Parent participation is essential and parents are an active part of the child's learning. The space and arrangement of the school are critical in facilitating communication and relationships. Children's own sense of time and personal rhythm are considered in planning with sufficient time allowed for project completion. The environment may change, but the teachers are constant. Teachers listen to and observe children closely.
Teachers consider themselves partners in their child's learning and enjoy discovering together.
Schools do not have a director on premises. A team of teachers working in pairs as equal colleagues are supported by a pedagogisti who guides the work of three of four schools. The curriculum is not established in advance. Teachers express general goals and make hypotheses about direction but the curriculum emerges and the process is flexible. A great portion of the teacher's work is spent in documentation of learning to share with parents as well as to study children's learning.