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Our Values

At SVCMS, we believe in LOVE:
Living Our Values Every Day

Our Values Include:

  1. Respect for self, others, and the environment

  2. Peace within ourselves, within our communities, among people of the world, and with the Earth

  3. Kindness to all living creatures; treating others as we wish to be treated ourselves

  4. Integrity, honesty, and transparency

  5. Equity, Fairness, Diversity, and Inclusion

  6. Service 

  7. Joyfulness and the happiness of the child

  8. Child-centered education

  9. Self-construction of the individual

  10. Independence within a context of interdependence

  11. Whole Child Education

    • Cognitive Development

    • Emotional Growth

    • Social Skills

    • Physical and Spiritual Development

  12. Gratitude

  13. Hopefulness about the future

Inclusion & Diversity

SVCMS strives to create, support, and encourage a culture of inclusion and collaboration that embraces and celebrates the diversity of our local and global communities. We commit to valuing the contributions and protecting the rights of all people–of every culture, race, ethnicity, religion, age, family structure, sexual orientation, gender identity and expression, socioeconomic background, ability, learning style, and world view. Through this, we can achieve our underlying goal of educating and supporting responsible, engaged community members. 

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Multicultural education is an integral part of the Montessori philosophy. Our curriculum respects the individuality of each child, creates a community of cooperation and nurtures a sense of wonder and curiosity about our differences. We honor and actively explore the varied backgrounds and cultures in the world. Students are encouraged to appreciate different perspectives, identify and reject stereotypes and prejudices, and work for equality and justice within the school and the world. 

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In our classroom communities, we foster peace and embrace differences through our curriculum, materials, and modeled behavior. By promoting inclusion and collaboration, we encourage each other to be open-minded and appreciative of different ideas. The work of recognizing, understanding, and appreciating our differences helps to form and inform a rich environment that is a crucial part of guiding our children on their path to maturity and global citizenship.

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We oppose discrimination and consciously recognize the value of diversity throughout our hiring practices, admission process, classroom composition, professional development, and community activities. 

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Our goal in these works is that each member of our community feels welcome and valued, and all of our students are supported as they grow into compassionate global citizens. To this end, SVCMS accepts the responsibility to:

 

  • actively support each other and our families to acknowledge, honor, and appreciate differences;

  • become aware of privilege in our own lives, in the systems we create and support, and in our culture;

  • work as a team to dismantle and reorganize the systems that support marginalizing others;

  • incorporate anti-bias education at every level of our school.

Gender at SVCMS

Anti-Discrimination Statement

SVCMS is committed to providing an environment within which all employees, faculty, students, volunteers and others are treated with respect and that is free of harassment. SVCMS prohibits conduct that is disrespectful, disparaging or unprofessional as well as harassment based on race, color, national origin, ancestry, creed, religion, sex (which includes marital status and pregnancy), sexual orientation, gender identity, gender expression (which includes transgender), disability or need for special education services or any other basis protected by federal or state law.  

Affirmation (Youth-Specific)

As Montessorians, we know that children construct themselves through interactions with their environment and therefore know themselves best. We listen when children tell us about their identities and follow the child as always. SVCMS respects the individuality of each child and nurtures a sense of wonder and curiosity about our differences. Gender is complex and unique to each individual, and we acknowledge the individual journey of every child as they explore their own identity. SVCMS affirms youth of all gender identities: agender, cisgender, gender-fluid, non-binary, transgender, and any other genuine expression or exploration of gender identity.

Gender Across Levels

Montessori is a child-centered, developmental approach to education. As such, gender and identity topics are addressed using age-appropriate language and concepts. Many times these discussions are initiated by the children’s questions, observations, and connections.  

 

In our Children’s House, as a part of Grace and Courtesy lessons like Shaking Hands, Introducing Self, and Introducing Others, children learn about using a person’s correct name and pronouns. When working on language skills, children use Learned Word Lists that include gender-neutral pronouns. During Family Sorting work, children are able to create a family using figures featuring different genders, ages, ethnicities, and abilities. Children learn about each other’s identities and families through family photos and self-portraits displayed in classrooms. Our classroom libraries also include books that feature a variety of families with different genders, ethnicities, and abilities represented.  

 

In our Lower Elementary classrooms, students learn about gender pronouns (she/he/they)  as a part of the Grammar curriculum. As a part of our Reader’s Workshop, children learn about identity and the many types of identities we each hold as an individual, a member of a family, and part of a larger community. A lesson using the book Who Are You? by Brook Pessin-Whedbee introduces concrete terminology for gendered language, gender pronouns, and gender expansiveness. Within Art class, students have the opportunity to draw and share their self-portraits. Staff affirm identity expression in clothing and hair style choices, and strive to support students wherever they are in their exploration of their identities. 

 

In our Upper Elementary classrooms, our students learn about gender pronouns (she/he/they)  as a part of the Grammar curriculum. Additionally, during lessons about the History of Language, the translation of gendered words into English is discussed. Students also notice types of gender equality when studying historical fiction in literature groups. Guides continue to support students in their identity formation, as individuals and community members. 

 

In our Middle School, most of our students’ work with gender occurs as they navigate systems and the wider world. In the Peace curriculum, students participate in lessons about different types of identities we all hold and experience. In SEL Improv and Performance lessons, students explore self-expression—including their gender expression— during character work, along with work on perceptions, stereotypes, and conflict resolution. During skills lessons, students continue to learn about pronouns during Grammar work, including differences between English, Latin, and Spanish. In addition, students often initiate discussions in literature groups around how a character’s gender influences their choices and behavior. Staff and students work to acknowledge and support each student’s individual identity, especially in preparation for the transition to high school. Adolescents at SVCMS may initiate creation of a gender communication plan on their own if desired.

Gender Resources

Families with gender-expansive children have the option of working with staff to build a gender communication plan. The purpose of these plans is to create a channel for communicating important steps and information to those who need to know. These plans are not intended to pathologize day-to-day gender expression and exploration. Rather, they create a shared understanding among the student’s support networks and school systems about how to affirm the student’s identity and protect their privacy.

 

While a plan may not seem necessary at first, it may become increasingly important as children age. At different timepoints, families may need to make decisions to protect their child’s privacy, affirm their identity, and help them to navigate systems. Some examples include:

  • Announcing desired name or pronoun changes to peers.

  • Ensuring the SVCMS-managed Gmail accounts issued in 6th year use the child’s chosen name.

  • Changing the displayed name and gender in Infinite Campus, which many schools use to build rosters, generate reports, and communicate directly with families and older students.

  • Changing pronouns in Infinite Campus to reflect the student’s identity, which will be especially important as students begin using it to register for classes and receive communications.

  • Transitioning to high school or other schools, ensuring that students are met with the correct name and pronouns from day one.

 

If your family would like to consider a gender communication plan, please reach out to your child’s Lead Guide or Program Level Leader.

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