Vision, Mission, and Philosophy

In 1930, Falk Laboratory School was chartered to be a progressive learning environment serving both current and future students and teachers. More than 90 years later, this mission continues to guide our approach to learning, shape our teaching philosophy, and influence our vision for worldwide education.

Vision

We envision a world where education supports each individual’s fullest development, promotes an inclusive and nurturing community, encourages engaged global citizenship, and ignites lifelong learning.

Mission

Established by the 1930 charter agreement between the Falk family and the University of Pittsburgh, Falk's mission is to be a progressive, experimental, and demonstration school. These three core components work together to guide our day-to-day work and improve education for all as we learn from the past and present.

In keeping with progressive education principles, we believe relationships are at the heart of all learning, and we seek to create an environment that fosters inquiry, actively engages student curiosity, and values social-emotional growth alongside academic development.

As a laboratory school, we are committed to experimental research and innovative practices, training future teachers, and sharing our professional knowledge within the Pittsburgh community and beyond.

Learn more about the core functions of laboratory schools worldwide.

Philosophy

At Falk, learning is a shared journey rooted in inquiry, personal and academic growth, and progressive education principles. Our school is a vibrant learning community where children, teacher trainees, faculty and staff, parents and families, and administrators all engage in the pursuit of knowledge and understanding. As a community, we frequently ask: What is being learned? Why is it important? How is it best learned? How do we know we learned it?

Grounded in developmental psychology and careful observation and research, our classrooms are dynamic spaces where creativity and critical thinking are not just encouraged but essential. Drawing from constructivist theory and cognitive science, students and teachers continually build on prior knowledge to deepen understanding and construct new meaning. We believe making thinking visible—through dialogue, documentation, and expression—helps learners articulate their ideas, reflect on their learning, and share their knowledge with others.

This inquiry-based model thrives in an environment where faculty are both empowered to make innovative choices about their teaching and guided by our shared tenets for progressive instruction. In the spirit of lifelong learning, faculty also engage in ongoing professional dialogue ranging from small-group book studies and team meetings to partnerships with colleagues and peer schools. Working in cross-curricular teams and committees, they share insights, support one another’s growth, and deepen their understanding of teaching and learning. These interactions not only drive instructional practice but also model the kind of inquiry we seek to inspire in students.

We also believe learning should be filled with joy and lead to enriched personal lives. Play, imagination, and exploration are essential aspects of a Falk education, as are relationships, friendships, global citizenship, and a strong sense of community. It is our hope that when students leave Falk, they take with them a deep understanding of the world around them and the confidence, knowledge, and skills needed to engage with real-life problems and contribute meaningfully to the future. 

Falk also recognizes that children come to school with unique strengths, needs, and developmental timelines. We embrace this learning diversity in our classrooms by offering multiple means of engagement, or entry into the content; presentation, or ways of experiencing the content; and expression, or methods of demonstrating understanding.

In all things, we are guided by Falk’s Progressive Education Tenets, which articulate the educational philosophy and beliefs we have held since Falk’s founding in 1931 and that continue to guide our decision-making today.

Falk’s Progressive Education Tenets

1. Social, emotional, and academic components of education are equally important in a K-8 education environment.
2. An important component of education is helping children become engaged global citizens.
3. Children learn best in a supportive community.
4. Children construct their own learning. It can be deepened by a teacher's design and facilitation that supports the students most effectively.
5. Schools should work with caregivers and students as collaborators or partners in the education process.
6. The process for decision-making should be transparent and include all relevant stakeholders. Decisions should be clearly communicated.
7. Learning should promote a focus on helping students understand their roles and responsibilities in widening circles of community.
8. Facts, repetition, and skills may be taught in isolation, but with the aim of applying them in context. 
9. Projects, problems, and questions are essential to rich and meaningful learning.
10. Students should be actively, not passively, engaged in learning. 
11. Schools and classrooms should have clear policies and expectations that are also responsive to the varied needs of the community.
12. The process of learning incorporates quantitative and qualitative assessment and evaluation for meaningful feedback.
13. It looks different based on the age and grade level of the student, but the core tenets should stay the same.
14. Learning opportunities and school culture should incorporate student choice and agency whenever possible.
15. Some important components include a focus on moral reasoning, social skills, and democratic dispositions.
16. Everyone is a learner. Curiosity, reflection, and questions are welcomed and valued. 
17. Faculty and staff should recognize that the autonomy that they have comes with a responsibility for the impact their decisions have on others.

Wishes for Our Children

In 2001, Falk faculty created a visionary document that seeks to answer the question: “What do we wish for our children?” These wishes continue to guide school decision-making and planning today.

Learn More About Our Wishes