Founded in 1963 as Berkeley Montessori School (the first Montessori school in Berkeley), TBS has grown to serve students ages 2-14 while developing a regional and national reputation for innovative teaching methods, research-based practices, and a joyful, inclusive school community.
In 2009, we changed our name to The Berkeley School to reflect the range of pedagogies required to seek and nurture each child’s unique learning potential. Today, in addition to Montessori principles, our teachers incorporate practices drawn from Reggio Emilia, Project Zero’s Teaching for Understanding, Zaretta Hammond’s Culturally Responsive Teaching & The Brain, and Universal Design for Learning in order to meet a wide, ever-evolving range of learning needs.
With roots in our founding as Berkeley’s first Montessori program and branches that have grown to meet the ever-evolving needs of children, we remain a leader in the East Bay educational landscape.
For over six decades, our graduates have gone on to attend competitive high schools and lead lives of purpose and passion, guided by the self-knowledge they developed at TBS.
Our graduates go on to succeed at a diverse range of Bay Area high schools from independent to public, large to small, including:
What kind of student is best served at The Berkeley School?
By admitting curious, motivated, and thoughtful students, we balance the range of learners so that we are able to meet the needs of all the children in the class, including those who require additional resources for either remediation or enrichment.
The Berkeley School admits students with a wide range of learning needs who benefit from both our instructional approach and our robust support systems, and whose ability to self-regulate and learn from peers and teachers are aligned with our practices and structures
What sets you apart from other independent schools?
We believe that “what matters in education is what matters in life.” Few schools focus on the essential acts of teaching and learning with the intentionality and follow-through that we do.
Every aspect of our organization, from board meetings and our instructional practices to our playground and family potlucks, is set up to support children’s learning. The best way to ensure student learning is to hire and retain motivated teachers whose desire to meet students’ needs is only matched by their dedication to continuous professional growth.
Few teachers experience the level of support and commitment that they get from our school.
We invest heavily in professional development and in program administrators who can support faculty in improving their practice and implementing new approaches:
Another distinction is our strong emphasis on social development beginning with our youngest learners. We structure our curriculum and instruction to include conflict resolution skills, empathy-developing role-playing, and student-led exercises and campaigns that address social issues that affect the school, the local community, and the world.
Are there common adjustments for children coming from more traditional schools?
Our Montessori-inspired classrooms make for a happy and successful transition for every student. New students respond enthusiastically to the chance to have more autonomy and responsibility. Sometimes a child who is accustomed to adult direction and limit-setting needs more time adjusting. No periods. Our faculty is experienced in transitioning students from traditional school backgrounds.
The Berkeley School is recognized by professional organizations respected for their work in education and child development.
