Our Mission & Approach

MGAL educates leaders through experiential learning, a commitment to equity, community partnership, and global citizenship.
Through project based learning, we honor the identities of our community members with a curriculum that focuses on gender equity and anti-racism.

Our Vision

We envision a school community where students have their basic and higher order needs met, risk-taking is the norm, students are an active part of the decision making process, and leadership is embedded at every level. We are an interdependent community of learners, united in the evolving and ongoing work of education.

Why Global?

Magnolia Global Academy for Leaders will be global in scope, and local in focus, and steeped in twenty first century learning. Through a focus on the  global issues, our students will strive to become problem solvers in their own communities and the larger world.

Our Curriculum & Pedagogy

Magnolia Global Academy for Leaders (MGAL) will practice a project based learning educational philosophy, with a specific focus on Science, Technology, Engineering, Art and Math (STEAM).  Project based learning “increases long term retention of content, helps students perform as well or better than traditional learners in high-stakes tests, improves problem solving and collaboration skills, and improves students’ attitudes towards learning.”

Magnolia Global Academy for Leaders students will work together and collaborate to solve real world problems, which has a demonstrated positive effect on students “higher-level thinking skills and interpersonal and intrapersonal skills.” MGAL will prepare students to succeed in a four year college after graduation not only through an emphasis on STEAM, but also Career Technical Education (CTE). Magnolia Global Academy for Leaders will be the first wall to wall project based learning institution in Sonoma County.

College and Career Readiness

Magnolia Global Academy for Leaders is an institution dedicated to ensuring all of our graduates are prepared to succeed in the college or career of their choice. At MGAL, every student will graduate having completed the A-G requirements necessary to apply to a California State University (CSU) or University of California (UC), or private four year institution. When implemented successfully, project based learning yields strong results in preparing students for college: “94% of students at wall to wall project based learning high schools graduate from high school, and 83% persist in college.”


A 21st Century Education

Through interdisciplinary, globally focused project based learning courses MGAL students will learn about our increasingly interconnected world. MGAL will offer a twenty first century education to students through a two-pronged approach of international connection and experience. Through our globally relevant curriculum, and through the use of technology, we will connect our students to schools and scholars throughout the world, so they can tackle projects together.

Commitment to Equity

MGAL is dedicated to creating an equitable learning environment, and honoring the lived experiences of all of our students. We strive to be a racially, socioeconomically, and geographically diverse school that serves students from all over Sonoma County.

MGAL will embed equity, diversity and restorative justice while creating our school programs, policies and curriculum. Our curriculum has a distinct focus on anti-racism, and anti-sexism. In lieu of offering one off “Ethnic Studies” or “Women’s Studies” or “Queer History” courses, we will embed the histories of marginalized groups into all of our programming and curriculum. Culturally relevant pedagogies, or curriculums that “recognize the importance of including students’ cultural references in all aspects of learning,” benefit students “at risk of dropping out.” A study from the Stanford Graduate School of Education in 2016 found that students who participate in culturally relevant ethnic studies courses “made gains in their grades and attendance and increased the number of course credits they earned to graduate” when compared to students who did not participate in ethnic studies courses. Through a culturally relevant curriculum and pedagogy, MGAL will ensure that our students with marginalized identities, notably our students of color, see themselves, and their lived experiences reflected in the curriculum.