Voyagers’ Community School was opened in 2004, initially as a homeschool resource center. The following year, the school offered both full-time and part-time enrollment. From September of 2006 to June of 2010 the school resided in rented facilities with 43 acres.
In this space we added grades 5 through high school, increased our enrollment, and established the connection of curriculum to nature as we started everyday with a walk through wooded trails. From the Fall of 2010 through the Spring of 2015 enrollment increased to 60 students, ages 5-18 and we outgrow our facilities.
In the Fall of 2015 the school moved to a 13,000 square foot facility that was fully renovated with our needs in mind. In this larger campus we added Toddler and Preschool classrooms for ages 14 months to 5 years.
Since it inception, inspired by John Dewey, Maria Montessori, Reggio Emilia Schools and others, the school has offered a progressive, constructivist teaching and learning environment where children are seen as powerful, resourceful and competent and the whole child is understood to be essential and fully recognized today.
Voyagers’ Community School is located in Eatontown, New Jersey, in Monmouth County, on the Jersey Shore. Eatontown boasts a large land mass that was once a military base and is now being developed for business, housing and community use.
The school is located at the site of a historic Eatontown elementary school near the former Fort Monmouth. Within 15 minutes of the school one could be at the ocean or in the forest. There are also many opportunities to be in town, county, or state parks within 20 minutes.
Our school has an excellent relationship with the town and surrounding communities. We maintain this relationship through community service and the establishment of Indexed Tuition and The Innovator Scholars Program each of which makes our school affordable to a greater number of students.
Now in our larger space Voyagers’ Community School can accommodate growth. We are accepting more students with a mind toward sensible growth. Our plan reflects a conscious effort to grow with care.
We are increasing faculty alongside increased student enrollment and maintaining our ratio: 5/1 for Toddlers, 7/1 for Preschool, 10/1 in Lower School, and 12/1 in Upper School. We are also offering a greater variety of topics and deeper exploration in Computer Coding, Science, Technology, Engineering, Art, Math, Music and Culinary Arts.
As we grow, we are establishing teams and clubs including cross country track, Model UN and Robotics. We are continuing to broaden our reach and step up to meet children’s wants and needs.
We are proud to share, Voyagers’ Community School is among 2,800 schools across the United States and in nearly 100 countries, accredited by Middle States Association of Colleges and Schools Commissions on Elementary and Secondary Schools
According to MSA-CESS, the profile of a Middle States-Accredited institution:
Our Philosophy of Education falls under five subheadings. The thought reflected within these headings express who we are, why we exist, and what we hope to accomplish in and outside of our school.
Our mission is to foster the natural joy of learning within people while empowering members of the school community to develop personal responsibility and the confidence to create the lives they want for themselves as global citizens.
Voyagers’ Community School is a place…
The students are partners in the design of their education. Because wisdom teaches that everyone learns at different rates, and that peer teaching is one of the most effective ways of learning, the students are encouraged to depend on and support others in their quest for knowledge. Their accountability is to themselves and to those around them, including the faculty. Natural curiosity and a genuine desire to learn should be the motivation of each student’s interest in his/her education.
A major tenet of our school is trust. We trust that each student, empowered to follow their own interest at their own pace, will learn, develop and discover the world in the ways that are right for them. Students are supported in their endeavors by a caring and compassionate faculty.
Much of the day-to-day running of the school is governed democratically by the students, faculty and staff. This is achieved through regular school meetings in which students get to share their input and pose new possibilities. In order for it to truly be their community, they must be a part of the design of the environment and operations.
Family, friends, and the community at large are all important parts of a child’s education. The school welcomes individuals wishing to share their knowledge and skills. The caveat is that the subject matter must suit children’s interests, the person’s style must match our philosophy and the timing must suit our schedule. Through this engagement, he community benefits from the school as the school benefits from the community.
Diversity is inherently valuable and therefore it’s important that the school is accessible and welcoming to people of all economic classes, races, ages, orientations, and abilities. Our creative, Indexed Tuition Plan and Innovator Scholarship Program make the school as affordable as possible. We aim not to turn students away for financial reasons.
The school atmosphere is one that allows for the whole expression of each individual. This means that in addition to the freedom to explore their mental and physical capacities, students are also given the freedom to explore their emotional selves. As children learn the faculty supports, assists, facilitates, and recognizes teachable moments and interpersonal tensions.
It is our aim to be as sustainable as possible, considering always the long-term welfare of the school and its environment. This means ecological responsibility – using environmentally conscious products and supplies, participating in green energy programs, etc. It also means financial sustainability – funding for the school and its operations comes from a diverse number of sources (tuition, fundraising, donations, grants, etc.). This assures that a dependency on a single source is not formed. All members of the community assist in this endeavor providing ideas, contacts, volunteer labor and encouragement to those pursuing outside funds.
Our licensed and professional staff truly makes Voyagers’ a one of a kind learning community. Get To Know Our Teachers
Amazing Learning Happens Here!®
Voyagers’ Community School curriculum is shaped by pieces and parts of many approaches
We recognize that each child is strong, confident and capable. We bring these tenets alive in the classrooms through a deep understanding of educational theory and cutting-edge pedagogical practices.
We provide children with meaningful experiences for play and exploration, which is their work, while nourishing their potential as individuals. In our space children learn in a continuum; they move from easier to more difficult material and from simple to more complex strategies at their own pace, rather than being promoted once a year or waiting until the next school year to move forward in the curriculum.
Children take part in the entire cycle of learning: Interest, investigation, questions, inquiry, research, dialogue, connections, reflections, expression… Interest
The collaborative philosophy of the school is carried out by its administrators, teachers, students, parents and board members who all work together in an effort to create a learning environment that results in academic success, as well as social and emotional growth.
Developing curriculum through mapping is approached that enables faculty to lookout a course of study from all angles. Curriculum mapping includes:
Each child has a set of goals developed by the faculty based on age, grade, prior knowledge, current skills and a sense of possibility. We measure/assess/review and keep track of children’s learning based on these goals. We embrace all the skills and abilities the student possesses, rather than assessing based on academic performance alone. Students who do struggle with certain skills, whether social, emotional or academic, are given tools, direct support, and additional assistance.
Our assessments show the process of learning from start to finish rather than compared to an end result. For example, when a new class is proposed, teachers create a curriculum map that follows students’ curiosities and interests. A class description is written and the course of the class is documented. Throughout the class, the teacher documents student work in various forms and returns to the curriculum map to plan the course’s direction. The teacher further documents each student’s performance and participation by recording anecdotal notes regularly in each student’s digital portfolio.
Parents are given access to their child’s portfolio online supported by Seesaw, where they can see the work through images, video, and audio recordings. They also see the child’s reflections and the teacher’s assessment through written narrative. The parent comes to understand their child’s performance in each class, as well as their social/emotional development, community involvement, and general academic progress. Parents can even add their own comments, words of praise, and questions.
High School students receive a grade report three times each year. They earn a Grade Point Average (GPA) and receive an official transcript. Parent/Teacher/Student conferences are scheduled up to three times each year. An open line of communication is kept between the parents and teachers at all times
Voyagers’ Community School is a place where a child can grow and learn as a whole person. Voyagers’ is recognized for excellence in the depth and breadth of its academic, cross curricular, constructivist pedagogy. Voyagers’ offers an integrated approach to education through engaged, project-based, experiential and vigorous studies, supported by an involved school community.
Our graduates will know how to:
Voyagers’ graduates see themselves as citizens of the world. They understand that they are part of a democratic nation and a global society. They recognize the adage “with privilege comes responsibility.” They are unabashedly vocal about the environment, human rights, global justice, and world issues. They are inclined to be politically and civically active and socially engaged.