Our Philosophy
What makes Barefoot Technology Academy tick?
What makes Barefoot Technology Academy tick?
We reject the notion that young people need to learn a standard set of skills and subjects by a certain time.
We believe that curiosity is the natural engine of learning, that students learn best when they're learning something interesting, and that the best way to find something interesting is to find it yourself.
Students at Barefoot spend the majority of their time doing projects. Those projects might range from developing a video game to building a robot to writing a screenplay to starting a business to writing a research paper to reading 100 books in 100 days.
Our role is to support students as they explore a huge variety of content areas, modes of communication, and skills.
We believe that students learn best when they can focus on truly understanding a concept, not just moving on because the schedule says so. Mastery allows students to go as deep as they need, revisiting ideas until they make sense and connect to other knowledge.
We believe that each student’s path is unique. Learning should follow curiosity and goals, not a one-size-fits-all curriculum, so students can explore what excites them while still building strong foundational skills.
Because of this, students progress by demonstrating understanding and skill in meaningful ways rather than by completing a set number of lessons or tests. This allows learning to be personal, connected, and long-lasting.
We believe that learning happens best when you need to learn something. Learning a lot of content abstractly, with no real application, leads to boredom and confusion about the "point". However, learning content to support a goal creates meaningful connections, excitement and drive to understand.
We believe that libraries, the internet, and free resources are available for students to learn high school level content in every area.
Because of this, we don't teach high school level content. Students do projects, discover a gap in their knowledge or understanding, and close that gap through research and discovery.
We believe that learning happens best together. Students work in groups to do projects, engage in group discussion during Core Curriculum, and create community together.
Through collaborative learning, students learn higher-level thinking, communication, management, responsibility, and help each other address knowledge gaps, misconceptions and stagnant ideas.
Students push each other, support each other, and help each other to grow. Through formal student-led mini-lessons and informal peer-mentoring, students forge deep relationships with each other, explore a wider variety of topics, and stretch their brains in new directions.
We believe that our students are inherently smart, sensible and worth listening to.
Decisions on curriculum, scheduling, rules and community agreements are made, to the furthest extent possible, in collaboration with students.
Students have freedom to learn what they want, on their schedule. Even during scheduled class time, students have the opportunity to propose content and structures, even if they diverge from the plan.
We believe that the best way to understand concepts like respect, justice, freedom, democracy and empathy is to live them.
We believe that freedom is essential to learning. When students have real choices, they learn to take real responsibility for their time, their projects, and their growth.
We believe that education should not train students to accept the world as it is, but to question, challenge, and reimagine it.
We believe that students learn best when they are empowered to ask big questions: Why is this the way it is? Who benefits? What could be different?
Because of this, we encourage critical thinking, social imagination, and the courage to act on ideas.
We believe that education is not just about academics, but about developing the whole person.
We believe that emotional intelligence, creativity, self-knowledge, and resilience are just as important as math or writing.
We value reflection, mindfulness, play, and personal expression as essential parts of learning.
We believe that learning doesn’t just happen in classrooms. Learning happens everywhere.
We believe that students grow when they step into the real world: volunteering for causes they care about, joining clubs or community groups, taking on internships, collaborating with mentors, and trying out new social spaces.
Because of this, we encourage students to seek experiences beyond school. Whether it’s shadowing a professional, organizing a neighborhood project, joining a debate team, or simply exploring a new hobby, every encounter adds richness to their education and helps them connect learning to life.
We believe that every student deserves to be both challenged and accepted for who they are. Gifted and twice-exceptional learners often find themselves either unchallenged or misunderstood in traditional schools.
We believe that advanced learners thrive when given freedom to pursue their passions at depth and speed, while also receiving support where they need it most. Our students are encouraged to stretch their abilities, explore new domains, and take on ambitious projects without arbitrary limits.
We believe that twice-exceptional students (those who are both gifted and have learning differences) deserve environments that celebrate their strengths and provide scaffolding for their challenges. At Barefoot, they can bring their whole selves to learning, without hiding or minimizing any part of who they are.