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What is an Education Based on Relationships?
“We consider relationships to be the fundamental, organizing strategy of our educational system.  We view relationships not simply as a warm, protective backdrop or blanket but as a coming together of elements interacting dynamically toward a common purpose.”  Our common purpose is learning for all, resulting in increased life opportunities for every student who enters our school. In our school, children are not at the center of the system.  Rather, at our center is a triad which represents the child, the family, and the teacher/adults in relationship with one another. Shared experiences, discussions, activities, provocations, interactions, and projects result in deep learning for all.  The choices that we make should always be towards the purpose of intensifying and strengthening the relationships of the three subjects: child, family, teacher. (based on For an Education Based on Relationships by Loris Malaguzzi, 1993)

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Part of our mission is the image and vision we foster for our children, staff members, and community:

• Children are Rich in Potential, Strong, and Powerful

• Staff Members are Supported, Connected, and Inspired

• Community is Whole, in Relationship, and Diverse

Based on our vision, mission, philosophy and Images of Children, Adults, and Community, we hold certain core values. We believe in potential, connection, inspiration, and equity.

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Discover with Us:
Our classrooms are dynamic, constantly evolving to reflect the ongoing journey of learning. From the blackboards that tell stories of student exploration to the unique classroom setups that prioritize student expression, GRCDC is more than a school; it's an experience. Join us, and let's discover the world of learning together.

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Classrooms: Each classroom has a unique look and feel to it.  The look and feel to each classroom changes each year and even throughout the year!  This is because we believe that classrooms tell the story of the learning of children throughout the year.  Again, you’ll see an absence of store bought decorations and materials in favor of student-created designs. You will likely find in most classrooms some or all of the following areas (depending on age level): areas for construction, media, manipulation, mini- studio and a lab area.

Flexible Seating:  Within our classrooms, you will see several options of seating to encourage collaboration and connection.  These vary depending on the room and the age level of children. You will likely see collaboration tables, rug space, couches, chairs and focus spaces.  You may also see risers, benches, and other types of seating. Throughout the day, teachers and children work together to choose seating arrangements that best support the type of learning and thinking the children are engaging in at a given time.

Small(er) Class Sizes, Paraprofessionals, and Looping:  Through many of our area schools may have classes of 30 or more students, at GRCDC, you will find our class sizes are generally between 21-24 students.  These small class sizes are essential to our emphasis on close connection and collaboration between teachers, students, and families and allow for much more personalization of the curriculum.  Each student stays with their classroom teacher for two years (K-1, 2-3, 4-5). Classrooms are supported by paraprofessionals, as well. This allows us to make sure that every child has a deep and trusting relationship with the adults supporting their learning.

Our Green Space and Parkour Playground: Because of our deep belief in the physical space as an important part of teaching and learning, we have a green space that serves as an outdoor classroom in the warmer months and a Parkour play structure that encourages children to adapt their movements to the environment.  

The Studio (the Atelier):  Our studio is much, much more than an “art room” and is central to our work!  This is a space in our school where students can engage in exploration, research, invention, empathy and problem solving with materials, under the guidance of our Atelierista (a teacher with an arts background who helps support the children in accessing their 100 languages in the expression of their learning).