In a world where classrooms are typically structured by age and grade, Penny Burnside is embracing a different philosophy. With her unique multi-age approach, Penny is fostering a classroom environment where learning isn’t defined by one’s birth year, but by the eagerness to grow, explore, and collaborate. Her students— ranging in age and grade—are thriving in this non-traditional setup, learning the value of mentorship, collaboration, and diverse perspectives.

Penny Burnside is not new to Unity Point. In fact, her journey in education is a beautiful full-circle story. As a child, Penny walked these very halls as a student herself. Now, she’s back, shaping the educational experiences of her students with the same dedication and care she received all those years ago. The unique bond she shares with the community is palpable; it’s as if her time away only deepened her understanding of how to give back to this special place.

Her multi-age classroom is the heart of Penny’s teaching philosophy, and it’s an approach that turns heads in the best possible way. Unlike a traditional single-grade classroom, where students are expected to advance at the same pace, Penny’s students— who span a range of grades and ages— are encouraged to learn together, embracing their differences and collaborating on projects that reflect their varied strengths.

Penny’s approach isn’t just about academic growth; it’s about nurturing a deep sense of empathy and community among her students. “The beauty of having a multi-age class is that the older students naturally become leaders,” she explains. “They mentor the younger ones, not just academically, but socially and emotionally as well. It’s incredible to watch the bonds that form between kids who wouldn’t have interacted otherwise.”

In this environment, younger students benefit from the mentorship of their older peers, while older students learn the value of patience, communication, and empathy. In Penny’s class, it’s not uncommon to see a 2nd grader helping a 1st grader with a math problem, or a 1st grader teaching a 2nd grader how to craft a story. The traditional hierarchies that exist in other classrooms are nowhere to be found here—everyone has something to offer, and everyone has something to learn.

One of Penny’s favorite stories from her multi-age classroom came last spring. A younger student was struggling with a writing assignment, feeling overwhelmed by the task. Before Penny could even intervene, one of her older students, a 2nd grader, sat down beside the younger child. Without hesitation, the older student began to offer gentle guidance, helping their peer organize their thoughts and build confidence in their writing abilities. The younger student completed the assignment with a smile, while the older student walked away with a sense of pride, knowing they had made a meaningful difference.

But Penny is quick to point out that the learning goes both ways. “It’s not just the younger kids who benefit,” she says. “The older students learn responsibility, and they see firsthand how much their actions and words can impact others. That’s a lesson you can’t teach through a textbook.”

Beyond academic mentoring, Penny’s classroom is a hub for socialemotional learning. She creates a space where students feel comfortable sharing their thoughts, feelings, and concerns with one another, knowing they are part of a supportive, inclusive community. Whether it’s learning to navigate conflict or simply celebrating one another’s successes, Penny’s students are learning how to be thoughtful, compassionate individuals in and out of the classroom.

A vital component of the multiage program is the establishment of a culture of learning. To promote this, students learn about and develop a growth mindset and an understanding that learning is a process we all navigate at different times and paces. Students gain the ability to communicate what their learning target/goal is, their level of understanding, and what part is difficult for them. This self-awareness that comes from reflection enables students to advocate for support and express what they are working on specifically. Students are encouraged to extend this communication with parents/guardians as they take home classwork. Students can demonstrate what they could do independently, what was difficult, what misunderstandings they had, what mistakes they made, and what they learned. At the end of each quarter, when students receive their standardsbased report card, parents have a more comprehensive understanding of which standards their child has mastered, if they are still developing part of the skill, what the area of focus is, and the next steps in learning. As parents discuss the standards-based report card with their child, the student can contribute to the conversation. A standards-based report card's clarity allows the teacher, students, and parents to collaborate to support and advance learning.

Penny’s unique approach aligns perfectly with the broader mission of Unity Point: to create a diverse, supportive environment where every student is valued for their individuality and encouraged to reach their full potential. In a community as richly diverse as Unity Point, where students come from a wide variety of cultural, economic, and academic backgrounds, Penny’s classroom is a microcosm of the larger world—a place where different perspectives and experiences are embraced, and where learning is a shared journey.

For Penny, the most rewarding part of her work isn’t just seeing her students excel academically; it’s watching them grow into kind, empathetic, and collaborative individuals. “My hope,” she says, “is that these students carry the lessons they’ve learned here with them for the rest of their lives. That they always remember how important it is to lift one another up, to work together, and to recognize the value in everyone they meet.”

Penny Burnside’s multi-age classroom at Unity Point is more than just a place where students learn math, reading, and writing. It’s a community where children of all ages come together, learn from one another, and grow into compassionate, thoughtful individuals. And for Penny, that’s what education is all about.