Our Mission

Our mission is to inspire children to lead lives of purpose and compassion through scholarship and citizenship.To inspire children to lead lives of purpose and compassion through scholarship and citizenship.

Our Vision

A dynamic and intellectually challenging educational experience rooted in Progressive philosophy and reflective of evolving research.

Our Goal

For students to discover their individual and collective potential to make positive change in the world.

We believe that work and relationships should be personally meaningful to children; that children need the chance to learn how our choices impact others, and to develop their emotional intelligence; and that we should pursue empathy and altruism in our daily lives.

At Gateway, we provide vigorous academics tied to developmental expectations, in which students have the chance to apply knowledge to solve problems and create original work. Our students learn to work deeply within disciplines and skillfully across them, and they leave with a questioning spirit and deep love of learning.

Our students learn about citizenship on the personal, local, regional, national and global level while promoting respect, non-violence, participation and ethical behavior. We teach skills of communication, initiative, leadership, collaboration and responsibility.

Our Core Values

Integrity, responsibility, and discipline
Acting consistently on one’s ethics, values and beliefs is the foundation of a purposeful life. By developing character, responsibility to oneself and others, and courage, personal and professional traits of persistence and problem-solving lead to a growth mindset that reframes obstacles as stepping stones. We support the development of internal self-discipline (power from within), rather than the imposition of external discipline (control from without). From character education curriculum to the middle school Advisory program, making time to develop the integrity of our students ensures this value is visible to our community.

Metacognition and self-reflection
Metacognition is the ability to think about one’s own thoughts and learn from them. It is also the key skill that helps students improve their own learning process. Through metacognition, students become aware of their strengths and challenges as learners, and begin to monitor their use of learning strategies. By learning that their own learning processes can change, that they can iteratively use goal-setting and planning to achieve their objectives, and then how to self-monitor and adapt, students become confident agents who develop inner standards of success and achievement, and learn to transfer their abilities to new tasks and contexts.

Play, creativity, and innovation
We embrace the idea that “play is a state of mind” advanced by the National Institute for Play. Children enter into lasting learning through their play, be it social, artistic, or intellectual. Through innovation and iteration, through making and tinkering with our hands and minds, we build connections within and between ideas and each other. The act of imagination is a unique neurological moment that activates emotion, memory and organization, and it can be applied with individuals, through collaboration, and to problem solving. Only when a child is rooted in play can her individual agency to make ideas into reality flower.

Curiosity, exploration, and discovery
Authentic and relevant questions are vital for learning aimed at mastery rather than performance; the development of purpose and autonomy essential to scholarship is based in genuine intrinsic motivation. Within our rigorous curriculum we make time and space for inquiry-based learning, student initiative, and real life application; by moving through a sequence that begins with curiosity, shifts into exploration of knowledge and ideas about the topic, and ends with discovery of newly-constructed understanding, students learn to consider new perspectives, take intellectual risks, and engage in meaning-making. These experiences transform students’ understanding of what it means to be a self-directed learner.

Critical thinking and reasoning
Critical thinking is a key skill for future success in complex environments of work and play, social engagement, and a purposeful life. We teach students to apply various types of reasoning; to use systems thinking to understand the interaction between a whole and its parts; to effectively analyze, evaluate, synthesize and interpret; and to solve novel problems in conventional and innovative ways. Our teachers use best practices in the classroom to engage with the curriculum, both by explicitly teaching the foundational skills necessary to be a successful learner and contributor, and providing diverse and differentiated learning experiences.

Clear and effective communication
Communication is the key that allows us to engage with others and learn about the world. By acquiring tools to effectively communicate with adults, peers, and those younger than us, we are able to access ourselves better, get our needs met, and bring our ideas into the world. We seek to pay attention to the purpose that underlies each communication; to articulate ideas effectively using oral, written and nonverbal skills in a variety of forms and contexts; and to listen carefully to understand meaning. To be fully skilled in communication extends into studio and performing arts, foreign languages, and information and technology skills.

Collaboration and community
We consciously nurture a vibrant community, which provides experiences of interdependence and connection essential to individual and collective health. Working with others effectively depends on understanding our own strengths and challenges; as we learn to get our own needs met and to be confident and comfortable with our voices, we can begin to act with grace and courtesy towards others. Learning to work respectfully with a diverse team, respond to differing perspectives, compromise in order to achieve shared goals, and assume shared responsibility for collaborative work makes collaboration a key vehicle for teaching life skills such as flexibility, adaptability, accountability and leadership.

Education for environmental sustainability
We are all crew members on spaceship Earth; we must understand the conditions and circumstances that affect the air, land, water, climate, food, energy and ecosystems, as well as society’s impact on the natural world, in order to devise effective solutions to the environmental challenges of now and the future. Therefore, we also teach students to make ecologically sustainable decisions in their daily lives. We believe that as global citizens we all have a responsibility to safeguard our planet for the generations to come. In this modern context, issues of environmental sustainability are issue of economic security, and thus we see that these are also issues of social justice.

Courage to promote a just society
Educating for social justice means recognizing and acting upon the power we have for making positive change, both within and through our classrooms. We strive to promote personal and civic responsibility in our students, who are encouraged to embrace the broad diversity of human experience and perspective, and to anticipate the consequences of their actions on other people. We ask students to be self-reflective and honest about our own privileges and location, and to develop an ability to see multiple sides of an issue; connect curriculum to students’ real lives, and create strong classroom communities; and push students towards anti-biased and inclusive attitudes.

Portrait of a Graduate