Our School

Our School

We’ve fostered kids’ love of learning since 1998 by helping students discover their Multiple Intelligences. Sojourner School students graduate from our program as creative, engaged individuals who excel in language, advanced writing, music, and innovation — strengths they carry into their communities and beyond.

Our philosophy

Sojourner School, a North Clackamas School District magnet elementary, recognizes that all children are uniquely individual, and the development of the whole child is paramount. Based on this belief, Sojourner provides an educational program that embraces the multiple intelligences of its children through diverse learning opportunities that include

  • varied instructional models and strategies
  • theme-based, integrated curricula
  • community members and families as educational partners


Sojourner School fosters an environment where children, staff, parents and the community are partners in the educational process and the achievement of all its students.

Instructional program

Balanced multiple intelligences (MI) 

Sojourner’s model enables students to have regular instructional experiences across all eight of the multiple intelligences based on the work of Howard Gardner: Visual-Spatial, Verbal-Linguistic, Logical-Mathematical, Bodily-Kinesthetic, Musical, Interpersonal, Intrapersonal and Naturalistic.

Constructivist teaching philosophy

Instruction within the MI framework is constructivist in nature. Constructivist teaching is based on the belief that maximum learning occurs as learners are actively involved in a process of meaning and knowledge construction rather than passively receiving information. Learners are the makers of meaning and knowledge. Constructivist teaching fosters critical thinking and creates motivated and independent learners.

Integrated studies

Curriculum at Sojourner addresses all state standards and district goals. Instruction according to standards is accomplished through a teacher-developed, integrated system that allows students to see and explore the connections between and among different content areas and experiences.

School-themed projects

At regular intervals throughout the school year, students are involved in demonstrations of their learning through projects reflecting a larger theme. The themes are a connection point across the entire school, as students at all grade levels produce work addressing the shared theme.

Student progress

Sojourner staff communicates student progress throughout the school year in a variety of ways. Parent conferences are held three times during the school year to share student information.

Celebrations

Regular celebrations enhance the community of Sojourner at both the learning level and the social/emotional level that supports the instructional model. Students and staff present and share their love of learning and evidence of their growth in a variety of ways and at various points throughout the school year, contributing a key component to the foundation of the school and the learning community.

What are the Multiple Intelligences?

Sojourner School is founded on the Multiple Intelligences theory of Dr. Howard Gardner, which identifies eight human intelligences that elementary schools should address to help children achieve their highest potential.

These intelligences are described as follows:

Verbal-linguistic (word smart)

An individual’s capacity to use language effectively as a means of expression and communication through the written or spoken word. Examples include: poets, writers, orators and comedians.

Logical-mathematical (logic smart)

An individual’s capacity to recognize relationships and patterns between concepts and things. To think logically, calculate numbers and solve problems both scientifically and systematically. Examples include: mathematicians, economists, lawyers and scientists.

Visual-spatial (picture smart)

An individual’s capacity to think in images and orient oneself spatially. In addition, spatially intelligent people are able to graphically represent their visual and spatial ideas. Examples include: artists, decorators, architects, pilots, sailors, surveyors, inventors and guides.

Musical (music smart)

An individual’s capacity to appreciate a variety of musical forms as well as being able to use music as a vehicle of expression. Musically intelligent people are perceptive to elements of rhythm, melody, and pitch. Examples include: singers, musicians and composers.

Bodily-kinesthetic (body smart)

An individual’s capacity to use one’s own body skillfully as a means of expression or to work with one’s body to create or manipulate objects. Examples include: dancers, actors, athletes, sculptors, surgeons, mechanics, and craftspeople.

Interpersonal (people smart)

An individual’s capacity to appropriately and effectively communicate with and respond to other people. The ability to work cooperatively with others and understand their feelings. Examples include: salespeople, politicians, religious leaders and talk show hosts.

Intrapersonal (self smart)

An individual’s capacity to accurately know one’s self, including knowledge of one’s own strengths, motivations, goals and feelings. To be capable of self-reflection and to be introverted and contemplative are also traits held by persons with Intrapersonal intelligence. Examples include: entrepreneurs, therapists and philosophers.

Naturalistic (nature smart)

An individual’s capacity to identify and classify the components that make up our environment. This intelligence would have been especially apt during the evolution of the human race in individuals who served as hunters, gatherers, and farmers. Examples include: botanists and farmers.

Site Council

In collaboration with the principal, as a District school, Sojourner operates with a Site Council that is structured and which functions according to Oregon law. School Site Council were mandated in 1991 by the Oregon Legislature with the passage of the “Oregon Educational Act for the 21st Century” (HB2991), which states that: There shall be established at each school a 21st Century Schools Council. The 21st Century Schools Council, however, shall not interfere with the duties, responsibilities, and rights of duly elected school district boards.

Responsibilities of the Site Council

To the extent practical and within the policies, vision and goals of the school district, school Site Councils include:

  • The development of plans to improve the professional growth of the staff;
  • The dispensing of Professional Growth Funds from each building’s allocation;
  • The improvement of the school’s instructional program;
  • The development and coordination of plans for the implementation of programs under the Oregon Educational Act for the 21st Century at the school site;
  • The administration of grants-in-aid for the professional development of teachers and classified district employees; and
  • The development of annual School Improvement Plans.

To learn more about Sojourner’s Site Council, including current members, visit the Sojourner School Site Council page.