SCS teachers use "best practices" by offering a blend of traditional and constructivist philosophies that is based upon The Reggio Emilia approach. The traditionalist aspect incorporates "a model for teaching that emphasizes well-developed and carefully planned lessons designed around small learning increments and clearly defined teaching tasks" (National Institute for Direct Instruction). Teachers at SCS provide a high level of support, structure, and guidance for students while they learn concepts and skills. The constructivist aspect focuses on recognition of children as capable learners with many questions, ideas, feelings, and theories of their own, and it emphasizes opportunities for children to ask their own questions, study their answers, and revise or modify their thinking.

The SCS teacher's role is to:

• co-explore the learning experience with children
• provoke ideas, problem solving, and conflict
• take ideas from the children and return them for further exploration
• organize the classroom and materials to be aesthetically pleasing
• organize materials to help children make thoughtful decisions about media
• document children's progress with visual representation, film, digital recording, portfolios
• help children see the connections in learning and experiences
• help children express their knowledge through representational work
• form a "collective" among other teachers and parents
• have a dialogue about projects with parents and other teachers
• foster the connection between home, school, and community