Hayley Abell

I have lived in Louisville, KY, for 20 years, during which time I have cultivated my passion and practice of progressive education. I earned my Masters in Elementary Education and K-8 teaching certificate from Bellarmine University. Before this, I completed a BA in Psychology from the University of Louisville.

I became curious about the progressive learning model when I observed it in action while supporting two children in their Reggio Approach-inspired classroom environment during my time as a therapist. I eventually transitioned into teaching at this progressive early childhood school while earning my MAT. In 2013, I began teaching at Virginia Chance School, first as a 3s teacher and then in kindergarten-first grade for several years. While in this role, my K-1 team initiated Soft Start, which became an integral part of our school mornings. This work led to its publication in the book The Curious Classroom: 10 Structures for Teaching with Student-Directed Inquiry by Harvey “Smokey” Daniels. I also served on the Program Advisory Committee as the elementary representative and participated in the long-range planning process. In 2019, I accepted the director position at Second Presbyterian Weekday School, continuing to delve deep into experiential, hands-on learning while overseeing the daily operations, managing budgets, partnering with teachers and families, and casting a vision for the school. It was my great honor to return to VCS as Director of Elementary in 2024.

I was introduced to Chance when searching for a school for my two children, who attended through 5th grade. They look back fondly on their Chance School days and appreciate how the teachers and environment made learning magical. My daughter, now a senior in high school, believes her time here instilled kindness for others and the planet within her.

As a parent, teacher, and now director, I have experienced firsthand how Virginia Chance School demonstrates progressive education’s respectful and powerful perspective of children and an understanding of how lifelong learning develops. Students’ ideas, questions, and interests are valued and help drive the curriculum. Their innate curiosity is foundational to the learning process, and children are provided time, space, and meaningful contexts to wonder, investigate, come to conclusions, and trial solutions to real-world problems. With their teachers, they develop strong and safe classroom communities in which they build understanding about the world together.

The thoughtfully designed classrooms and the woods, fields, and creek provide spaces for Chance students to practice research and learn by doing. When children climb the big rock in the woods, collect water samples from Goose Creek, or identify animal tracks left behind in the riparian zone, they exert themselves and assess risk, make connections with nature through discovery, and experience adventure and well-being. The memories we make outdoors as children can last a lifetime, impacting how we value, care for, and engage with nature as adults. Chance students make many!

It is an absolute joy to support both our philosophy and practices, which honor students’ thinking, their natural learning processes, and childhood itself. Outside work, I enjoy hiking, playing games, watching movies, and eating yummy meals with my family and friends. On my own, I love baking, cycling, reading, and painting.