Beginning School
Preschool, Junior Kindergarten, and Kindergarten
Welcome from the Director
Welcome to the Beginning School!
The Beginning School offers a unique opportunity for students ages 3 through kindergarten to develop a foundation to become life-long learners in a warm, community-oriented, child-centered environment.
At the Beginning School, we take great pride in curating an experience for our youngest learners that is joyful and developmentally appropriate. With the help from our wonderful indoor and outdoor learning spaces, we cultivate a curriculum that captivates childrenās curiosities, develops their passions, and builds on their strengths. We believe in the power of play to help children develop their language, social, and executive functioning skills, and our curriculum, which is guided by themes, is expansive and responsive, allowing teachers to respond to childrenās questions and choices to guide their units.
Underlying all of the important learning that happens here at Renbrook is our strong community. In the Beginning School we value our close relationships with parents and with students above all, and it is these relationships that drew me to Renbrook and to the Beginning School. I look forward to sharing this wonderful place with you!
Sincerely,
Gretchen
A New Englander by birth, Gretchen Paul grew up in Vermont before graduating from George Washington University with a BA in International Affairs and an MEd in Elementary Education. She also holds a M.Ed. in Educational Leadership from Lehigh University. Following teaching roles in early years and elementary programs in public and private schools, Gretchen's passion for travel and international education led her to teaching and administrative roles at the American School of Paris. For five years in France, Gretchen led the preschool through first grade program in all areas. Gretchen next moved to the American School of Torreon, Mexico, where she served as the Early Childhood Principal. In each of these roles, Gretchen developed a relational leadership style, a student-centered focus on play-based education, excellent parent partnership, and a passion for developing a strong academic foundation for young learners.
Gretchen believes all education, and especially that of our youngest students, should be student-centered, active, inquiry-driven, and joyful! Gretchen believes in the power of play to inspire and engage, and she brings her experience in play and outdoor learning to the Beginning School. As a director, Gretchen believes in a culture of community and trust and works with individuals and teams towards collective goals with the best interest of Renbrookās students always at the center of decision making.
Gretchen lives with her son, Dean, a charming blue-eyed baby, and her dog, Millie, an old lady King Charles spaniel. When she is not at school, she enjoys traveling, being near the water, and exploring Connecticut with her little family!
Play
Our play-based approach encourages children, in partnership with teachers, to make discoveries about themselves and the world around them. Play is an essential component as children learn to socialize, communicate, make choices, show initiative, collaborate, observe, problem-solve, and ask questions.
Outdoor Learning
Nature is central to the learning experience at Renbrook. Being outside develops confidence and resiliency in students, providing authentic learning opportunities in math, science, literacy, and social studies. Our 75-acre campus is the backdrop for countless outdoor adventures in outdoor classrooms, on trails, and at the pond.
Belonging
Every teacher in the Beginning School is focused on creating a strong sense of self for each child. The learning environment at Renbrook School is one of inclusivity. Honoring childrenās humanity means helping them to understand themselves and to embrace others' unique qualities. Children develop the skills, knowledge, and strengths to advocate for themselves and others.
Benchmarks
At the Beginning School, grade-level benchmarks serve as valuable tools for tracking and supporting each childās early learning journey. These benchmarks provide a clear framework for understanding developmental progress, helping teachers and families communicate effectively about a childās growth. Because every child develops at their own pace, benchmarks are not rigid expectations but guiding milestones that allow educators to observe learning over time, tailor instruction to individual needs, and ensure every child receives the right support to thrive.
Benchmark Understandings
- All areas of development are important.
- Every child has areas of strength and areas for continued growth.
- Benchmarks are intended to provide a framework for understanding the progression of a childās development.
- Report cards provide a snapshot of a childās development at the mid-year and end-of-year marks.
Benchmarks help teachers:
- Observe and document student learning over time.
- Support, guide, and inform planning and instruction.
- Identify children who might benefit from specific supports.
- Ensure every child is learning what they need.
- Report and communicate with families.