Making a Difference in the World: The Power of Micro Schools
By Sarah Lavezzo
“Maybe you’re called to influence the one who will influence the thousands.”
For those of us who work with gifted learners, those words of author Mark Batterson likely resonate. We see the power and potential of our students every single day, but we also see their struggles. Our children are often told by the world that they are “too much,” but our world needs their “too much.” As professionals we can empower our gifted students, so they are confident that they are exactly enough. We can encourage these unique children to feel capable of using their gifts in fulfilling and world-changing ways.
I first read the words of that quote in my early years of parenting my profoundly gifted, twice-exceptional daughter and after several years of teaching gifted students. It was also about a month after the sudden death of my mom, my best friend and role model, who diligently lived out these words throughout her teaching career. Fear of failure, grief, and overwhelm were my daily companions, but I was inspired by those words and desperate for an empowering learning community for my daughter. It was then that I decided to start a micro school.
When I started researching the concept of micro schools, the examples reminded me of what I experienced as a child when I was in the gifted program - multi-age, learner-driven, and strengths-based. It was a place where I felt challenged, accepted and inspired. I felt a sense of belonging and wanted to replicate that feeling for others, including my daughter.
Micro schools are unique in many ways. The main features include small, multi-age classes, mastery-based progress, experiential learning, and low student-to-teacher ratios. Many of these characteristics work well for most students, and some work exceptionally well for gifted students.
At many micro schools, acceleration isn’t merely an accommodation parents can advocate for, but is instead woven into the fabric of the school. Students work at the level they need, and this flexibility and individualization is embraced within the classroom. Many of my students, including my daughter, have benefited from this. When she was six, she grew tired of everyone asking what grade she was in that year. One time she responded with “I’m in grade X. It’s variable.” That has now become her default response! She has fully embraced her power to progress at her own speed.
Most micro schools spend significant time on social-emotional development, and the collaborative learning approach helps students refine these skills in real-time. They have morning meeting and closing circle, which are times where they share, learn social-emotional tools and skills, and build memories through games and crafts. They practice these skills organically through group work, discussions, projects, and free play each day. This emphasis on Social-Emotional Learning (SEL) is vital for gifted learners to succeed.
Low student-to-teacher ratios ensure that students’ needs are being monitored and addressed. Most classrooms have about 12 students with a teacher and a teaching assistant. If students are struggling or bored, chances are high that they will receive the help they need. There is always an extra adult available for social-emotional support when it is needed, whether that be to act as a listening ear, mediator, advocate, or calming voice.
Micro schools are also flexible. Due to their small size, they are agile and able to change based on the students’ needs and passions, new practical research, and community input. Some schools have flexible or part-time attendance, which can be effective for 2e students in particular. My micro schools are both hybrid schools. Students attend class two days per week and homeschool the other three. Our school in Colorado has regular field trips and gatherings of families. Our school in the DC area has weekly co-op style field trips so that students and their families, little siblings included, get to learn together. We take advantage of the learning possibilities through real-world experiences and applications. Both schools also have an emphasis on service learning, providing students the opportunity to partner with local and global organizations and support their work. The flexibility of micro schooling allows for a unique education model that can be tailored to the actual students enrolled.
What I feel is the defining characteristic, however, is the depth of community. Students often work with the same teacher and learn with the same students for several years, developing a high level of trust and camaraderie along the way. Our teachers, students, and parents feel like extended family, supporting each other, celebrating successes, and growing together. Micro schools cultivate an environment in which students can pursue their passions, develop authentic friendships, and grow in their gifts.
These outcomes are not exclusive to micro schools, but the model is designed to prioritize them in a way that helps gifted learners thrive. Whether a student is at our micro schools for one year or ten years, our hope is that they will leave more confident in who they are and the power they hold to make a difference in the world.
Starting a school is a big task. There is excitement, fear, frustration, and many tears. But there is also a big reward, found in the students’ journeys. The first time I did it mostly on my own, but thankfully had the support of my husband, my dad, mentors, and friends. The second time I had all of those people, plus an incredible co-founder. Our skill sets are complementary, and having a friend to work with is incredible. It would be nearly impossible to start a micro school without a support system, and I am grateful to all those who cheered me on and listened to me talk for hours about my ideas.
I am also grateful to all of the families that take the big leap with us. It feels risky because micro schools are so different, but if it is a good fit, it can truly be life changing. There is no box to fit into because we embrace their uniqueness. In fact, we encourage it. Being on a mission to empower kids to change the world seems hard, but really it just starts with embracing each child for who they are and the amazing gifts they bring to the world.
While it has been overwhelming at times, I have grown so much as an educator and a person because of this work and the people who have been part of it. Below are some of my key takeaways:
Parents and teachers are willing to push boundaries and overcome challenges for the good of the children in their care. We should not apologize for this. We are their advocates, and we have a duty to empower them, which starts with ensuring they have the resources and environment they need to thrive.
Sarah Lavezzo
Sarah Lavezzo is the founder and director of Wonder Learning Collective, an educational nonprofit that believes the purpose of education is to equip students to be lifelong learners and compassionate citizens while preparing them to live an enriched, fulfilling life as they create positive change in their community and world. She is the co-founder and education director of the Scholé Center for Innovative Education, a hybrid micro school in the DC area, and is also the founder of Ascend Micro School, a hybrid micro school in Colorado Springs. Additionally, she has co-authored curriculum for the United States Institute of Peace and Heartwork and was featured at National Geographic. Her graduate degrees are in curriculum & instruction and gifted education & talent development. She is passionate about learner-driven education, global education, and empowering children and families. As the mom of a delightful daughter, she loves to build community with other parents and support them in their journeys. You can reach her at sarah@scholenova.org.
A community working towards a common goal is stronger than the most passionate single person. Our micro schools would be nothing without their strong communities, and our students benefit from experiencing this.
We are all on our own unique journeys and celebrating each other matters. When students internalize this, we see perfectionism decrease and confidence increase.
A strong team of professionals makes a huge difference to the success of any program. I work with outstanding leaders and educators at our schools. They inspire me to dream even bigger and to lead with compassion, humility, and grace. I am grateful to call them colleagues and friends.
Young people are capable of making a difference in the world, not just in the future, but right now. This is an ideal my mom instilled in me, and I get to see it every day in our students. By using their gifts to serve others, they learn the power they hold to positively influence others and will carry that power with them throughout their lives.
There is every reason to be hopeful for the future. There are passionate, brilliant kids that are enthusiastic about making a difference. The best thing we can do is provide them with the resources they need, cheer them on, and get out of their way!
Batterson’s quote finishes, “You sow into their lives so they can reap a harvest. The fruit of their lives is your reward.” For each teacher and gifted professional, regardless of where you work, know that you have an immense impact on your gifted learners. You are positively influencing their lives so they can go out and positively influence others and change the world for the better. What an incredible legacy!
If you are interested in learning more about micro schools or starting your own, please reach out to me at sarah@scholenova.org or sarah@ascendmicroschool.com. Just like it takes a team to raise a child, it takes a team to start a micro school, and I’d be happy to be part of yours!
