MP: What is it that really sets The School in Rose Valley (SRV) apart?

Rod Stanton: The School in Rose Valley is an independent school that takes a progressive approach to education—childhood is embraced, learning takes place outside the classroom as much as it does inside, and students aren’t measured by grades. Our school also sits on a 9-acre wooded campus along Ridley Creek in Rose Valley, PA, just two minutes from Media.

MP: What does a “progressive education” entail? How is that embodied at SRV?

Rod Stanton: The progressive approach can vary widely from school to school, but is traditionally characterized by experiential learning, integrated curriculum, and democratic values.

At SRV, we attend to the whole child. We believe our students’ physical, social, and emotional development is key to their cognitive development. Ample time for free play and exploration inside and outdoors is built into every day to allow for this growth, along with learning experiences that get children out of their chairs, working together, and being creative. Relationships are also fostered between teachers and students. The teacher-student relationship at SRV is more of a “guide on the side,” and built on collaboration. Teachers take note of the students’ interests and create a curriculum tailored to the students rather than teaching a pre-packaged curriculum.

We are trying to build intrinsic motivation rather than relying on a system of external punishment and rewards. Therefore, standardized tests, traditional grades, daily homework, and rewards for learning are also absent from the curriculum.

MP: What's the importance of eliminating tests, grades, and homework in this setting?

Rod Stanton: Grades are an extrinsic reward that have been shown to reduce intrinsic motivation. In place of report cards, our teachers construct a nuanced narrative report about each student twice a year, based on informal and formal assessments, to let parents know how their child is doing mastering concepts. Teachers take daily notes on students’ work, conference with students regularly, meet with parents to discuss student progress, and communicate regularly with parents about the curriculum.

Daily homework is largely absent from the school as well, and does not exist in preschool and kindergarten. There is absolutely no evidence of any academic benefit from assigning homework in elementary or middle school, while the negative effects of homework are monumental. They include children’s frustration and exhaustion, possible family conflict, lack of time for other activities, and sometimes a loss of interest in learning. At our school, homework is used as a tool to reinforce concepts taught in the classroom with older students and is minimal. All SRV teachers suggest that parents and children read together each night for at least thirty minutes. Research shows that when students are able to spend more time thinking about ideas than memorizing facts and practicing skills—and when they are invited to help direct their own learning—they are not only more likely to enjoy what they’re doing but they do it better.

Meanwhile, without the pressure and constraints of preparing for standardized tests, students and teachers have the freedom and flexibility to dive deeply into a subject and give all learning a context, a meaning, and a purpose. For instance, the fifth and sixth grade class built a new sheep house and while doing so, learned and applied multidisciplinary concepts including engineering, math, woodworking, and agriculture. Students play a vital role in helping to design the curriculum, formulate the questions, seek out and create answers, think through possibilities, and ultimately evaluate how successful they—and their teachers—have been.

We take children seriously. In traditional schooling, as John Dewey once remarked, "the center of gravity is outside the child." He or she is expected to adjust to the school’s rules and curriculum. Progressive educators take their cue from the children.

MP: Can you tell us a little more about the SRV teachers and staff?

Rod Stanton: The staff of the school is unparalleled, and and each teacher embraces the role of learner and researcher. This has always been a hallmark of SRV. For example, Margaret Byrd Rawson, SRV teacher, researcher, and author spent some 70 years identifying and treating reading disorders. She wrote nine books and many articles on dyslexia and was an early and enduring force in the International Dyslexia Association, a 13,000-member professional group based in Maryland. Our teachers are continually improving their craft through professional development opportunities and many hold advanced degrees. Our teachers are truly the heart and soul of the school. Time and time again, our parents and graduates point to the educational expertise of our faculty and staff, and their ability to build strong and meaningful relationships with students, as the primary value of an SRV education.

MP: And how is the expansive SRV campus integrated into the curriculum?

Rod Stanton: In addition to the caring relationships that are cultivated among their peers, SRV students go beyond the classroom to take care of their campus and outside community. At The School in Rose Valley, we are educating citizens. Students tend to the school’s eighteen chickens, two sheep, and 3,000-square-foot, on-site garden, which is a source for much of the school’s lunch. All students participate in SRV’s Service Learning program at age-appropriate levels and are involved supporting local community efforts such as preserving wildlife, baking for senior citizens, and a ten-year-long, ongoing partnership with The Pennsylvania School for the Deaf (PSD), to name a few.

MP: What programs does SRV currently offer?

Rod Stanton: We offer a comprehensive preschool through sixth-grade progressive educational program. In addition to literacy, mathematics, and social studies, “specials” are offered in science, Spanish, music, art, woodshop, and sports. Social emotional, physical, and cognitive domains are given equal attention within the construct of these subject areas, as well. There are also after-school clubs that include robotics and chess. We offer pre-day and after-school care, vacation care, summer camp, and mini-camps, too.

MP: What seems to drive families to the school? Is there a “typical” SRV student?

Rod Stanton: Families that are looking for a progressive, play-based, or nature-based approach to learning are typically drawn to the school. Our constituents appreciate the ways in which we value childhood, and they enjoy our robust community. Often, professors from local colleges choose SRV because they feel we represent some of the best of educational approaches out there. Similarly, parents who attended a school with a progressive orientation themselves—both in the US and globally—often seek out a similar experience for their own children. We also strive to be an inclusive community that celebrates difference, which SRV families value.

The typical SRV student is inquisitive and eager to learn. She or he enjoys hands-on activities, has the capacity to develop meaningful relationships, and can do well within our “freedom with a fence” approach, meaning that a certain degree of independence and autonomy is expected to develop. Our students are also not afraid to get “messy.” We expect our students to be kind and understanding of others. Mostly, our children love to come to school and that remains true right through graduation in sixth grade, and hopefully beyond. Many SRV alumni have gone on to do amazing things, like make blockbuster films, write best-sellers, lead universities, and most notably, discover the Philadelphia Chromosome, the first ever link between genetics and cancer.

MP: How can families decide if SRV is the right fit for them?

Rod Stanton: The best way for a family to determine if SRV is a good fit for them is to come visit the campus when school in session by either scheduling a personal tour or joining us at an open house. Personal tours can be scheduled at your convenience, and we host a number of open houses throughout the school year. Current and alumni parents are also a great source of information for prospective parents, and we're always happy to make those connections.

We genuinely encourage interested parents to explore the educational landscape of Southeastern PA and visit other options in the area so that they can make an informed decision. Typically, they fall in love with the campus and staff and find that there is simply no comparison. What we don’t do is use intake measurements, like standardized admissions assessments. We prefer a personal, thoughtful approach that considers the unique strengths and affinities of each child.

MP: Thanks so much for speaking with us, Rod. What's the best next step for families that want to learn more about The School in Rose Valley?

Rod Stanton: We'd love for you to schedule a personal tour of SRV or join us for our Fall Family Open House & Children's Book Fair on Saturday, November 3, 2018 from 10:00am to 12:00pm. In addition to providing an opportunity to explore the campus and learn more about our curriculum, classrooms will be open with activities for children and there will be plenty of outdoor play, too!

If you'd like to schedule a personal tour of our campus, you can contact Kim Schmucki, Director of Admission & Tuition Assistance, at kim@theschoolinrosevalley.org or 610.566.1088. You can also visit The School in Rose Valley website for even more information about our program.