Rio Grande School

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Sarah is beginning her third year at RGS in the Pequenos classroom. She is originally from Texas and has been in Santa Fe for almost 8 years. She has a degree in Art Education and has been teaching in many different facets for over 14 years. Most recently she was the director of a small, private preschool program here in Santa Fe. As an educator of young children, she finds inspiration from the Reggio Emilia Approach and the Children and Nature Network.

Catherine (also known as Ms. Katy) comes to the Grandes class with over 25 years of classroom teaching experience. With an education in Early Childhood Development along with a teaching diploma from Montessori Northwest school in Portland OR, Katy is filled with a wealth of knowledge that will help support each child in her classroom both developmentally and emotionally. In 2005, she helped begin the Early Childhood Program at this school with Joanne Aversa, and left to pursue her Montessori training in 2012. After being in the Montessori world for a few years, she realized her love for the Reggio approach as well, and found her way back to RGS in 2019. This will be her 10th year at this fabulous school! Peggy was born in Santa Fe and brought up by her single mom and grandparents until she was 4 years old. She grew up with her twin sister. Growing up with 15 of her cousins, she was always around children. She believes that children need people that they can trust and who value who they are. She knows it has always been her calling. She has worked with preschool children for 16 years and has learned so much from them. She lives in Pecos and when she’s not teaching, she enjoys spending time with her 2 fur babies, sculpture, writing poetry, camping, mountain biking and hiking. She is very excited to work at Rio Grande for her 5th year, where she has enjoyed working with the staff, children and families! Most of all, she is grateful to be part of such a wonderful and dedicated community.

Born and raised in Brooklyn, NY, I’ve seen enough of the world to know that Santa Fe is the place where I want to be! After teaching for over 20 years in NYC and international schools in Kenya, Greece and Germany I moved to Santa Fe and joined RGS in 2017. I worked as the lead Grandes teacher for 2 years before I opted to become the EC floater two years ago, a position I enjoy very much.

I received a BA in English and German from Hamilton College and a MA in Humanities from California State University. My junior year I studied at the University of Freiburg, Germany, where I met my German husband. We have two adult children, who recently moved back to Europe to study and work.

Triết lý

The Rio Grande School early childhood education program focuses on the child as an active, competent learner and recognizes the family’s important role in supporting this vision. Daily life in school is rich in experiences that draw on the student’s abilities and interests while stimulating new learning and curiosity. Attention to the growth and development of each child and family is a hallmark of the Early Childhood Program, one that forges strong relationships. The role of play in early childhood is taken very seriously, as it not only is how students learn to be resilient, observant problem-solvers as they approach life and learning, but it also builds upon memory and skills. The development of self-confidence, imagination, and creativity is encouraged; play develops the foundations necessary for future learning and supports students in making meaningful connections. Educators work collaboratively to create a rich environment where students’ interests are valued and explored. This child-centered approach leads to the emergence of in-depth thematic studies. The integrated curriculum and hands-on approach are used to teach skills and concepts, fostering problem-solving ability and independent thinking. Every experience opens opportunities to expand the chosen topic depending on the shared experience or special interests of the group. Students are encouraged to ask questions and to find the answers through experimentation, observation, exploration, and documentation. Educators includes specialists in science, library, technology, Spanish, art, music, movement, physical education, and experiential education. The classroom teachers and co-curricular educators all work closely together to ensure that the curriculum is well-integrated and age-appropriate. The RGS program carefully balances the integration of literacy, math, science, music, and movement. Community play, math games, journal writing, and outdoor time add to the richness of the experiences. Parents play an active role in their child’s experience at Rio Grande School, from chaperoning field trips to celebrating their diverse backgrounds and cultural traditions in the classroom to participating in school-wide events. Educators communicate class information through newsletters, emails, and daily interactions. Parent conferences and individual progress reports occur twice per year. Parent education is supported through informal daily conversations, class coffees, and from the school’s consulting psychologist when needed. Parents find that a strong and respectful partnership with their child’s educator can help to establish the best foundation for both current and future success in school.

The Pequenos program for students turning 3 by September 1 provides a positive social experience with a rich variety of developmentally appropriate activities. We offer a gentle introduction for young

Về chương trình của chúng tôi

EARLY CHILDHOOD The Rio Grande School early childhood education program focuses on the child as an active, competent learner and recognizes the family’s important role in supporting this vision. Daily life in school is rich in experiences that draw on the student’s abilities and interests while stimulating new learning and curiosity. Attention to the growth and development of each child and family is a hallmark of the Early Childhood Program, one that forges strong relationships.

The role of play in early childhood is taken very seriously, as it not only is how students learn to be resilient, observant problem-solvers as they approach life and learning, but it also builds upon memory and skills. The development of self-confidence, imagination, and creativity is encouraged; play develops the foundations necessary for future learning and supports students in making meaningful connections.

Educators work collaboratively to create a rich environment where students’ interests are valued and explored. This child-centered approach leads to the emergence of in-depth thematic studies. The integrated curriculum and hands-on approach are used to teach skills and concepts, fostering problem-solving ability and independent thinking. Every experience opens opportunities to expand the chosen topic depending on the shared experience or special interests of the group. Students are encouraged to ask questions and to find the answers through experimentation, observation, exploration, and documentation.

Educators includes specialists in science, library, technology, Spanish, art, music, movement, physical education, and experiential education. The classroom teachers and co-curricular educators all work closely together to ensure that the curriculum is well-integrated and age appropriate. The RGS program carefully balances the integration of literacy, math, science, music and movement. Community play, math games, journal writing, and outdoor time add to the richness of the experiences.

Parents play an active role in their child’s experience at Rio Grande School, from chaperoning field trips to celebrating their diverse backgrounds and cultural traditions in the classroom to participating in school-wide events. Educators communicate class information through newsletters, emails, and daily interactions. Parent conferences and individual progress reports occur twice per year. Parent education is supported through informal daily conversations, class coffees, and from the school’s consulting psychologist when needed. Parents find that a strong and respectful partnership with their child’s educator can help to establish the best foundation for both current and future success in school.

Tuyển sinh

Thank you for your interest in Rio Grande School! We look forward to sharing our community with you.

Please feel free to familiarize yourself with our Admissions Process, which is designed to help streamline enrollment and give both you and Rio Grande School the information necessary to make the best possible decision for your child.

At any time, please free to call Rachel Rosebery, Associate Director of Admissions, with any questions or to schedule a visit.

1. PARENT VISIT & TOUR: If you haven’t done so already, fill out our inquiry form to schedule a visit. This visit will last approximately 45 minutes and include a tour of the campus.

2. APPLICATION: Once you have visited the school you will receive a link to complete your application. Submit a completed Application through the online application link, which includes a Parent Questionnaire, an Authorization to Release School Records, a Confidential Teacher Recommendation form, and Evaluations and Reports including, but limited to, IEPs, Diagnostic Tests, Tutoring, Occupational Therapy, and Physical Therapy. Include an Application Fee of $75. If you seek tuition assistance, click here.

3. STUDENT VISIT & ASSESSMENT: Once all of the items listed above have been received by RGS, a Screening Appointment will be scheduled for your child to visit the classroom at RGS. Visit days will be scheduled by the Director of Admissions at the convenience of both the applicant and the teacher(s). If your child is an Early Childhood Program or Kindergarten applicant, he/she will be invited to a Group Screening in early January. Admission to grades 1 – 6 culminates in a shadow day visit in the child’s current grade.

The Admission Committee makes decisions in the best interest of each applicant, as well as in the best interest of the specific grade level. Students are admitted based on the school’s ability to meet their academic, social, emotional, and physical needs, and on the basis of available space. If a class is enrolled to capacity, prospective students are placed in a wait pool. As openings are confirmed, prospective families are notified.