Leeanne Noble is the Owner and Lead Teacher at Gold Mountain Community School. She has been teaching and learning from children for over 30+ years. She has cared for infants, toddlers, preschoolers, school-aged kids, and children with special needs in a variety of educational settings. She has a B.S. in Elementary Education, years of special training in child development and early childhood education, is a member of the National Association of the Education of Young Children (NAEYC), and works as a trainer for the Idaho Stars program. She continues to read books and journals and attend workshops and conferences with the sole mission of understanding how children learn so she can provide them with the best learning experiences possible.
I believe children deserve the very best childhood experiences. They deserve opportunities to explore and discover, to get messy, to climb and tumble, to struggle and succeed, and to follow their ideas and passions.
They need loving adults who are nearby to help and comfort, who read stories and sing songs, and who see children as real people with real feelings and needs. Children need the space and time to do the very important work of childhood, which is play: the simple process of interacting with people and things to figure out how it all works.
I have created Gold Mountain as a gift to my community and a place where we can all learn, grow, share and play.
Xris Hogan is Associate Teacher at Gold Mountain Community School and has been teaching in our program for two years. She has specialized training in early childhood development and brings a passion for inclusivity and anti-bias curriculum into our classroom. She has a huge amount of energy and enthusiasm, as well as a talent for problem-solving difficult behavior with kindness and respect. Xris also brings a wealth of experience to our program, having lived overseas and in different parts of the United States. Her hobbies are singing in a local band, rescuing dogs, and writing music.
A Message From Miss Leeanne
“I began my fascination with education on my first day of kindergarten in 1974. With my heart racing and my mind yearning for adventure, I confidently walked into the classroom. Immediately, I was faced with a scene that had me very concerned! You see, my new classmate, Robert, walked in right behind me and proceeded to express his terror at our budding new social scene. He screamed, flailed, and went boneless. I really worried about Robert and wondered what was going to happen to him. I watched and waited. His parents and the teacher casually visited while leaving Robert to panic attack on his own. Unsupported, he continued to shout words of protest and cry very loudly. I was baffled as to why no one was helping him, especially when it was so obvious that he needed it more than anything else. Little five-year old me could see that! This memory ends with me clearly thinking, “Are they seriously going to leave him here?? I don’t think they should. I don’t think that’s a good idea….no, that’s not a good idea.” I continued on through my public education watching and taking notes on what worked and what didn’t. What was pleasing and comfortable for me in the process. And what was unpleasant and painful.
Having a place like Gold Mountain Community School became a dream for me when I first entered the early childhood field in 1986, as a sixteen year old, afterschool preschool assistant. I quickly found I had a natural ability to connect with young children and a passion for providing them with rich and meaningful learning experiences. When I entered the University of Idaho in Elementary Education, I used my part-time teaching position as a lab to continue to explore my classroom lessons — fascinated with what I was learning. Over time, I grew to view children as competent, avid learners and myself less of a teacher and authority, and more as a learner researcher alongside the children. During my life, I’ve continually wondered why people don’t see children in the same way that I do (i.e., competent and worthy of respect and a place at the table). Why are children considered “less than” or inferior people who need to be quiet, compliant, and not have opposing points of view? Why do we section them off from the rest of society until they are 18 and expect them to successfully navigate a world they have had little involvement in and no influence over? Is this disconnect really serving our society? How did we grow so far apart and how do we come together again?
I have come to believe that children are our world’s greatest untapped resource. Naturally compassionate, they are full of ability and potential. All they truly need is the space, time, and proper support to unfold into the people they already are.
Over the years, I have worked in many different educational programs and experienced the gamut of teaching styles. My pressing question has always been: who are young children and how can we best support their development into kind, compassionate, and responsible community members? Along the way, that question has been answered by top leaders and organizations in the field of early childhood education, including Magda Gerber, NAEYC, Bev Bos, and the Reggio Emilia approach (among many others). Together with their support, and combined with over 30 plus years of experience on the job, my dream of Gold Mountain Community School was born.
Gold Mountain first opened its doors in 2012. It is the culmination of all my experiences and research into learning thus far. It provides the kinds of spaces, routines, and activities that truly support children’s deep need for safety, belonging, and understanding. It is where children have the freedom to be themselves, to explore their passions while growing and learning together in a safe, nurturing community. Gold Mountain is where everyone belongs.”
– Miss Leeanne
Only the BEst
We Know How to Make Learning Fun For Kids
We provide children with different avenues for thinking, revising, constructing, negotiating, developing and symbolically expressing their thoughts and feelings. Children are viewed as competent, curious, full of knowledge and potential, and interested in connecting to the world around them. As children proceed in an investigation, generating and testing their hypotheses, they are encouraged to depict their understanding through one of many symbolic languages, including drawing, sculpture, dramatic play, and writing.