Is UW Lab School For You?

The Vision of the UW Lab School is to serve as a model for effective, learner-centered, K-9 education as part of a teacher education institution promoting the development of competent and democratic professionals. 

Our Mission is to create a positive learning community that will recognize, foster, and assess continuous improvement toward high levels of academic and social achievement for ALL students, pre-service teachers, faculty, and staff.

Is UW Lab School For You?

Based on our experience, successful UW Lab School students: 

  • –Are curious and able to work independently as well as cooperatively – with their peers, their teachers, their student teachers, their parents, and community members — to further their own knowledge and learning goals
  • –Believe in and practice the values of kindness, respect, safety, and responsibility
  • –Prefer a small school where everyone knows everyone and all students are treated as unique individuals
  • –Take responsibility for their learning and behavior, and are willing to work hard to continuously improve in all areas
  • –Strive to use advocacy, negotiation, dialogue, inquiry, and critical thinking to solve problems – key skills fostered in the League of Democratic Schools
  • –Learn well through hands-on, authentic learning experiences that often take place outside of school walls – like at Half-Acre Swimming Pool, Teton Science School, and LaBonte Park
  • –Enjoy rich learning experiences in all subject areas, including music, art, physical education, and Spanish
  • –Are willing to be part of a larger learning community that includes the UW College of Education and involves working with many pre-service teachers and being part of education research projects
  • –Have parents/guardians willing to communicate regularly with staff /teachers (including student teachers), be involved in their children’s learning, and support the school’s mission and vision

Based on our experience, UW Lab School does not work well for students who:

  • –Function best with textbook-based learning or within highly structured environments and/or scripted programs
  • –Have difficulty with age-appropriate independent or cooperative learning
  • –Have a hard time making transitions from one environment or adult to another
  • –Are sensitive to noise or external distractions
  • –Have difficulty functioning in learning groups with different kinds of students
  • –Need consistent adult presence and strong external controls to function and learn
  • –Resist conflict resolution and are accustomed to solving problems with force or intimidation
  • –Are unwilling to accept consequences or engage in restitution or restoration
  • –Want or need the teacher just to tell them what to do and think rather than make a personal investment in learning