Our teachers and staff are foundational to expressing Bloom’s innovative format and philosophy in approaching education as a dynamic, collaborative, and engaged experience of cultivating joyful, independent learners.

 

Multi-age classrooms at Bloom that honor the developmental needs of students are designed around a low student-to-teacher ratio. This classroom design provides the opportunity for differentiated instruction and the establishment of meaningful relationships as teachers assess student skill-building, interests, and social-emotional development on an ongoing, highly individualized basis.

​

Teachers facilitate individual and group projects that incorporate 21st century learning framework standards and utilize ongoing, individualized growth assessment -- rather than standardized testing -- to measure student outcomes and to improve instruction. Bloom teachers design thematic units to incorporate learning across content areas – an exciting approach that integrates and reinforces learning in ways that add depth and relevance to students’ everyday lives.

 

Bloom Community School has recruited teachers who will qualities that the school aims to engender in their learners: curiosity, independence, authenticity, resilience, and joy.” One of Bloom's founding board members, Dr. Laura Kalmes said, “learning is not confined to the years we spend at school; but rather, learning is a process that unfolds over a lifetime. As John Dewey famously said, ‘Education is not preparation for life; education is life itself.’"

 

Each teacher’s experience, disposition, collaborative interests, and inquiry-based learning experience is important to the formation of practices at Bloom. Bloom approaches its students as learners and as citizens of our school community, and as such, Bloom promotes diversity, equity, and justice in schools and society. Our teachers are instrumental in helping children to become lifelong learners and also active, empowered members of our community.