Families come to The Watershed Academy for many reasons. Some are seeking smaller classes. Others need flexibility. Many simply want their child to feel known. We exist to provide a thoughtful alternative to traditional school settings, one where academic growth and character development carry equal weight. As a microschool serving students ages 5–14, we limit each class to six learners. This structure allows teachers to adjust instruction in real time, build strong relationships, and ensure no student fades into the background. Your child is not one of twenty-five. Your child is one of six.
Our vision is grounded in inclusion. We believe diversity strengthens a learning community, and that compassion, integrity, and grace are not abstract ideals; they are daily practices. Students learn how to resolve conflict, collaborate respectfully, and contribute meaningfully. Social development matters here. So does curiosity. So does confidence.
We blend research-backed instruction with opportunities for exploration and project-based learning. Students don’t just complete assignments; they demonstrate understanding through culminating projects that reflect both mastery and personal interest.
When students leave our school, whether for high school, continued homeschooling, or another path, they carry more than academic skills. They carry self-awareness, resilience, and the ability to work respectfully alongside others.
After more than twenty years in education as a classroom teacher, instructional coach, and administrator, I began to notice a pattern.
In large classrooms of 25 to 30 students, even strong teachers are forced to prioritize. The most visible needs receive immediate attention. Students who require intensive support are closely monitored. And those in the middle, the quiet ones, the slow processors, the English learners, the students with ADHD, the children who are capable but unsure, often receive less than they need.
I worked with students in grades 1–8 in both general classrooms and small intervention groups. I watched confidence grow when instruction was targeted and consistent. I also watched capable students miss benchmarks by narrow margins and feel defined by numbers rather than progress.
The idea for this school began during a simple lunch conversation with a friend. We spoke about our children and the challenge of finding schools that truly nurture both character and competence. We knew of environments that would have been ideal, but they were financially out of reach for many families. That realization stayed with me. After many conversations at home, my husband and I decided our community needed another option.
At The Watershed Academy, small group instruction ensures no child is marginalized. Students move at a pace that respects their readiness. They pursue interests that spark motivation. They receive targeted support when needed and space to excel when ready.
Opening this school wasn’t about building something new for its own sake. It was about restoring something essential: the belief that every child deserves to be seen.
Cheryl Martin has over twenty years of experience in public education, teaching elementary and middle school students from diverse backgrounds. She holds a bachelor’s degree from Southern University at New Orleans, a Master’s in Curriculum and Instruction from the University of New Orleans, a Reading Specialist certification, and an Educational Specialist degree in Education Administration. Cheryl is dedicated to fostering a love of reading in her students and aims to make The Watershed Academy an excellent investment in your child’s future.
Darren Martin earned his bachelor’s degree in social sciences education from Grambling State University. He has accumulated over ten years of experience as a public-school teacher, instructing at both the middle and high school levels. Dedicated to youth development, he served as a coach for football, baseball, and basketball. In his role as Associate Minister at his local church, Mr. Martin actively engages in implementing acts of mercy and compassion as described in Matthew 25:35-40. He is currently employed in city government.
With a maximum of six students per class, each child receives focused instruction and immediate feedback.
Families can choose from full-time, hybrid, or tutoring schedules, supporting diverse learning needs and preferences.
Inclusion is practiced daily, with compassion and restorative conflict resolution guiding our community.
