We are overjoyed to share some exciting news—A One-Room Schoolhouse is growing! For the 2026–2027 school year, we will be opening a brand-new campus, continuing our mission to provide a rich, relationship-centered, and deeply meaningful educational experience for more families in our community.

This expansion is more than just adding another location—it’s about extending a vision that has been carefully cultivated over the years. A vision where children are known, families are supported, and learning is both purposeful and joyful.

Meet Our New Campus Director: Emily Mossman

At the heart of every A One-Room Schoolhouse campus is a leader who embodies our philosophy and brings it to life each day. We are thrilled to introduce Emily Mossman as the Campus Director of our newest location.

Emily brings over a decade of experience working with children in a variety of settings. She began her journey as a camp counselor in her teenage years, where she first discovered her love for guiding and encouraging young learners. After college, she continued building her experience as a nanny and teacher, developing a strong foundation in education.

In recent years, Emily has been homeschooling her four children, creating a dynamic and nurturing learning environment within her own home. This experience has given her a deep appreciation for individualized learning, flexibility, and the beauty of educating the whole child.

Emily is passionate about embracing new challenges and is deeply committed to helping children learn in a way that honors how God uniquely created them. Her leadership reflects warmth, intentionality, and a genuine love for both students and families. We are confident that she will cultivate a campus culture that is welcoming, engaging, and rooted in the values that define A One-Room Schoolhouse.

What Makes A One-Room Schoolhouse Unique?

As we expand, it’s important to share what makes A One-Room Schoolhouse such a special place. Families who join our community often say that it feels different—and that difference is intentional.

1. A Hybrid Model That Works for Families

Our model is designed to support both students and parents. With a balance of on-campus learning days and at-home learning, families have the flexibility to be actively involved in their child’s education while still benefiting from the structure and support of a classroom environment.

This hybrid approach allows for deeper learning, stronger family connections, and a more personalized pace for each child.

2. Small Class Sizes, Big Impact

At A One-Room Schoolhouse, relationships come first. Our intentionally small class sizes ensure that every child is truly known—not just academically, but personally.

Teachers are able to understand each student’s strengths, challenges, and learning style, allowing them to tailor instruction in a way that fosters confidence and growth. Students are not just another face in the classroom—they are valued members of a close-knit community.

3. Multi-Age Classrooms That Build Leadership

Our classrooms are thoughtfully designed to include a range of ages and abilities. This one-room schoolhouse model encourages collaboration, mentorship, and leadership.

Younger students benefit from observing and learning from older peers, while older students develop confidence and responsibility as they guide and support those around them. This dynamic creates a natural, family-like environment where students grow not only academically, but socially and emotionally.

4. Whole-Child Education

We believe that education goes far beyond textbooks and tests. At A One-Room Schoolhouse, we focus on developing the whole child—academically, socially, emotionally, and spiritually.

Students engage in meaningful learning experiences that include creative expression, hands-on exploration, public speaking, and opportunities to build confidence and character. Our goal is to cultivate curious, capable, and compassionate individuals who are equipped for life.

5. A Strong, Supportive Community

One of the most cherished aspects of A One-Room Schoolhouse is the sense of community. Families are not just enrolled—they are connected.

Parents build meaningful relationships with one another, students form lasting friendships, and teachers partner closely with families to support each child’s journey. This collaborative environment creates a sense of belonging that is often hard to find in traditional educational settings.

6. Faith-Integrated Learning

Our approach to education is rooted in a biblical worldview. We seek to honor how God created each child and to guide students in discovering their unique gifts and purpose.

Faith is not treated as a separate subject, but rather woven naturally into the fabric of the school day, shaping both learning and relationships in a meaningful way.

Looking Ahead: Enrollment for 2026–2027

The new campus will serve students in grades K–8 and is expected to fill quickly. As with all A One-Room Schoolhouse locations, enrollment will be intentionally limited to preserve the quality of relationships and the integrity of the learning environment.

We are currently accepting applications for the 2026–2027 school year and encourage interested families to begin the process soon.

Join Us on This Journey

This new campus represents growth, opportunity, and the continued pursuit of something different—something deeply intentional.

Whether you are new to A One-Room Schoolhouse or have been part of our community for years, we invite you to celebrate this exciting step with us. We are incredibly grateful for the families, teachers, and students who make this vision possible.

If you’re looking for an educational environment where your child will be known, challenged, and nurtured, we would love to connect with you.

Click on the application to learn more and begin the process—we can’t wait to welcome new families into this growing community.

The post Butler Campus Expansion: A New Chapter Begins appeared first on A One Room Schoolhouse.

Sometimes the most meaningful opportunities arrive quietly.

Not through formal proposals or strategic planning sessions — but through a simple moment of curiosity.

One evening, while scrolling through Facebook, I came across a post from a school I had never heard of before. Their students were participating in the 1000 Hours Outside movement — hiking through tropical landscapes, learning in open-air classrooms, tending gardens, and engaging in joyful, meaningful work together. There was something unmistakably familiar in their rhythm. Something deeply aligned with the heart of A One-Room Schoolhouse.

So I reached out.

What began as a short message soon became an ongoing conversation about education, relationships, mission, and what it means to truly cultivate whole-child learning in today’s world. Over time, it became increasingly clear that this was not simply an interesting connection — it was the beginning of what could grow into a beautiful partnership.

Today, we are excited to share more about Samaná International Academy (SIA) in the Dominican Republic and the vision we are beginning to explore together.

A School Rooted in Intention

Nestled in the lush mountains of Samaná, Dominican Republic, Samaná International Academy is a nature-based international school serving students ages 3 through 15. Children from more than sixteen countries learn alongside local Dominican students, forming a richly diverse and deeply connected learning community.

But SIA is more than an international school. It is a place where education is intentionally designed to extend beyond textbooks and traditional classroom walls. Learning is woven into daily experiences, relationships, and the natural environment that surrounds students.

The school itself was born out of a profound lifestyle shift. After years of sailing together as a family, the founders unexpectedly made Samaná their home during the pandemic. Immersed in the warmth, resilience, and strong communal values of Dominican culture, they recognized both the beauty of the place and a significant need — increased access to high-quality education that nurtures both academic growth and human connection.

Samaná International Academy emerged as a response to that need.

It was created as a bridge — a place where local and international children could learn together, grow together, and form meaningful relationships that extend far beyond their school years.

A Living Classroom

One of the most striking features of SIA is its campus itself. The school operates within what can only be described as a “living classroom.” Open-air learning spaces, farm-based experiences, and daily immersion in nature shape how students encounter the world around them.

Rather than treating outdoor learning as an occasional enrichment activity, SIA has made nature the foundation of its educational model.

Students engage in academic study using structured curriculum, including The Good and the Beautiful, while also participating in hands-on projects, daily outdoor exploration, and regular field trips that connect classroom learning to real-world contexts. Mixed-age groupings foster mentorship, collaboration, and leadership development, allowing younger students to learn from older peers while giving older students opportunities to grow in responsibility and confidence.

This approach creates an environment where students feel both known and challenged — safe enough to take risks, yet inspired to pursue growth academically, socially, and emotionally.

The Rhythm of a Day at SIA

Each day at Samaná International Academy reflects a thoughtful balance between structure and flexibility.

Students begin their mornings not by sitting at desks, but by contributing meaningfully to their community. Morning responsibilities include roles such as Coop Duty, Garden Guardians, Librarians, H2O Heroes, Composters, Concierge, and Playground Monitors. These roles cultivate ownership, responsibility, and pride in maintaining shared spaces.

Morning academic blocks focus on foundational subjects such as literacy and mathematics, providing focused time for skill development and conceptual understanding. As the day unfolds, learning expands into a rich tapestry of disciplines: science, history, geography, art, music, foreign language, STEM, and passion-driven projects.

The presence of parents and community members further enriches the learning environment. Professionals from diverse fields — including commercial airline pilots, infectious disease nurses, real estate agents, and violin makers — share their knowledge and experiences with students. These encounters offer authentic exposure to real-world applications of learning and broaden students’ perspectives about future possibilities.

Learning at SIA is dynamic, relational, and deeply integrated with life beyond the classroom.

Learning That Matters

Nature-based education at SIA is not merely about being outdoors. It is about grounding academic concepts in lived experience.

Students study ecosystems through direct observation. They learn stewardship by caring for gardens and animals. They build global awareness through daily interactions with peers from different cultural backgrounds.

Perhaps most importantly, they engage in projects that hold genuine significance within their community.

Recently, older students organized a Christmas Market, creating and selling handmade goods in order to purchase a wheelchair for a local child. At the same time, preteens and teens have been collaborating with an environmental attorney and conservationist to support efforts aimed at restoring the Samaná Bay ecosystem.

These experiences embody the school’s belief that meaningful education is not passive. It invites students to participate actively in shaping the world around them.

Formation Beyond Academics

While academic growth is certainly valued at SIA, the school’s deeper aspiration is to cultivate qualities that sustain lifelong learning and meaningful contribution.

Students are encouraged to develop a strong sense of self, empathy for others, resilience in the face of challenges, and a profound appreciation for God’s creation. Curiosity, confidence, and leadership are nurtured not through abstract instruction, but through daily practice within a supportive community.

This holistic vision resonates deeply with the philosophy of A One-Room Schoolhouse. Both communities recognize that education is not solely about preparing students for tests or transcripts — it is about shaping individuals who can engage thoughtfully and compassionately with the world.

Teachers as Learners and Guides

The culture of Samaná International Academy extends to its educators as well.

Teachers are valued not only for their academic expertise, but for their flexibility, creativity, humility, and willingness to learn alongside their students. Many educators are also parents within the school community, contributing to an atmosphere of shared investment and relational depth.

Professional growth is supported through collaboration, reflective dialogue, excursions, and development opportunities aligned with the school’s educational philosophy. After school hours, the campus becomes a shared space where teachers pursue personal passions and offer extracurricular experiences for students and families.

This model reinforces a powerful idea: education thrives when teachers feel trusted, supported, and inspired.

A Community That Feels Like Family

Perhaps the most defining characteristic of SIA is its culture.

Families, teachers, and students work together to cultivate an environment grounded in kindness, respect, and shared responsibility. Relationships are not peripheral — they are central. The result is a learning community that feels less like a traditional institution and more like an extended family.

For those of us at A One-Room Schoolhouse, this emphasis on intentional community feels both familiar and deeply encouraging.

Why This Partnership Matters

As conversations between our schools have continued, we have discovered remarkable alignment. Both communities embrace mixed-age learning structures, relationship-centered education, outdoor experiences, and the use of similar curriculum resources.

This shared foundation creates fertile ground for collaboration.

Rather than a formal institutional partnership driven by administrative goals, what is emerging is something more organic — a relationship between two learning communities committed to supporting one another’s growth.

Looking Ahead: Possibilities for Connection

While this partnership is still in its early stages, we are excited about the opportunities it may create for students, teachers, and families.

Potential future initiatives include:

• Virtual student collaborations, such as shared projects, thematic studies, or global discussions
• Pen pal programs that foster meaningful cross-cultural friendships
• Teacher collaboration and professional development, allowing educators to exchange ideas and best practices
• Joint curriculum initiatives that connect learning experiences across geographic boundaries
• Student exchange opportunities, offering immersive cultural and educational experiences
• Leadership travel groups for older students and microschool leaders

These possibilities hold tremendous potential to broaden students’ perspectives and deepen their understanding of the world beyond their immediate surroundings.

Building Bridges That Last

At its heart, this emerging relationship reflects a shared commitment: to create learning environments where children are known, valued, challenged, and inspired.

It is about building bridges — not only between schools, but between cultures, experiences, and ways of seeing the world.

In a time when education can often feel fragmented or overly standardized, partnerships like this remind us that learning is profoundly human. It is relational. It is contextual. It is enriched when we listen to one another and remain open to growth.

We are grateful for the unexpected moment that sparked this connection — a simple scroll through social media that led to a meaningful conversation across an ocean.

And we are hopeful about what may grow from it.

The post A Bridge Across the Ocean: Our Growing Partnership with Samaná International Academy appeared first on A One Room Schoolhouse.

As A One-Room Schoolhouse continues to grow, we are adding three part-time Administrative Assistant positions to support our leadership team, campuses, and families. These roles are essential to the daily operations of our school community and are designed for individuals who value organization, clarity, and meaningful behind-the-scenes work.

All positions operate within a distributed administrative model, meaning most work is completed remotely, with occasional in-person meetings and availability to serve as an emergency substitute when needed.

If you are detail-oriented, comfortable with technology, and enjoy supporting mission-driven education, we invite you to apply.

Open Positions

We are currently hiring for the following roles:

• Administrative Assistant – Executive Office
• Administrative Assistant – North Cluster (Plum & Franklin Park)
• Administrative Assistant – South Cluster (Hickory & Washington)

Each position is approximately 10 hours per week, with flexibility up to 15 hours per week during peak periods, and runs for 48 weeks per year. All roles are part-time, non-exempt.

Applications are linked directly in this announcement.

Our Distributed Administrative Model

A One-Room Schoolhouse operates across multiple campuses, each serving its own families and educators while remaining connected through shared systems and values. To support this structure, we use a cluster-based administrative model.

• The North Cluster Administrative Assistant supports Plum and Franklin Park
• The South Cluster Administrative Assistant supports Hickory and Washington

Cluster Administrative Assistants work closely with their Cluster Director and collaborate regularly with the Executive Office Administrative Assistant to ensure accuracy, consistency, and clear communication across the organization.

While most responsibilities are remote, candidates should be comfortable with occasional in-person meetings and stepping in as a backup substitute when no other coverage is available.

Administrative Assistant – Executive Office

Reports to: Executive Director
Location: Primarily remote; occasional in-person needs near Hickory, PA

Role Overview

The Executive Office Administrative Assistant serves as the central administrative hub of A One-Room Schoolhouse. This role provides organization-wide support in finance, compliance, record-keeping, and communication systems, while also assisting and coordinating with the Cluster Administrative Assistants.

This position requires strong organizational skills, discretion, and confidence working with financial systems in a non-profit environment.

Key Responsibilities

Finance, Bookkeeping, and Compliance

• Complete routine bookkeeping tasks using QuickBooks
• Work within non-profit accounting structures, including designated and restricted funds
• Assist the accountant with tax filings and year-end financial documentation
• Support the Executive Director in preparing the annual budget
• Maintain leases, insurance documentation, and ensure timely payments
• Pick up and process mail from the organization’s PO Box
• Maintain organized, organization-wide digital filing systems
• Lead management of billing and database systems

This role participates in a monthly Administrative and Leadership Team meeting to review:

• QuickBooks records
• Payroll expenditures
• Monthly Budget vs. Actual reports

A summary report from this meeting is provided to the Board of Directors.

Communication and Digital Systems

• Serve as the primary administrator for all A One-Room Schoolhouse social media accounts
• Schedule and publish social media posts under the direction of the Executive Director
• Maintain and update the organization’s website, including calendars, enrollment information, announcements, and forms
• Coordinate consistent messaging across campuses
• Collect, organize, and format content submitted by Cluster Administrative Assistants

Communications responsibilities are administrative in nature and do not include strategic marketing or brand development unless otherwise assigned.

Collaboration and Leadership Support

• Maintain consistent communication with the Executive Director
• Participate in a weekly check-in meeting to share updates, receive assignments, and clarify priorities
• Support and assist Cluster Administrative Assistants as needed

Administrative Assistant – North Cluster & South Cluster

Reports to: Respective Cluster Director
Location: Primarily remote with occasional on-campus needs

Role Overview

Cluster Administrative Assistants support campus-level operations and family communication within their assigned region. These roles focus on systems management, coordination, and clear communication to ensure campuses operate smoothly and consistently.

Key Responsibilities

Campus Operations

• Manage student registration paperwork
• Maintain accurate records in student database
• Bill families and process reimbursements
• Learn and manage billing systems and database management programs used by the organization
• Coordinate field trips and campus tours
• Manage volunteer commitments and ensure required clearances are completed
• Assist with ordering and delivery of supplies and materials

Communication & Coordination

• Share campus updates and announcements with the Executive Office Administrative Assistant
• Ensure timely submission of information for website and social media updates
• Communicate campus-specific information to families as directed by the Cluster Director

Emergency Support

• Serve as a backup substitute when other substitutes are unavailable

Communications responsibilities are administrative and supportive rather than strategic.

Required Skills and Qualifications For All Positions

Strong candidates across all roles will demonstrate:

• Proficiency in QuickBooks, with a strong preference for experience in non-profit bookkeeping
• High comfort level using Google Workspace applications (Docs, Sheets, Forms, Drive, Calendar, Gmail)
• Ability to quickly learn and manage billing platforms and database management systems
• Strong organizational skills and attention to detail
• Clear, professional written communication
• Ability to work independently, manage multiple priorities, and meet deadlines

Preferred Experience

• Administrative experience in education or non-profit settings
• Familiarity with enrollment systems or student databases
• Experience working on a remote or distributed team
• Comfort handling confidential information with care and discretion

Who These Roles Are Best Suited For

These positions are well suited for individuals who:

• Enjoy behind-the-scenes work that supports students, families, and educators
• Value flexible, part-time remote work
• Are systems-minded and detail-oriented
• Feel aligned with the mission and values of A One-Room Schoolhouse

How to Apply

The application is linked directly in this announcement. Please apply for the position that best aligns with your skills and interests.

The post We’re Hiring: Three Part-Time Administrative Assistants (Mostly Remote) appeared first on A One Room Schoolhouse.

This post is shared with grateful hearts as we pause to honor the life, legacy, and lasting impact of our dear teacher and friend, Lindsey Williams.

Some people step into a vision and quietly support it. Others help build it, shape it, and ensure it lasts. Lindsey Williams did all of these.

Lindsey was the first teacher A One-Room Schoolhouse hired beyond its founding year, and in many ways, she helped transform the schoolhouse from a hopeful idea into a thriving, rooted community. From the beginning, she understood the heart of the schoolhouse—not simply as an educational model, but as a way of learning and living together. She believed education should nurture the whole child and strengthen the community around them.

A Classroom Rooted in Growth

Lindsey taught in the truest one-room schoolhouse fashion: multi-age, relationship-centered, and deeply intentional. In her classroom, she taught all aged students side by side. Each child was seen, challenged, and valued. Lindsey had a rare gift for meeting students where they were while gently guiding them toward who they were becoming.

Her classes were places of growth—not just academically, but personally. She encouraged students to try hard things, to take responsibility, and to persevere. She modeled this herself. Even when a subject made her nervous, she leaned in, prepared diligently, and grew alongside her students. In doing so, she taught one of the most important lessons of all: growth often comes from courage.

Learning That Builds Life and Community

One of Lindsey’s most beloved offerings was her homesteading elective. In these classes, students learned to make butter, shear sheep, prepare home-cooked meals, sew, and care for animals and the land. These were not novelty activities—they were lessons in stewardship, patience, creativity, and responsibility. Lindsey had a remarkable ability to make practical skills feel meaningful and sacred, helping students understand the value of work done well and life lived with intention.

Through these experiences, Lindsey helped students see themselves as capable contributors to their families and communities. She believed children grow best when they are trusted with real responsibility and when learning feels connected to everyday life.

A Pillar of the Schoolhouse Community

As A One-Room Schoolhouse grew, Lindsey grew with it. Over five years, she mentored every teacher who joined the schoolhouse after her, offering wisdom, encouragement, and steady leadership. She served faithfully on the Board of Directors, helping guide decisions that shaped the schoolhouse’s mission, culture, and long-term sustainability.

Lindsey’s influence reached far beyond her own classroom. Her fingerprints are on our teaching practices, our collaborative spirit, and the sense of belonging that defines our community. She was an educational innovator, but also a quiet servant-leader—always focused on what was best for students and families.

Hope Lived Out Daily

For the past three years, Lindsey courageously faced cancer, as it returned after years of remission. Through uncertainty and physical hardship, she continued to teach. The schoolhouse was a source of joy and strength for her, and she remained committed to her students until just one week before Thanksgiving break, 2025. She never wanted to stop teaching, because she believed deeply in the work and the community she helped build.

Lindsey passed away at home, surrounded by her family just after Christmas, 2025. Even in her final days, she was held by the love she had so faithfully poured into others—by her husband, her children, and the community that walked alongside her.

Lindsey lived with hope—not as a vague idea, but as a daily practice. Her faith grounded her, her love sustained her, and her perseverance inspired everyone around her. She showed us that hope can coexist with hardship, and that growth is still possible even in the most difficult seasons.

A Legacy That Continues

Above all, Lindsey was a devoted wife and mother. She often spoke of motherhood as the greatest calling given to her, and she carried that same intentional love into her classroom and community. She was a faithful daughter of God, a phenomenal wife, an extraordinary mother, and an exemplary teacher.

Lindsey Williams did not simply work at A One-Room Schoolhouse—she helped make it what it is today. Her legacy lives on in the children who learned to work with their hands, think with courage, care for one another, and face challenges with confidence.

As a community, we grieve her loss, but we also give thanks. We carry forward the hope she embodied, the growth she nurtured, and the community she strengthened. We will honor Lindsey by continuing the work she loved—learning together, serving one another, and building something lasting.

We love you, we miss you, and we will honor you by continuing the work you loved—choosing hope, embracing growth, and caring deeply for one another.

The post In Honor of Lindsey Williams: A Legacy of Hope, Growth, and Community appeared first on A One Room Schoolhouse.

At A One-Room Schoolhouse, we are proud to introduce the passionate, experienced, and inspiring educators who help shape our unique learning environment. One such teacher is Mrs. Alison (Ali) Stephens, who brings a deep love of teaching, an impressive background in education, and a heartfelt commitment to her students and their growth.

A Journey Rooted in Passion

From a young age, Ali Stephens knew she wanted to be a teacher. Growing up, she spent countless hours in her mother’s first-grade classroom—playing school, flipping through curriculum books (often Christmas gifts!), and admiring her mother’s passion and leadership. This early exposure planted the seed of inspiration that grew into a full-blown vocation.

That early dream led Ali to pursue a Bachelor’s Degree in Elementary Education and Special Education, followed by a Master’s Degree in Child and Adolescent Developmental Psychology.

A Decade of Diverse Teaching Experience

Ali brings over a decade of experience in education, having taught in a wide variety of settings. Her teaching journey began in a Christian preschool, expanded internationally when she taught English for the Walt Disney Company in Shanghai, China, and most recently focused on special education in both public districts and charter schools.

In addition to her work with younger students, Ali also serves as an online university psychology instructor, allowing her to stay connected to her academic roots while mentoring adult learners.

Life in Greensburg and Personal Interests

Ali lives in Greensburg with her husband of nine years, David, and their three energetic sons. When she’s not in the classroom, she enjoys crafting, reading, exploring new places, spending time outdoors, and checking out new coffee shops—always ready to try something new and learn along the way.

Finding the Perfect Fit at A One-Room Schoolhouse

Ali was first introduced to A One-Room Schoolhouse as a parent researching options for her son’s kindergarten education. After years of observing various educational environments—across different age levels, cultures, and socio-economic settings—she was looking for something more: a school that aligned with her values and goals, both as a parent and an educator.

“After touring the schoolhouse, I knew this was not only the best place for my child to flourish in his learning but also for me to flourish as an educator,” Ali reflects. That decision led her to join the teaching team, and she hasn’t looked back.

The post Meet the Teacher: Mrs. Alison (Ali) Stephens appeared first on A One Room Schoolhouse.