all grades, junior kindergarten through fifth, students interact daily with both lead teachers for the grade, and they have opportunities to interact with all of their grade-level classmates no matter their homeroom placement. Here is a closer look at how we have designed instruction in the different grade levels of lower school and the thinking behind this design.

For our earliest learners, from junior kindergarten through first grade, instruction takes place in one homeroom, with two lead teachers and an assistant. With this set-up, we find that routines run very smoothly, and we can be very proactive with behavioral support, ensuring that social-emotional needs are met promptly and consistently. While morning meetings always take place with the whole group together, instruction throughout the day occurs in a mix of whole group, half group, and small group formats. (Half groups, or cohorts, are named for our school colors — there is a purple group and a white group in each grade.) When students travel to specials classes like art, music, science, technology, library and Spanish, they travel with their half group. This often allows the other half group to remain in the homeroom, working on writing, math or other core subject areas in an even smaller ratio. This model allows for incredibly individualized support for our youngest students, with teachers able to meet a wide range of developmental needs. 

In second through fifth grade, purple and white groups become the students’ homeroom placements. Academic needs, social dynamics and other factors are carefully considered when determining homeroom assignments, and each grade continues to function as one true class. There are many times when the whole grade is together — lunch, recess and PE, along with other special celebrations and activities. Teachers are also able to group students flexibly, mixing students from the two homerooms together for math, reading and other activities throughout the year. With a shared assistant between the two homerooms, and additional teachers joining for math and reading support, our student-to-teacher ratio remains very low in these grades. 

One of the greatest strengths of our model is the collaborative expertise of our teaching teams. Each teacher brings unique strengths, perspectives and approaches to instruction. This allows for flexibility in planning and teaching. In some grades one teacher may focus on math while the other takes the lead in literacy, allowing each to dig deeply into their research and planning. In other grades, or during certain units, each teacher may teach all subjects, partnering closely to brainstorm, share ideas and co-design lessons. In each of these configurations, students benefit from having multiple teachers invested in their learning, and teachers benefit from working as part of a collaborative team. 

Our lower school model is designed with care and intentionality, ensuring that each child is known, supported and challenged as they grow. By combining small group structures, team teaching and an expert group of faculty, we are able to nurture the academic, social and emotional development of each student. This collaborative approach reflects our commitment to providing a learning environment where students feel a strong sense of belonging while also being inspired to reach their greatest potential.