What We See is a conversation series across Indie Education. Microschools, homeschool families, and hybrid programs talking about what they're actually doing, how they know it's working, and what the metrics miss.

Justine Wilson spent seventeen years in conventional schools, teaching and then leading buildings across Ohio, Colorado, Egypt, Brazil, and Qatar, before founding Curious & Kind Education in Sarasota, Florida. Now in its third year, Curious & Kind is a forest school that homeschool families choose one to three days a week, on a campus with a creek, a mud kitchen, and a well-loved rope swing.

Justine walks through a typical morning, from the stump circle where the whole group co-plans the day to the offerings kids drift between, and she describes what she watches kids build in themselves that a report card was never designed to hold.

One of the lightest moments is about a hamburger, and why one student swore it was the best cookout she had ever been to.

What We See is a conversation series across Indie Education. Microschools, homeschool families, and hybrid programs talking about what they're actually doing, how they know it's working, and what the metrics miss.

In this episode, Tomis talks with Jill Haskins, founder of Kainos Microschool in Fort Wayne, Indiana. Jill is a former public school teacher who said she'd never homeschool, then did; said she'd never pursue accreditation, then joined the first Middle States pilot for microschools. Kainos started as 11 kids in her living room in January 2025 and grew to 25 students, a staff of four, and a waitlist of 28 by that fall, operating out of a former vape shop in a strip mall.

She describes quiet, focused mornings driven by planner checklists her students love; why her team whites out the grade levels on assessment reports before kids ever see them; the "side quests" her students named themselves; and what changed for a seventh grader whose previous school had decided to stop teaching him to read.

Sheri Grace has a PhD in early childhood education and spent years teaching teachers before she went looking for the thing her textbooks had left out. She found forest school, got a little mad nobody had told her about it sooner, and started Piedmont Forest School in a Winston-Salem park where, as she tells it, no one had ever actually played.

Five years on it runs five days a week, and this fall they are adding an Agile Learning Center to continue serving kids that grow up in their program. She walks through what a morning in the woods actually looks like, why a kid with a saw is steadier than you'd expect, and what four kids learned building a fort that nobody assigned.

In this episode I talk with Denise Lever, a former wildland firefighter who started homeschooling while her family moved nine times in thirteen years, and who now runs a network of eleven microschools in an Arizona town of six thousand people.

We get into her three-tier model of autonomous founders sharing one building, the GPS meetings where guide, parent, and student sit down together to design a learning plan, and her four conditions for how kids actually develop: relationships, autonomy, respect, and competencies. Denise also tells the story of her daughter's senior year on an off-grid ranch in Mexico, which led to an archeology interest, a state college scholarship, and a useful argument about the difference between being educated and being schooled.

Chelsey Harrington co-founded Evergreen Academy, a nature-based microschool in Conway, Arkansas. In this conversation she describes what learning looks like there.

Two crawfish in a creek become a two-week investigation that quietly moves through biology, habitat, and seasonality, with the younger kids out hunting for crawfish chimneys and the whole group ending up sculpting clay models; one catalyst, and the learning spreads across science, observation, and art without anyone naming a subject.

A jump-rope craze that starts with one girl and a piece of string becomes a study in how kids learn from each other: they practice at home unprompted, they cheer the kid who gets one jump as loudly as the kid who gets forty, and eventually they take over turning the rope themselves, no longer needing an adult to hold the other end.

None of it was assigned, and none of it would fit on a report card. There's no test for whether a child cheers for the kid who got one jump, no rubric for two weeks spent on crawfish. Chelsey's case is that you can't compel this kind of learning with the perfect curriculum; you build the relationships, you invite it, and you wait.

In Episode 02, I sit down with Iman Cassells Alleyne, founder of Kind Academy in South Florida and creator of Launch Your Kind, a program that has helped 90+ microschools get off the ground. Iman's K–10 program spends the first two weeks of every school year without touching academics, and parents are stressed. By the end of the year, her neurodiverse learners have grown over a full "grade level" on 30 minutes a day of focused academic work.

We talk about what's actually happening in those first two weeks, why staging Hamilton with nine-year-olds teaches more history than a textbook, and what it took for the data to finally catch up with what she's been saying for a decade.

What We See is a conversation series across Indie Education. Microschools, homeschool families, and hybrid programs talking about what they're actually doing, how they know it's working, and what the metrics miss.

In Episode 01, I sit down with Lauren Yacht and Sarah Lavezzo, founders and directors of Scholé Center for Innovative Education in Northern Virginia. We talk about what learning looks like inside a hybrid micro-school, why student ownership shows up in everything from service projects to school plays, and a moment in writing class that changed how a middle schooler saw himself.

 Welcome to What We See, conversations across indie education with micro schools, homeschool families, and hybrid programs about what they're actually doing, how they know it's working, and what the metrics miss.

I'm Tomis Parker, and this is the introduction to a conversation series called What We See. Here's what it is: Over the next several months, I'm going to be sitting down with people doing some of the most interesting work in education today; micro-school founders, homeschool parents, hybrid school educators, people who've left or maybe never even joined the conventional education system and are building something else, something they believe in, something hard to capture in conventional terms.

I wanna know what they see in their work, what learning actually looks like when you're paying attention to a kid for hours every day, week after week, year after year. What surprises them, what changes their mind, what they wish more people understood. And I wanna do it in a way that lets the work itself come through, not a sales pitch, not a manifesto, just real conversations with people who are doing the thing.

Here's why I'm making this. I've spent the last 15 years in micro schools and self-directed learning environments, mostly with Agile Learning Centers, the network that I co-founded in 2013, and I've spent the last decade working with ALC Mosaic in Charlotte, watching kids build lives full of learning that no test could measure and no transcript could fully capture.

What I really believe is that learning can't be proven by tests or grades. Learning happens everywhere, and it's revealed by people who witness it and experience it. The conventional education system has spent a century convincing people otherwise, and families and educators all over the country are increasingly seeing through that, leaving conventional schools and building something that looks much more like what learning has actually always been.

The thing that's been missing is a way to communicate the value of all of this. Tests and grades were built for a model that these folks have left behind, so work that's happening in these microschools and home schools and pods and hybrids is rich and real, but it's hard to make visible to the broader world. The people doing this work end up underestimated. The movement ends up underestimated, and the truth about what's happening gets reduced to political talking points or anecdotes, or worse, comparisons to the very system that this work is trying to leave behind. That's the gap that I've been trying to think about, and it's the reason for these conversations.

I want this series to be a place where the breadth and depth of what's happening in our movement gets seen, where practitioners can speak in their own voices about what they're doing and why, where listeners, whether you're a parent considering this for your kid or an educator thinking about leaving the system or a funder or a policymaker trying to understand what's happening or just someone curious about how kids actually learn can hear directly from people doing the work.

Episodes are conversational, hopefully about 25 to 30 minutes. New episodes every week or so. We'll see. If this resonates with you, feel free to subscribe wherever you're listening. Share it with someone you think will enjoy it. Thanks for listening, and enjoy the first episode.