Montessori Leadership Magazine 2020 Issue 4

VOLUME 22, ISSUE 4 / 2020

Millennials versus / and Baby Boomers Helping Montessori and Future Generations

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VO LU M E 2 2 , I S S U E 4 / 2 0 2 0

OUR IMC MISSION:

Montessori Leadership is the official magazine of the International Montessori Council, a non-profit organization. The opinions expressed in Montessori Leadership editorials, columns, and features are those of the authors and do not necessarily represent the position of the magazine or the IMC. Acceptance of advertising does not represent endorsement of any product or service.

The International Montessori Council does NOT grant permission to reprint material from Montessori Leadership in any other form (e.g., book, newsletter, journal). Copies of this issue or back issues are available for purchase by emailing imc@montessori.org for $8 US per issue (includes postage inside US).

Copyright 2020 © by The International Montessori Council. All rights reserved.

IMC Chair Tim Seldin, M.Ed. TimSeldin@montessori.org IMC Executive Director Kathy Leitch KathyLeitch@montessori.org IMC Membership and Customer Service

“Unifying a worldwide network of Montessorians dedicated to nurturing the human spirit of those seeking a peaceful world through the education of children using the Montessori method.”

Letter from the IMC Executive Director

By Kathy Leitch ........................................................................................................................

Our Pandemic Story

By Duna Strachan, M.Ed.........................................................................................................

Millennials versus / and Baby Boomers Helping Montessori and Future Generations

By Dane L. Peters ...................................................................................................................

By Charlie Biggs .................................................................................................................................

Book Review: Culturally Responsive Teaching and The Brain Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students

By Christine Lowry, M.Ed. ............................................................................................

Bridgett Wheeler (800) 655-5843 / (941) 729-9565 imc@montessori.org www.montessori.org

Spotlight on Accreditation Commissioner: Tanya Ryskind

Conference Coordinator George Markham GeorgeMarkham@montessori.org

Giving Thanks

IMC Accreditation Director Montessori Family Alliance Lorna McGrath (800) 655-5843 / (941) 729-9565 LornaMcGrath@montessori.org

Montessori Public Policy Initiative (MPPI) Update

Editorial Review Committee Jennie Caskey Jenni Presley Lauren Speed

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Notes on Financial Stability for Montessori Schools During COVID-19 – or Any Time

Article Submission, Classified & Display Advertising

Bookkeeping Don Dinsmore (800) 655-5843 / (941) 729-9565 Fax: 941-745-3111 DonDinsmore@montessori.org

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By IMC Staff.....................................................................................................................................

By Carolyn Pinkerton, Ph.D ........................................................................................

By Denise Monnier........................................................................................................................

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IMC Teacher Education Committee News Social Justice and Montessori Teacher Education

By Kitty Bravo and Jana Morgan Herman, M.Ed. ....................................................

A Time of Transitions

By IMC Staff ...................................................................................................................

COVER PHOTO BY Jenni Presley, Infant Toddler Guide, NewGate School

Layout & Design La Madeleine Graphic Design Studio Val@lamadeleinedesign.com

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Dear IMC Members...

During this holiday season, much is different in our daily lives. We have been through so much together during 2020; this surely will be a year to remember.

Typically, this time of year, we are celebrating, gathering with family, traveling, and taking stock of the past year while

planning for the next. Although we are finding safe ways to move forward with our lives, so much is still unknown. We have learned that while we remain optimistic about the future, we must also accept that our planning and projections require agility and resourcefulness.

As Montessorians, we have shown perseverance, adaptability, and resiliency. What I know will continue to carry us through, to provide solace,

In service of children and families,

Kathy Leitch, Executive Director International Montessori Council

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and even to lift our spirits during difficult times is our practice of gratitude. In every moment of every day, we can focus on something for which we are grateful. Our focus will often be on the smallest of things, such as fresh air to breathe (when it is safe to unmask-:), a sunny day, a moment of silence, or the smile of a loved one.

Additionally, we may focus on our strong school community, the strength we didn’t realize we had, that we kept our staff employed, and how well we served children.

At IMC, we are grateful for our members, task force leaders, volunteers, and Montessori Foundation staff members who serve our Montessori community, including school leaders, faculties, families, and students.

You are our community and our inspiration!

BY DUNA STRACHAN, M.Ed.

Our Pandemic Story The sunshine filters across the glistening beads as a

way to proceed. Not only were there new protocols to adopt,

student carefully counts them. Another student is on the patio

but also new employment considerations, government hoops

applying strokes of paint to a new design. Two more children

to jump through, and all the discussions on how to maintain

work in the garden, and several sit at separate tables, intent on

Montessori philosophy and pedagogy under such dire

their work. It is a typical day in an Early Childhood class, except

circumstances. Our local and global Montessori communities

that these children are wearing face masks. It is July 2020, and we

provided a daily influx of support and ideas. Our task was to sort

are in the depths of the COVID-19 pandemic.

out the useful items between our small faculty and administra-

tion team and determine how best to apply them.

Our school in Park City, Utah, was shut down for ten weeks

through the spring. Teachers worked industriously to provide

work for students at home during the shutdown, but we weren’t

with the local health department on a task force focused on

Our School Director, Leah Linebarger, got right to work

sure that our students, who are mostly under the age of 6, got as

establishing new protocols during the pandemic. This provided

much out of the packets, emails, slide shows, video links, Zoom

the groundwork for how we would proceed. Our Administrator,

meetings, and Google Classrooms as we had hoped. So, we

Bruce King, found sorting the details of employment law a

were determined to offer what they needed most – time in our

full-time job as he diligently searched for the best ways to sup-

prepared environment.

port our faculty. Our Utah Montessori Council (UMC) shared

Our school in Park City, Utah, was shut down for ten weeks through the spring.

Our whole faculty spent the ten weeks of shutdown carefully

precious documents, websites, and platforms as each school

planning. Through a series of emails, Zoom meetings, phone

crafted our path forward. UMC Administrator Teas moved

calls, Google docs, and texts, we began to sort out the best

from once-a-month elegant tea parties to twice-per-month

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sleeves-rolled-up Zoom support meetings. We found that we

Lillard’s (2012) words on keeping materials to the most necessary.

gained significant insight from other schools’ heads from across

Having fewer materials on the shelf ensured that all were sparkling

our state as we shared ideas and learned from each other. Two

clean, complete, and orderly at all times. Teachers rotated materials

of the schools, Anchored Roots Montessori and Dancing Moose

to meet student needs. Our classrooms looked like the photos of

Montessori School, remained open through the shutdown, and

Montessori’s original classrooms, with each child focusing on the

their experiences were invaluable as we headed into the unknown.

simple, classic material before them.

After months without income and missing the culminating

We simplified and expanded drop-off and pick-up so that

events of the previous year, closing ceremonies, our school fair,

classes were not mixing, and parents were not coming into the

and our faculty end of the year party, we were not sure what to

building; children were having their temperatures and symptoms

expect for the future of our school. We knew we had to provide

checked at the exterior classroom door at drop-off. We discontinued

normalcy for the children. We knew we had to support the families.

our snack and lunch programs and asked parents to provide them.

We knew we had to get back into the classroom.

Although it hurt to eliminate the classic community exercises of

meal preparation, this greatly simplified our daily preparation

After wrestling with all of these plans, ideas, and endless

checklists, we cautiously opened our school again on June 1st.

process and allowed additional sanitizing time.

We simplified rosters so we could begin with just ten students per

class. Students attended mornings only for the first week while

protocol we worried about most until one of our comrades at

we smoothed out the wrinkles. Teachers simplified materials so

another school discovered that isopropyl alcohol could be used. It

children could choose their work, return it to a cleaning shelf, and

was simply sprayed on and allowed to evaporate. Alcohol is hard

an adult could sanitize it and return it to its place in the class-

on wood, so we used soap and water for our wooden equipment.

room. There were fewer choices, but we were reminded of Angeline

We have tried to substitute plastic materials wherever possible to

Sanitizing everything in the room twice a day was the

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save our wood. Others are reporting happy results using foggers, electrostatic sprayers, and various disinfectants.

Acquiring enough thermometers, gloves, masks, smocks,

hand sanitizer, hand soap, paper cups, paper plates, and paper placemats is an ongoing task. Teachers created individual packets of crayons, pencils, scissors, glue sticks, and paper for Early Childhood students so that those things did not need to be individually sanitized after each use. Maintaining all the necessary inventory is probably the most significant ongoing expense. On top of the greatly reduced income through the ten weeks of closure, we are all taking a substantial financial hit. As we have learned through the past recessions, all we have to do is cut back, pull together, and the economy will come around again, eventually.

We’ve had to eliminate assemblies, guest speakers, and

events, but this results in a simpler routine and fewer interruptions to the work period. We avoid mixing classes, but this makes the prep and cleaning schedule simpler when each teaching team is taking care of their own classroom instead of relying on someone to come in to help them. With the simplification of so much of our day, teaching teams have more time to maintain their own environments.

We knew we had to provide normalcy for the children. We knew we had to support the families.

Masks were a daunting prospect. We started by recommending

that students wear masks as a sign of respect for others, and many did. Then, our town adopted a mask mandate, and our students cheerfully went along with it. They have been much more amenable to it than most adults. Now, all Early Childhood and Elementary students wear masks into and out of school and while inside, unless they can stay 6 feet apart. Early Childhood and Elementary students also have assigned work tables or mats to mix less within the classroom. When lining up, they space themselves a healthy distance or an arm’s length from the person in front of them.

Outside they are free to play as they always have, but teachers may remind them to give each other healthy space. We spray all equipment with alcohol, using a fertilizer sprayer, between classes.

Other than the temperature and symptom checks at drop-

off, increased cleaning routines, and the smaller class sizes, the infant and toddler school days are essentially unchanged. Teaching teams are careful to sanitize work after each use, wear masks and gloves, and infant faculty wear lab coats or smocks, as well.

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Although we are respectful of each other and generally stay

Winter will bring more problems to solve – where to store

6 feet apart, teachers are very sensitive to their students’ needs

snow clothes so children can access them without coming into

and give hugs and physical reassurance whenever appropriate. It is

contact with children from other classes; lunching socially and at a

daunting enough that we cannot see each other’s expressions, so

healthy distance; how to keep classrooms adequately staffed when

we can at least hug a child.

winter illnesses make their rounds. And, there will be questions we

can’t even foresee now.

After the months of planning and preparation with our teaching

teams, a few of our teachers did not feel comfortable coming back

to school during a pandemic, and we honor their decisions. You

crises we have experienced in the past few decades. Those of us

have to want to do this. It is a risk to be at school, even with a mask,

of a certain age lived through polio, the Cuban Missile Crisis,

gloves, and smocks, interacting with children and families every

the Vietnam War, AIDS, the Gulf War, September 11th, the Iraq

day. In order to offer the extension for our students, we again called

War, the War in Afghanistan, mass shootings, and a plethora of

on our Montessori community, borrowed teachers, and hired a few

environmental crises. Our parents and grandparents told us about

who considered the risk worthwhile.

the World Wars, Pearl Harbor Day, the Spanish flu, scarlet fever,

Early on in the pandemic, I thought about how few world

We have found that children are generally better at adapting to these changes than adults.

During the closure, our school’s families stepped forward

and smallpox. An elderly cousin of mine recently remarked that

to offer funds for our faculty whose income was suddenly cut in

Americans were on rations for four years after WWII in a tone that

half when their spouses and roommates lost their jobs. Parents

made me think, “we ain’t seen nothin’ yet.” It could be worse.

brought groceries and surprises to teachers’ doorsteps. Some

We have examples before us of how to behave during a crisis.

of the teachers decided to wait to feel more comfortable before

Following our ancestors’ lessons, we will look around, lend a

returning to school. Enrollment dropped, and then we began to

hand to those who need it, summon our courage, face down our

get calls from families looking to move to our little mountain town

fears, and step into the fray to contribute whatever we can. As we

from the big cities. The rosters are filling again, and we have some

face each challenge, we have to remind ourselves that the entire

eager new employees enthusiastic about all things Montessori.

population of the world is in distress right now. Within each of us

We have found that children are generally better at adapting

is the ability to lighten another’s load with a smile, a few words,

to these changes than adults. They don’t understand what or why

or an act of kindness. Now is the time to fight this good fight with

coronavirus is, but they understand that we have to help each

great honor.

other stay healthy and safe by wearing masks, washing hands,

giving safe space, and being careful of what they touch. Lunch is

people also. But, along this journey, we have found the beauty

different, group lessons are different, and moving in and out of

in simplifying, enjoying what we can do together, and the joy of

school is different. Most of what goes on in between is pretty much

returning to the classroom where both children and adults are

the same, and for that normalcy, we are forever grateful. When I

getting something essential. When we recall the COVID years, we

stand at the gate and greet families each morning, I accept loads

will remember the lessons learned, and we will carry them with

of thanks and praise. One day in early June, it snowed in our

us. We are learning to slow down, focus on the moment, and fully

little mountain town. There were our families, having scrambled to

support one another.

find their winter wear, as well as their face masks, lining up at the orange cones placed 6 feet apart at each door and still smiling and giving thanks for being able to bring their children to school for a few hours.

We will not be the same school again. We will not be the same

REFERENCE: Lillard, A. S. (2012). Preschool children’s development in classic Montessori, supplemented Montessori, and conventional programs.

Journal of School Psychology, 50(3), 379–401. https://doi.org/10.1016/j. jsp.2012.01.001

Since it is summer, we’ve spent much more time outside,

making use of our patios, gardens, playground, creek, and field as we’ve never used them before. We’ve taken time outdoors to observe native plants and animals. Most of our children now know the Uinta Ground Squirrel’s call and where the voles and garter snakes live. They know where to find strawberries, chives, honeysuckle, and the lavender used in all types of Practical Life projects. They have discovered the beauty of our campus that is so often missed in the summer when our student population typically falls off.

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Duna Strachan, M.Ed., is the founder of Soaring Wings International Montessori School in Park City, Utah. She has been involved in Montessori for 35 years and holds credentials at the Infant/ Toddler and Early Childhood levels.

Millennials versus / and Baby Boomers Helping Montessori and Future Generations

by Dane Peters

“Ten thousand Baby Boomers will retire every day through the year 2030 . . .

1 How prepared are schools for leadership transitions from one generation to the next?”

For me, generational differences came barreling through

exhausted . . . and thankful that the day was over. The

this past December when my wife and I celebrated the holidays

ongoing leap from Greatest Generation parents, to our Baby

together without our children and grandchildren; they were off

Boomer identity, to our Generation X children and their

doing their own things. This caused us to reflect on what we

Millennial, iGeneration, and Generation Alpha kids is life today.

did as children when it came to December 25th: home with

parents, grandparents, and aunts and uncles. Then as we had our

the year that we celebrate the 150th year of Dr. Montessori’s

own children, we would wake up on Christmas morning; open

birthday, it might help to look at the whole generation

presents; get in the car and drive to my wife’s family to open

spectrum. So that we can all be on the same page regarding

presents and have a big meal; then on to my parent’s home and

generation language and statistics, here is a chart from the

celebrate the holiday with them; and finally, make our way home

Pew Research Center defining US generations. 2

Before moving on to further generational reflections in

1 “Independent Ideas Blog” (Sept. 21, 2016). NAIS Bulletin 2 Fry, Richard (2018). Millennials projected to overtake Baby Boomers as America’s largest generation. (https://www.pewresearch.org/fact-tank/2018/03/01/millennials-overtake-baby-boomers/)

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GENERATIONS Greatest Silent Baby Boomer - “Boomers” Generation X - “GenXers” Generation Y - “Millennials” Generation Z - “iGens” & “Centennials” Generation Alpha

BIRTH YEARS AGES 1901 to 1927 95 – 109 1928 to 1945 74 – 94 1946 to 1964 55 – 73 1965 to 1980 40 – 54 1981 to 1996 25 – 39 1997 to 2012 7 – 24 2016 to 1–6

Keeping Montessori Moving Forward Assuring Its Preservation and Growth

As I reflect on the generations as they are defined today,

I cannot help but think how similar they are to how Maria Montessori lived her life. As one of the first female physicians in Italy, she moved society and the medical profession forward like today’s Millennials imagining life with technology, constantly pressing humanity to grow and learn. Then there is the stability she brought as she transitioned from medicine to child care and education, much like we see in our GenXers raising their families

Also, looking at generation populations, NBC Nightly News

with both parents working away and yet, making sure that their

anchor Lester Holt, stated, “The Millennials, they’re taking over ac-

children have the best care and education possible and striving

cording to the folks at Pew. Based on population estimates, there

to make the international world a part of everyone’s life. Maria

are now 75.4 million Millennials in the US versus 74.9 million Baby

Montessori would be the quintessential Boomer with the experi-

Boomers, meaning Millennials, not Boomers, are now the largest

ence, knowledge, and wisdom to move life along in spite of wars,

generation in our country.”

struggling economies, and social changes. She had it all in one

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It is important to keep in mind that while the most prominent

miraculous lifetime, and today, with all three of our adult

generations are the most populated Millennials and Boomers, we

generations working together, they will continue to move

One of the overall changes that has had a significant impact on generational differences over the past 50 years is technology and social media. have to be sensitive to the GenXers who are caught in the middle of

Montessori education forward the way Dr. Montessori did in her

these two generations. Many are the children of the Boomers and

82-year lifetime— from August 31, 1870 to May 6, 1952.

they have children who are Millennials and iGens.

As our current generations evolve in this second decade of the

One of the overall changes that has had a significant impact

21st Century, we in the 100-year-old Montessori world are navigat-

on generational differences over the past 50 years is technology

ing to make sure that her principles and pedagogy stay intact in

and social media. I remember in the 1990s, when I was driving a

spite of all of the many differences and changes that have taken. . .

van to take a group of students to an athletic event, I made certain

and are taking place.

that I took the portable phone that was the size and weight of a

brick with me. Today, so many things have changed . . .

tion were—to name a few:

• I have to remind myself that the iPhone I have in my

I believe that some of the top priorities of Montessori educa-

• Always staying focused on the child; supporting planes

pocket should not be used while I am with my grandchildren;

modeling respect and proper human interaction is

of development in three-year cycles so the older children

can model for the younger children in the same level.

important.

Showing, not telling, the child a lesson.

• I look forward to when I talk to AND view my distant

grandchildren via video chatting.

• I pay for my groceries at the check-out register by tapping

my phone next to a device near the register.

• I no longer use a paper map to find out how to navigate to

• • Watching the child’s engagement after a lesson has

been presented.

These priorities are the same today and will be the same in

2030. In order to preserve Montessori for another 150 years, we do have to be sensitive to who is and will be leading our schools.

a new location. My phone will talk to me—with precise

detail—through the trip.

ments—to me—is how she prevailed in international educa-

When I am trying to recall an address of a restaurant, I hold

tion over 100 years no matter what the generation was at the

up my phone and say, “Hey Siri. . .”

time, bucking the sage-on-the-stage approach to teaching with a

•

Probably one of Maria Montessori’s biggest accomplish-

If you told me in 1955 when I was the age of an iGen child

guide-on-the-side philosophy. One of my favorite Montessori

that this was how things would get done, I would have thought you

quotes is, “The greatest sign of success for a teacher. . . is to be

were crazy.

able to say, ‘The children are now working as if I did not exist.’

3 Holt, Lester (April 27, 2016). NBC Nightly News

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I know the children are doing their best when they do not know

Montessori education. We are fortunate to have such a strong

when I am in the room.” 4

base for Montessori education throughout the world. It is so well

established. What has kept it so strong are the principles that

Where generations can unite is in the beauty and truth of the

pedagogy and philosophy of Dr. Montessori. For example, Millen-

Dr. Montessori established over 100 years ago.

nials and GenXers often take the blame for “helicoptering” or “snow

plowing” in the care of their children. This is eloquently explained

the Montessori Foundation, International Montessori Council,

in the book How to Raise an Adult, by Julie Lythcott-Haims. Model-

Center for Guided Montessori Studies, American Montessori

ing for the child, whether it is in a three-year plane of development

Society, Association Montessori International/USA (AMI), and

where the older children are modeling for the younger children

state and regional independent school associations have been

or it is adults, like a teacher, modeling for the child and the par-

working together, especially at a time when Montessori education

ent on how to interact with one another. Remember, Millennials,

is taking hold in charter and public schools.

GenXers, and Boomers learned from their parents, but as

explained in the book, the world is different in each generation,

of now the oldest iGens—have been struggling to navigate a

eg., wars, the economy, the cost of education, prejudices, etc.

world of wars, faltering economies, and having to pay for college

all play a large role in molding parent actions. Nevertheless,

tuitions. . . to name a few. To get a clearer picture of all of their

Dr. Montessori made it clear how important it is for adults to be

challenges, I once again refer to the book How to Raise an Adult.

sensitive to their actions in front of children. “A child is an eager

observer and is particularly attracted by the actions of the adults

baby boomers can learn from millennials at work—and vice

and wants to imitate them. In this regard an adult can have a kind

versa.” Presenter Chip Conley closes his talk capturing the essence

of mission. He can be an inspiration for the child’s actions, a kind

of what we need to do together to keep Montessori education grow-

of open book wherein a child can learn how to direct his own move-

ing strong: “In sum, CEO [of Airbnb, Inc.] Brian Chesky brought

ments. But an adult, if he is to afford proper guidance, must always

me in for my industry knowledge, but what I really offered was my

be calm and act slowly so that the child who is watching him can

well-earned wisdom. Maybe it’s time we retire the term ‘knowledge

clearly see his actions in all their particulars.”

worker’ and replace it with ‘wisdom worker.’ We have five genera-

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Generations Working Together Preserving Montessori Education

Working together rather than in competition for who is right

On a grander scale, it has been miraculous to see how

At the same time, Millennials—when they were the age

To receive another perspective, watch the TED Talk, “What

tions in the workplace today, and we can operate like separate isolationist countries, or we can actually start to find a way to bridge these generational borders. And it’s time for us to actually look at how to change up the physics of wisdom so it actually flows in both

and who is wrong, not unlike how our current political system

directions, from old to young and from young to old.” 6

is operating right now, is the best way to preserve and promote

Taking advantage of Boomers’ age and experience in leading

4 Montessori, M. (1949). The Absorbent Mind, Ch. 27, 283 5 AZ Quotes. https://www.azquotes.com/author/10291-Maria_Montessori?p=3 6 Conley, Chip. (Sept. 2018). What baby boomers can learn from millennials at work — and vice versa. https://www.ted.com/talks/chip_conley_what_ baby_boomers_can_learn_from_millennials_at_work_and_vice_versa

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our Montessori schools, that now go well beyond just private—

Lythcott-Haims stated in her book, “Take Montessori educa-

proprietary and independent nonprofit—schools to include charter

tion, for example, which for over 100 years has applied student-

and public schools. It is important to point out that the Millennials

centered, active-learning approaches to K-12 classrooms. Students

who are arriving on the school scene “[Millennials] are the most

guide their own learning, particularly figuring out what steps to do

diverse adult generation in American history. About one-third are

next on their own. Assessments depend on well-trained teachers,

foreign born and almost half are non-white.” “Millennial teachers

not standardized tests. Montessori ‘unfolds students’ instead of

value four key attributes: being mentored, learning from peers and

‘molding them.’ Montessori graduates are known for their

colleagues, improving themselves to have impact, and achieving

creativity and free thinking.” 9

financial security.” 8

positive in our Montessori life and in education.

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Over its century of existence, Montessori schools have kept

Generations working together will make a difference for the

up and often surpassed traditional education, as author Julie Dane L. Peters Right after college, Dane served as a Captain in the U. S. Marine Corps, and 40 years later, he retired as head of Brooklyn Heights Montessori School (BHMS), a toddler through eighth-grade school in Brooklyn, New York. Prior to heading BHMS for eleven years, he served as head of Mooreland Hill School in Connecticut for eleven years. He recently completed his service as the administrator for the New York State Association of Independent School’s (NYSAIS) Experienced Leaders Advising Schools program. He is currently teaching and serves on the Advisory Committee for the American Montessori Society’s (AMS) Emerging Leaders Fellowship program. Dane has written over 100 articles that have appeared in 30 different publications. His first book, Independent by Design, was published in 2014. His second book, Design for Independence, Inspiration, and Innovation: The New York State Association of Independent Schools at 70, was published in 2017. You can read many of his articles on his blog (www.danesedblog.blogspot.com).

7 Eberhardt, Jennifer. (2019). Biased, 287 8 Stribling, William. (February 8, 2017). A Millennial’s View: How to Transform Independent Schools Into Modern Workplaces. NAIS Bulletin, Independent Ideas Blog 9 hLythcott-Haims, Julie (2016). How to Raise an Adult, 157

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Notes on Financial Stability for Montessori Schools During COVID-19 – or Any Time

By Charlie Biggs, Executive Coach/Consultant for Nonprofit Organizations and Independent Schools and Preschools

Financial stability depends on keeping a balance between income and expenses — ­ with at least a little more income over time so your school can survive and thrive. This can be difficult under any circumstances. It is especially challenging during a situation

like the current COVID-19 pandemic. Here are some thoughts on how Montessori schools can achieve financial stability – looking first at income, second at expenses, and finally at developing and sharing contingency budgets to help with your planning and keep your staff and families in the loop. Some of these suggestions are specific to COVID-19.

Others are more general and could apply any time. Each of these points could easily be a whole article unto itself, but I want to outline them all here to give you a wide range of things to think about as you and your school grapple with how to sustain and strengthen your work through this strange and difficult time.1

INCOME

are at least three reasons for this, all of

and your staff are undoubtedly working

which you can and should explain to the

harder than ever and putting in even

ensure the long-term financial stability

parents at your school.

longer hours than usual. You all have a

To get through the current crisis and

of your school, I would encourage you to

1. Closing your physical facility is

right to be paid for this work, and you

do the following.

not your choice or your fault. You

have a right to expect parents to keep

are following guidelines set by lo-

paying tuition in return.

supporting their families, and charging

cal, state, and/or federal authorities –

tuition even if your physical facility has

guidelines that are designed to ensure

you are ensuring that your school will

to close. At some point, or perhaps sev-

the health and safety of your students,

still be there for your students, fami-

eral times, over the coming year, your

families, and staff. So, hard as it may be

lies, and staff when the pandemic

local or state government and/or Health

for parents to understand, your closing

finally ends. If parents stop paying,

Department may order you to close your

actually benefits them and their children.

you will have to lay off your staff, caus-

physical facility – either because of a case

2. By continuing to educate and

ing real hardship for them and possibly

in your school community or because of

support your students and families

forcing them to look for other jobs. Un-

an increase in cases in the broader local

through at-home learning, you are

less you have substantial reserves, you

community.

doing

under

also probably won’t be able to pay your

If this happens, you should continue

the circumstances. In fact, based on

fixed operating expenses, such as rent,

educating and supporting your students

what I’ve heard from Montessorians in

utilities, copier fees, etc. On top of all

and their families through home-based

Tennessee and across the country,

that, your parents might lose confidence

instruction, and you should definitely

you’re probably doing more than most

in your school and take their children

keep charging your full tuition. There

of the other schools in your area. You

to other schools that can support them

• Continue educating your students,

everything

you

can

3. By continuing to charge tuition,

1 The ideas I’m sharing here come from my experience in nonprofit management and fundraising and as Director of the Knoxville Montessori School from 2009-2017, from webinars on various aspects of the COVID-19 pandemic that I’ve attended, and from insights gleaned from individual and group conversations with Montessori teachers and administrators in Tennessee and across the country. I am particularly indebted to the participants in the ongoing series of Zoom meetings on the pandemic organized by the Montessori Alliance of Tennessee and to the participants in the weekly Zoom meetings that the Knoxville Friends of Montessori has been holding since April 2020. Any errors and omissions in this article are, of course, my own. Everything I say here is intended as a suggestion, and you should be sure to check with your lawyer, accountant, business advisor, etc. before adopting any of these ideas.

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14

more consistently during these times. The

In order to make this work, it’s impor-

then surely teachers and schools can fol-

result of any or all of these could easily be

tant to add language to your parent con-

low them there and support their learning

that your school would have to close per-

tracts saying that if you have to close your

in that environment. Countless Montes-

manently. If your families value what you

physical facility for reasons outside your

sori schools did that last spring, and most

do for their children – and I certainly hope

control, you and your staff will continue ed-

found that while it wasn’t optimal, it was at

they do – they should be able to see that

ucating your students to the fullest extent

least possible – and that there were some

this is not in their long-term interest, even

possible – and that parents will be expect-

unexpected benefits as well, including the

if it is difficult in the short term.

ed to continue paying tuition. If parents

opportunity to gain more insight into their

The overall point here is that you

have already signed contracts for next year,

students’ lives and to work more closely

should not undervalue the amazing edu-

you can send this as an addendum to the

with their parents.

cation that you provide to your students,

contract, giving them the option to with-

even if you have to provide this education

draw without penalty if they don’t agree.

charging tuition, it’s important to have a

in a very different way for a while. And you

The schools I know that have already done

plan to shift quickly from on-campus to

should not undervalue the support you

this have found most of their parents to be

at-home learning in case of a shut-down,

provide parents, which is more important

very understanding and supportive.

and to prepare your staff and parents so

than ever during this very difficult time.

Develop a plan for at-home learn-

they know the procedure if it is necessary.

•

In order to make this work, and to keep

You need to communicate all of this

ing, so your school can pivot quickly to this

If your school did this in March, 2020, you

information to your parents as clearly and

if it becomes necessary. Doing “virtual” or

already have experience with this. If you

compassionately as you can, and you may

“at-home” learning can feel antithetical to

didn’t do this, you can talk to schools in

need to make individual accommodations

the Montessori approach, which relies so

your area that did and draw on their experi-

for families in which one or both parents

heavily on the physical materials and the

ence and on the information and resources

have lost their jobs, been furloughed and

interaction of students and teachers in the

collected by groups like AMI, AMS, IMC,

had their income temporarily reduced,

classroom. But, a key part of the Montes-

Trillium Montessori, and others.

or been impacted in other ways. But,

sori approach is Maria Montessori’s advice

your overall policy should be to continue

that the teacher should “follow the child,”

closely as possible the true value of the

collecting full tuition from everyone who

and if public health needs force schools

education you offer. In my view, Montessori

can afford to pay.

to close and children to stay at home,

schools offer the best possible education

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•

Charge tuition that reflects as

Internal marketing is critical to keeping

ask questions and you can address their

for most, if not all, children. Doing this re-

quires highly trained teachers, extensive

families at your school. You do not neces-

(and expensive) materials, beautiful facili-

sarily want to think of this as “marketing.” It

ties, and a lot of time and energy. Far too

may fit better with your school’s culture to

something similar) for parents where you

often, Montessori schools don’t charge suf-

think of it as “parent education” and “parent

ficient tuition to reflect all of this.

relations.” The key thing to keep in mind is

This is obviously not the time to increase

that parents who have already made a com-

tuition. But, as a general rule, you should

mitment to your school by enrolling their

empathetic and listen closely to what your

set your tuition as close as possible to the

children are the easiest target for you to

parents are saying – and to be honest about

actual cost of what it takes to deliver the

reach. So, you should do everything you

what you know and don’t know. This is a

wonderful service that you offer.

can to provide the best possible education

hard time for everyone, and there’s a lot we

One way to set tuition is to find out,

for your students and to involve and educate

all don’t know. This is an opportunity for

formally or informally, what other private

their parents, as well. If the people who

you to strengthen your relationships with

schools and preschools in your area are

know your school best don’t want to keep

your parents, and if you can communicate

charging. You don’t necessarily want to be

their children there, you’ll have a hard time

regularly in a caring, compassionate way,

the most expensive, though it’s OK if you

convincing anyone else to enroll.

your school community can be stronger as

are, but you should be charging at least

a result.

80%-90% of the most expensive. If you’re

with the excellent education that I know

not, you should gradually increase your

your school provides, can also help with

or tuition assistance program to support

tuition over time to reach that level, and

external marketing because it will lead to

families

then keep raising tuition a few percent each

increased “word-of-mouth” enrollment, as

full tuition. Many Montessori schools keep

year to stay ahead of inflation and give

parents of current and former students tell

their tuition low to ensure that a wider range

raises to your staff.

their friends how much you did for their

of families are able to enroll. But for me, at

Setting your tuition this way will ensure

children and how happy they are with your

least, a better way to do this, however, is to

that families come to your school because

work. This is the strongest possible kind of

set your tuition as close as you can to the

they really value what you offer, not just

marketing, and it can play a critical role in

top of the market in your area (see above),

because you are cheap, and it will give you

your enrollment efforts.

and then use some of the funds from

more resources to support your work.

• Communicate with parents as often

tuition, supplemented by fundraising (see

• Develop strong internal and external

as possible and as transparently as possible,

below), to provide need-based financial

marketing programs to attract and keep

both individually and as a group. I hope that

aid to families who can’t afford to pay

families that understand and appreciate the

you are in regular communication with your

as much.

value of what you do. These are things you

parents all the time, but you will need to do

should do all the time – and they are more

even more at a time like this. Here are some

way ensures that families who have more

important now than ever before.

things that schools I’ve been in touch with

resources pay something close to what they

recently have done to stay connected:

would pay if their child went to one of the

External marketing is critical to attract-

Strong internal marketing, coupled

concerns directly.

•

Set up a Google Classroom (or

can post information about school plans, resources for at-home learning, etc.

Through all of this, you want to be

• Develop a need-based financial aid that

can’t

afford

to

pay

Setting up a financial aid program this

ing new families to your school. It includes

Talk with parents individually to

other excellent schools in the area. It gives

a wide variety of activities such as tours and

find out how they’re doing, if they have

you the ability to bring a wider range of

open-house events for prospective families

any

families into your school community as well.

(all of which can be done virtually or in

anything you or the rest of the school

The

small, socially distant groups), developing

community can do to help their family

creating a financial aid program even more

an informative and engaging website, do-

during this time.

important, since there are undoubtedly

ing some basic work to ensure that your site ranks highly in Google searches for schools and preschools in your area, and using social media tools such as Facebook and Instagram. In these efforts, you want to

•

questions,

•

out

whether

surveys

there’s

asking

COVID-19

pandemic

makes

for

parents in your school community who

parent input about questions such as how

have lost their jobs and/or seen a signifi-

Send

and

eager/willing they are to send their children back to school, what schedule(s) would work best for them, etc.

•

Send parents regular updates (at

cant reduction in income. If you haven’t offered a financial aid program before, this is a great time to start.

To make your financial aid program as

be sure that you are sending a consistent

least weekly) to let them know what you

message that highlights the strengths of

and your staff are doing and to fill them in

objective as possible, you’ll need informa-

your program and attracts the kinds of

on your plans as they develop.

tion about each family’s financial situation.

• Hold parent roundtables on Zoom

families who will enroll because they value

what you can do for their children.

(or something similar) so parents can

This can be hard to collect and analyze, so you may want to use one of the online

VOLUME 22 ISSUE 4 • 2020 | WWW.MONTESSORI.ORG/IMC | ©MONTESSORI LEADERSHIP

15

services that do this for you. These include

or expanding your current program, to help

fundraising events, selling ads in a year-

the following (arranged in alphabetical order):

families impacted by COVID-19, you will

book, etc. But if you need funds imme-

• Blackbaud Financial Aid Manage-

need to ask each family to provide docu-

diately to help families who have been

ment - https://www.blackbaud.com/solu-

mentation showing how much income they

impacted by the pandemic and/or to

tions/financial-management/financial-

have lost as a result of the pandemic. They

purchase specialized equipment to allow

aid-management

can do this in a letter to you, with whatever

you to reopen safely, the best way is by

• FACTS - https://factsmgt.com/

supporting documentation makes sense for

appealing directly to people who know

• National Association Independent

their case.

and love your school - current families,

•

Raise funds from current families,

Schools, School and Student Services -

https://www.solutionsbysss.com/

alumni,

• TADS - https://www.tads.com/

local businesses, etc., to support your

you can do this:

All of these services collect financial

financial aid program and to pay for

data from parents – including the previous

special needs caused by the pandemic,

that appeals to the emotions of poten-

year’s tax return, information about their

such as

infrared thermometers, electro-

tial donors, highlights the wonderful

expenses, etc., – and prepare a summary for

static cleaners, new outdoor facilities, etc.

things your school does for students and

you that includes a recommendation about

I believe that in most cases, Montessori

families, and explains why you need funds

how much support they need. You can then

schools should be able to meet their

and how you will use them.

use this to make your own decision about

core operating budgets through tuition

each family.

and fees. But covering the cost of

ment that embodies your story and

financial

upgrades,

includes pictures of your students and

requires

staff at work in your classrooms, on the

Keep in mind, all of these services base

other

other

community

aid,

their recommendations primarily on the

and

family’s prior year income, assuming that it

additional support.

will not change substantially in a year. So,

if you are starting a financial aid program,

for

facilities

special

projects

members,

school,

community. Here are some ideas for how • Craft a strong story for your school

• Prepare a 2-3 page case state-

playground, during field trips, etc.

There are many ways to raise funds your

alumni, and other members of your

including

holding

• Enlist a small group of your

strongest supporters from your parents,

2 Tim Seldin and Dr. Valadia Wise, International Montessori Council, “Fundraising During a Crisis,” Session 1, April 13, 2020.

16

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alumni, and other friends of the school to

small amounts, but it’s important to get

by phone are effective 25% of the time,

help with fundraising. If your school is a

100% participation. If the people closest

and requests made by personal email are

nonprofit and you have a Board, you can

to your school won’t help, it is difficult to

effective only 5% of the time.3

involve some or all of them as well. This is

ask others to contribute.

optional, but it can be very helpful.

• Approach the donors on your list

some of these folks say no, at either the first

• Prepare a list of possible donors

individually, using the 3-step approach

or second stage. But, if you can overcome

among your current families, alumni, com-

outlined by Tim Seldin and Dr. Valadia

your hesitations, you may be surprised by

munity supporters, etc. and estimate how

Wise from the International Montessori

how many people do want to help. To make

much each one might be able to give. When

Council during their “Fundraising During a

this easier, you and anyone else who will

you are doing this, don’t forget to include the

Crisis” webinars.2 Here is the script they

be involved should practice asking for sup-

grandparents of both your current students

suggested:

port this way until you feel comfortable. It

and your alumni. Because grandparents are

1) Invitation to Talk: Whoever

may feel awkward to practice this at first,

older, they often have more resources, and

knows each person on your list best should

but it will really help when you meet with

if they are close to their grandchildren, they

email or text a message like the following:

someone and ask for their support.

may be especially eager to help. You should

“Many of the families at our school are

also include local businesses and founda-

in trouble and can’t make it without your

people who make large donations usually

tions on your list and plan to approach them

help. This is important to me and I think it

want to be able to deduct their gifts from their

as well.

will be important to you. Can you give me 5

taxes. If your school is not tax-exempt, you

minutes of your time?”

can create a “Parent-Teacher Organization” or

• Make a commitment to the fund-

You do need to be prepared to have

One other thing to keep in mind is that

raising campaign yourself, and then ask

2) Tell Your Story: If they’re willing

a “Friends of [your school]” group and secure

your staff and members of your Board

to listen, you and the person who knows

tax-exempt status for it. You want to be sure

and/or the fundraising group to make

them best should meet with them (in per-

to talk to a lawyer about this so you set it up

commitments consistent with their fi-

son or virtually) and tell your story. Then,

in a way that meets all of the applicable local,

nancial situations as well. These can be

without being specific, ask if they’re inter-

state, and federal regulations.

ested enough to get involved. You might

say, “Without specifying an amount, can I

retain one to create a liability waiver and

count on you for support?”

to review your enrollment and financial aid

• If you don’t already have a lawyer,

3) Seal the Deal: If they say “yes,”

policies, contract language, etc. Retaining

ask how much they can contribute and how

a lawyer isn’t strictly related to generating

they would like to structure their donation

income, but it’s an important step in this

– as a one-time gift, a monthly pledge, a

situation because there is so much uncer-

stock transfer, etc.

tainty at this time. Having a lawyer review

You can modify this script to fit your

your policies and craft a liability waiver

own circumstances. If you are raising

consistent with the laws of your state can

funds for health and safety equipment, for

save you a lot of trouble down the line.

example, the message in step 1 could say,

EXPENSES

“We are facing substantial costs to purchase the health and safety equipment we

need to keep our students and staff safe

and fundraising income will enable you to

during the pandemic.” But whatever your

meet your budget goals. If it doesn’t, or if

needs, the basic 3-step approach should

you’re not sure it will, I would encourage

remain the same.

you to do the following:

Hopefully, the combination of tuition

•

Estimate how much your current

If you’ve never done fundraising

before, it can feel daunting to ask for mon-

families, and any new families, can afford

ey directly this way. It is by far the most

to pay. This may be hard to gauge, but

effective approach. One fundraising group

it’s critical. The best way to do this is to

that I know estimates that face-to-face

contact each family as part of your regular

conversations like these are effective 50%

communication and ask them gently and

of the time. By comparison, requests made

diplomatically about their situation.

3 David Weinberger, ioby.org (www.ioby.org), “Introduction to Community Crowdfunding” webinar, March 25, 2020.

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17

In keeping with what I said about

make more extensive cuts if these become

that experienced this several years ago,

charging tuition above, I would recommend

necessary. This is where things get really

and their enrollment declined so much

going into these conversations assuming

hard. If you can’t bring in enough tuition

that after a few years they had to close.

that your families will continue paying

and fundraising income to cover your bud-

full tuition. But, you need to be sensitive

get even after you have cut the “luxury” and

thetical. But, it’s important to think about

to each family’s situation, and if someone

“useful but optional” items, what else can

scenarios ahead of time so you won’t have

says they need help, you can find out what

you do?

to make hard decisions on the fly without

they’re up against and let them know that

any preparation.

you’re exploring ways to help if you can.

point is cutting staff salaries. I would rec-

I would also recommend being careful

ommend doing this by cutting a consistent

not to make any commitments at this point

amount across the board, so everyone

about specific amounts of financial aid and

knows they are all sharing the same sacri-

explaining clearly that you can’t promise

fice. If you and your most highly paid staff

ing to your families and from analyzing your

anything. But, you can let them know that

are comfortable with it, you could also

budget, you may be able to create a new bud-

you’re working on this and say that you are

consider cutting your salary and theirs by a

get that includes a reasonably accurate esti-

trying to get an initial sense of what the

larger amount. However, I wouldn’t recom-

mate of how much tuition income you will

needs are and what you may be able to do.

mend doing this unless you talk with them

receive and how high your expenses will be.

first and get their consent.

Ideally, of course, you would like to be able

each family can afford to pay, you can tell

Another way to approach this is by

to cover all of the difference between your

what your tuition income is likely to be for

looking at the items in the “critical to do-

tuition income and your expenses through

the next school year.

ing business in your preferred way” list

your fundraising. So, if you feel like you can

Analyze your expenses to see what

and asking yourself if there are cheaper

raise that amount, you can set it as your

you can cut most easily. One way to do

ways to do these. There may be real value

fundraising goal.

this is to divide your expenses into four

in proceeding in the way you prefer, but if

categories:

another way would be less costly, it could

tuition income you’ll receive and/or how

a. Mandatory for ongoing operations.

be worth changing -- at least for now. This

much money you’ll be able to raise, you

b. Critical to doing business in

could include:

can create several contingency budgets

Once you know roughly how much

•

your preferred way.

One thing you can consider at this

•

Eliminating

helpful

but

Hopefully, this will all remain hypo-

DEVELOP CONTINGENCY BUDGETS Depending on what you learn from talk-

However, if you’re not sure how much

non-

with different levels of tuition income, fundraising income, and budget cuts. If

c. Useful but optional.

essential positions, such as an adminis-

d. Simply a luxury.

trative assistant position whose work you

your budget is $300,000, for example, you

Once you have identified the things

could take on for a while until the school’s

could develop contingency budgets like

that are “mandatory” or “critical,” you can

finances improve.

the following:

see how much you can save by cutting some

or all of the things marked “useful but op-

take on extra responsibilities like aftercare

cuts). Tuition income: $240,000. Fundrais-

tional” or “simply a luxury.” Depending on

so you can stop hiring aftercare staff.

ing income: $60,000.

how things work out, you may or may not

need to make all of these cuts, or you may

with families who need tuition assistance.

(after cutting $10,000 in “luxury” and “use-

need to cut more, but this gives you a place

For example, one of your parents might

ful but optional” items and $15,000 by cut-

to start.

be able to replace your lawn service in

ting salaries 2%). Tuition income: $230,000.

return for a tuition discount.

Fundraising income: $45,000.

like internet service, cell phones, or copier fees,

could be reduced to a lower cost tier instead

ting too much from your marketing budget.

(after cutting $15,000 in “luxury” and “use-

of being cut completely. That wouldn’t neces-

If you do, you can easily get caught in a vi-

ful but optional” items and $25,000 by cut-

sarily help a lot, but in some cases, even a few

cious cycle where marketing cutbacks lead

ting salaries 5%). Tuition income: $220,000.

dollars a month can make a difference.

to lower enrollment and lower tuition in-

Fundraising income: $30,000.

Analyze your expenses even more

come, which in turn leads to further cuts

closely and think about how you could

in marketing. I know of at least one school

depend on your school’s situation. But,

4

Consider whether any of your expenses,

•

• Asking teachers and assistants to

• Exploring work trades (barters)

I would definitely not recommend cut-

Contingency 1: Budget $300,000 (no

Contingency 2: Budget $275,000

Contingency 3: Budget $250,000

The specific numbers in each case will

4 I have taken this system for categorizing expenses from Stephanie Bogan, “If The S&P 500 Falls To 2,000: How Financial Advisors Can (And Should) Be Preparing For The Next Crisis” (www.kitces.com/blog/stephanie-bogan-limitless-adviser-educe-crisis-preparation-business-modeling-uncertainty/).

As her title indicates, Bogan focuses on planning for financial advisors, but her system for analyzing expenses can apply to any business or organization. Her article also includes a downloadable spreadsheet that you can use to analyze your school’s budget if you want.

18

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thinking through options like these can be

You shouldn’t share all the specific

needed. Fortunately, we always met or ex-

a helpful way of identifying potential trade-

items in your budget, such as how much

ceeded our targets, so we never had to cut

offs and enabling you to see what will

each staff person is paid. Instead, you

salaries, and we were usually able to give

happen if you can’t bring in enough tuition

should share broad categories of income

raises each year. But, writing the contracts

and/or fundraising income.

and expenses, such as the following,

this way gave everyone on staff a clear un-

which are based on Contingency 1 and

derstanding of what to expect at each step

Contingency 2 above: (Fill in numbers in the

in the process.

chart below for the actual expense lines.)

SHARE SUMMARIES OF YOUR BUDGETS WITH YOUR STAFF AND PARENTS

Sharing your budget summaries like

You can prepare summaries like these

this can also help motivate your parents

for each contingency budget that you de-

and your staff to help with fundraising,

After you have created your contin-

velop. The point is not to frighten your

because it will show them very clearly how

gency budgets, it can be very helpful to

parents and staff, but to help prepare them

much money you need to raise and what

share them with your staff and parents, so

for the steps you will take depending on

will happen if you can’t.

both groups know what’s going on and can

your income. That way any cuts you have to

understand more easily what will happen

make won’t come out of the blue.

at different levels of income and expenses.

When I was Director at the Knoxville

CONCLUSION

As I said at the outset, each of the top-

If you haven’t done this before, it may

Montessori School, I found it was helpful

ics I touch on here could easily be the topic

make you nervous, because it may feel like

to actually write staff contracts with differ-

of an entire article – or several articles.

you’re revealing private information. But,

ent salary levels contingent on the school

I hope this has given you some things to

especially in uncertain times like these, it

meeting certain levels of enrollment and

think about and some ideas you can use as

can provide an important element of clarity

income. If we met or exceeded our enroll-

you and your school deal with the financial

for everyone involved. Your staff and par-

ment and income targets, we could give

problems posed by the pandemic.

ents may have questions about the choic-

raises. If we were slightly under our targets,

es you’ve made, but if you’re clear about

we could keep everyone at the same sal-

teachers and administrators are among

what you’re doing and why that shouldn’t

ary they had received the previous year. If

the most dedicated and creative people I

be a problem; and if the questions raise

we were substantially under our targets,

have ever had the pleasure of working with.

issues that you hadn’t considered, this can

we would have to cut salaries. We also in-

So, whether you use some or all of these

actually be helpful feedback that you can

cluded language in each contract that gave

ideas, or chart your own path entirely, I am

incorporate into your planning.

us the flexibility to make additional cuts as

confident that you will find a way.

CONTINGENCY 1 – No cuts Income Tuition and Fees.......................................$240,000 Fundraising Income....................................$60,000 Total Income.......................................... $300,000 Expenses Administration...........................................$XXXXX Building & Grounds................................... $XXXXX Fundraising Expenses.................................$XXXXX Marketing.................................................$XXXXX Mortgage Interest......................................$XXXXX Mortgage Principal....................................$XXXXX Personnel..................................................$XXXXX Student Expenses......................................$XXXXX Total Expenses.........................................$300,000 Net Income / Loss..............................................$0

One thing I know for sure: Montessori

CONTINGENCY 2 – includes cutting $10,000 in “luxury” and “useful but optional” items and $15,000 in 2% across-the-board salary cuts.

Income Tuition and Fees.......................................$230,000 Fundraising Income....................................$45,000 Total Income............................................$275,000 Expenses Administration...........................................$XXXXX Building & Grounds....................................$XXXXX Fundraising Expenses.................................$XXXXX Marketing.................................................$XXXXX Mortgage Interest......................................$XXXXX Mortgage Principal....................................$XXXXX Personnel..................................................$XXXXX Student Expenses......................................$XXXXX Total Expenses........................................ $275,000 Net Income / Loss..............................................$0

VOLUME 22 ISSUE 4 • 2020 | WWW.MONTESSORI.ORG/IMC | ©MONTESSORI LEADERSHIP

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BOOK REVIEW by Christine Lowry

Culturally Responsive Teaching and The Brain

Montessori Now

Culturally Responsive Teaching and The Brain, written by Zaretta Hammond, examines the philosophy and implementation of culturally responsive teaching in the context of current research and knowledge of neuropsychology and its impact on student behavior and response.

The book seeks to connect current brain research and culturally responsive teaching with the question “what is needed to activate that wiring for optimal connectivity for students of color?” Understanding the classroom practices that can serve as triggers for engagement of various regions of the brain can help educators adapt their practices in a culturally relevant way that supports students of color.

The book explores this premise in three parts. Part One: Building Awareness and Knowledge, Part Two: Building Learning Partnerships, and Part Three: Building Intellective Capacity.

Each section brings together the information of neuropsychology with a study of cultures with the goal of educating teachers to become culturally sensitive and responsive to their students.

With practical, concrete examples of teaching strategies, and self-reflections, Ms. Hammond leads the reader through the process of developing the skills and understanding needed to offer a culturally responsive classroom environment to all students.

As culturally responsive teaching is more a philosophy, or mindset, rather than a method, Part One: Building Awareness and Knowledge begins to explore the goal of guiding “dependent learners” to becoming students who are independent thinkers who are self-motivated and confident in their abilities. With the premise that educators can change the “habits of mind” of the dependent learner, Hammond explores the importance of relationship, creating a classroom that helps students reach their zone of proximal development with just the right challenges, and the tools that teachers can use to implement culturally responsive teaching.

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Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students

by Zaretta Hammond

The Ready for Rigor Framework includes the components of Awareness, Learning Partnerships, Information Processing, and Community of Learners and Learning Environment.

Educators must first understand the role that culture plays in learning and to understand the sociopolitical and economic

dependence as learners. Practical advice that teachers can use in the classroom to avoid these “triggers” leads to Part Two: Building Learner Partnerships.

Building partnerships based on affirmations, mutual respect, and validation enables students to develop trust and a sense of safety to take risks in their learning. Starting with rapport, or connection, and developing an alliance leads to the cognitive insights and higher order thinking skills of independent learners.

conditions that are the root of the inequities that contribute to the achievement gap for students in marginalized groups. Educators are encouraged to reflect on their own biases, values and beliefs by looking at layers of culture from surface to those cultural archetypes that can lead to an understanding of one’s implicit bias.

Increasing knowledge of the regions of the brain and the role each plays in one’s behavior becomes the backdrop for further understanding of those “triggers” that result in certain student behaviors that further reinforce their

Ms. Hammond encourages educators to reflect, observe, and collect data on their behaviors and mindset that contributes to a positive alliance with each student. This alliance means becoming a student’s ally by agreeing on a goal, setting high expectations, acknowledging ability, and providing feedback that gives specific information about successes and next steps. With increased motivation and an “academic mindset,” the student begins to believe in his ability and understand that it is sociopolitical impacts, rather than personal ability, that are the cause of inequity.

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Part Three: Building Intellective Capacity provides many concrete teaching techniques to support students of color. Dr. Hammond discusses four components of learning as Ignite, capturing the student’s attention, Chunk, providing specific amounts of information in segments, Chew, giving opportunities to process that information in active ways, and Review, the projects to apply this new information and connect it to previous learning.

The techniques shared are in the context of culturally responsive teaching and the brain science presented in parts one and two.

The final strategy for building intellective capacity is preparing a classroom environment for all students to feel a connection and sense of a community that is socially and intellectually safe.

This includes examining the visual look of the classroom, the routines, the rituals, but beyond that ways to provide each student with meaningful learning in a community of peers.

Ms. Hammond reminds teachers that “embracing conscious incompetence” is an important aspect of growth and development.

Being willing to reflect, change behavior, try new techniques takes time and effort. The goal of equity for all students is worth the struggle.

This book provides a framework for thinking about and acting in a more culturally responsive manner. Developing the knowledge and understanding of the impact of culture on learning enriches our role as a teacher of children and adults. Valuing equity in education is a goal that, on the surface, is easily shared. The format of this book encourages a deeper look at that goal with knowledge, information, and specific tools and techniques for actual practice as a culturally sensitive and responsive educator.

Cultivating an attitude, a culturally responsive mindset, to view a school should be implemented in practice by leaders, and teachers in a way that is specific to their school culture. Forming an alliance with each other, with our students and with their families, begins with respect, rapport, and engagement that is specific to each culture.

As Montessori educators, we need to create classrooms and schools that support all marginalized groups. The concepts and ideas presented in this work can be a starting point as we begin to explore a supportive framework for all diverse learners- cultural, racial, ethnic, and those who learn in a unique way. As we develop classrooms of inclusion for all students we must become more aware of the impact of relationship, learning techniques, and the classroom community on every student in our classrooms.

Hammond, Zaretta. (2015). Culturally Responsive Teaching and the Brain. Thousand Oaks, CA: Corwin.

The Montessori Leadership Institute

Montessori Leadership Courses Online An excellent and convenient way to gain new leadership skills and understanding, no matter what your current level of experience and Montessori background happens to be.

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VOLUME 22 ISSUE 4 • 2020 | WWW.MONTESSORI.ORG/IMC | ©MONTESSORI LEADERSHIP

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SPOTLIGHT ON COMMISSIONERS

Tanya Ryskind, J.D.

Lorna McGrath recently interviewed Tanya Ryskind, J.D., a long-time IMC school accreditation commissioner and Co-Head of NewGate School in Sarasota, FL and here is what she had to say.

LRM - When and what brought you to Montessori?

TR - “Timing is everything” would be the bumper sticker for what brought me to Montessori.

It was a “perfect storm” of circumstances and my openness for a change in my career path. My biological children started their Montessori experience in the Infant/Toddler community. The school needed a substitute teacher for the upper elementary program. Tim Seldin came to our school as a consultant and asked me “if I ever thought of becoming a Montessori teacher?” My answer was no, but here it is 25 years later and I haven’t looked back. ● LRM - Why did you make Montessori your career?

TR - Montessori chose me. Those who have been part of my journey have watched me question if I could be the kind of Montessori guide Maria Montessori talked about, calm, peaceful, humble, living with the goal that the “child must grow while I diminish.”

For me, it has been the children who hold my attention. The children called to me. As a Montessori teacher trainer and consultant specializing in mentoring and coaching teachers, it was the transformational work of the adults that held my interest and attention. Being a Montessori education professional connects me to a worldwide community focused on living the legacy of Maria Montessori to establish lasting world peace.

LRM - What are some of the opportunities that you would highlight from your Montessori journey?

TR - I started my teaching experience at a private Montessori school, spent six years at a Montessori charter school, worked at a language immersion Montessori school in Chicago, and have worked as a consultant with the public, charter, private, and international schools. I was an instructor, practicum adviser, field consultant, and Associate Director of the Elementary teacher training program with the Center for Guided Studies, CGMS. I have been on the MACTE Board for three years and look forward to a second term. I was also a teacher trainer for Polski Instytut Montessori in Warsaw, Poland.

I have presented workshops at IMC, AMS, and IMC/Poland conferences. I have had the opportunity to work in Bermuda, St. Croix, Trinidad and Tobago, Poland, Mexico, and throughout the United States.

TR - I sit on the SAC board and the CGMS Teacher Education Committee.

TR - I have published articles in Montessori Leadership and Tomorrow’s Child.

TR - I believe that upholding the mission, vision, and core values of the IMC and the School Accreditation Commission is my primary responsibility as a commissioner.

LRM - Why does being on the school accreditation commission matter to you?

TR - I have been on the accreditation commission since its inception. I helped edit the “big book.”

TR - I was first introduced to “accreditation” in 1991 when I worked at a Carnegie I Doctoral University. I attended conferences on the merits of accreditation, and I went through an accreditation process. I learned that accreditation was one of the best ways to ensure integrity, consistency, and competency. In the years working with accrediting bodies, I found that it adds value to the organization seeking accreditation by giving it an opportunity to do a deep dive into itself, its practices, policies, and systems. Are we doing what we say we are doing? Most importantly, it invites all stakeholders to the table to share insights and give feedback.

Verifying the truth and veracity of programs empowers schools and programs to be their best with confidence.

LRM - What is the IMC to you?

TR - The IMC is my community. It has introduced me to people and resources. It has opened doors throughout my career, supporting my interests in child development, accreditation, teacher education, school development, and leadership cultivation.

Thanks, Tanya for your candor in sharing your experiences with all of us.

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©MONTESSORI LEADERSHIP | WWW.MONTESSORI.ORG/IMC | VOLUME 22 ISSUE 4 • 2020

Where the child’s interest inspires great work

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Giving Thanks

BY CAROLYN PINKERTON, PH.D. Director of Communication and State Relations Montessori Accreditation Council for Teacher Education

The season of giving thanks is upon us and at MACTE, we

have much to be grateful for. First and foremost, we are grateful for our Montessori teacher education programs (TEPs) and their continued dedication to preparing future Montessori teachers. We are also grateful for the health and well-being of our staff. And while we experience technology frustrations from time to time, we deeply appreciate that technology has allowed us to work effectively from our homes, for Montessori TEP classes to remain in session, for field supervisors to safely observe adult learners in children’s classrooms, and for people to remain connected and communicating with one another.

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Thanks to the internet, we have been able to continue partici-

pating in conferences where we share the importance of accredi-

effective and engaging online education takes an incredible

tation, grow professionally, and spend time with dear colleagues.

amount of thoughtful work, and we are incredibly grateful to the

While we will not be holding the annual MACTE Symposium this

program directors and staff who have poured countless hours into

December, we are looking forward to the possibility of an April

doing so.

event. In the meantime, MACTE will continue to conduct webinars

about the accreditation process and we plan to host a virtual open

been able to continue conducting onsite verification visits, one

forum to provide policy updates and answer questions. (Please

of the final steps in the accreditation process, because of the

check the MACTE website and follow our Facebook page for

power of technology. Verifier volunteers are still able to collect the

dates and details.)

necessary evidence (through interviews, review of materials, tours

The option to teach online has permitted programs to remain

of sites) that the programs are meeting MACTE’s Qualifying Prin-

open and dedicated to working with future Montessori teachers.

ciples via these virtual visits. Program directors are continuing to

At this time, we have reviewed and approved over twenty accred-

find onsite visits to be a positive experience. Dr. Leslie Lasseville,

ited TEPs for temporarily providing online instruction. A number

program director of Barry University Montessori Teacher Educa-

of these programs have shared they plan on making online teach-

tion Program, recently completed a virtual onsite verification visit

ing a permanent part of their program after receiving strong posi-

for her program’s Secondary I and II levels. Dr. Lasseville shared

tive feedback from their adult learners. MACTE knows creating an

her feedback regarding the virtual visit experience:

Finally, while travel has drastically slowed down, MACTE has

©MONTESSORI LEADERSHIP | WWW.MONTESSORI.ORG/IMC | VOLUME 22 ISSUE 4 • 2020

We wanted to thank the ‘Onsite Verification Team’ for their time and energy during their visit. They epitomized ‘grace and courtesy.’

They were organized and professional throughout the process. We truly enjoyed the entire experience. It has provided us with opportunities for deep reflection and growth. We’re hoping the dialogue this process has started will spark new and exciting improvements to our program and surrounding Montessori community. We thank you!

While we miss getting to travel and see programs in-person, we

are grateful technology allows us to keep the accreditation process moving right along.

There is a deep grieving for the hundreds of thousands of lives

lost due to the coronavirus. We know there is economic hardship and stress, and we miss so many things from our time before COVID-19.

While we at MACTE look forward to resuming a sense of pre-pandemic normalcy, we give thanks for our blessings as well: health, technology, dedicated TEPs, the hope that comes with the preparation of future Montessori teachers. We are grateful for all the work that you do.

Dr. Carolyn Pinkerton is the Director of Communications & State Relations at the Montessori Accreditation Council for Teacher Education (MACTE). MACTE is the national accreditor for Montessori Teacher Education programs and institutions and is recognized by the US Department of Education. Carolyn shares vital and up-to-date information with accredited programs, as well as connects others in the Montessori teacher education community. She has been involved in all parts of the accreditation process, including the review of Self-Studies, site visits, and training. Prior to her tenure with MACTE, Carolyn worked with children teaching English as a Second Language and creating a reading curriculum with the Core Knowledge Foundation. Carolyn received her doctorate in the Social Foundations of Education from the University of Virginia.

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Montessori Public Policy Initiative (MPPI) Update

By Denise Monnier, Director of State Advocacy Last month, the Montessori Public Policy Initiative (MPPI) virtually hosted our 2020 State Advocacy Conference. Leaders from 6 national organizations and representatives from public, private, and charter Montessori schools across 31 states came together to sharpen their advocacy skills and share their knowledge and experience in order to advance equity, access and implementation of Montessori education. Additionally, MPPI shared our new vision statement with conference participants:

MPPI envisions a world enriched and made equitable through widely accessible and fully implemented Montessori education.

In accordance with this vision, the keynote address and one of the workshop sessions were devoted to deepening

attendees’ understanding of the connections between policy, systemic racism, and advocacy. Dr. Valaida Wise reviewed the history of structural racism in the U.S. and how this has shaped economic and social institutions to ground attendees in how we bring racial justice into our work as Montessori advocates. Keynote speaker Dr. Iheoma Iruka also presented on the importance of maintaining a racial equity lens and considering the root causes of disparities in education to ensure education excellence for all children, but especially those in marginalized or oppressed communities.

In addition to the sessions examining racial equity, participants received tools and information on giving success-

ful testimony during legislative sessions, the importance of research-informed advocacy, and how to navigate relationship building with policy makers. Dr. Angeline Lillard discussed recent studies which support positive outcomes in adulthood including higher self-esteem, stronger sense of self, and increased likelihood to achieve professional goals for children who attended Montessori school in elementary years. MPPI state advocacy leaders Dalia Avello (Oregon Montessori Association), Diane Force (Pennsylvania Montessori Alliance), Vyju Kadambi (United Montessori Schools of Indiana), and Martha Teien (Colorado Montessori Association) offered insights about building relationships with policymakers to enact key policy changes. And MPPI Executive Director, Wendy Shenk-Evans gave practical tips on preparing to give effective testimony to support your advocacy efforts.

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Despite the context of COVID-19 and hosting the conference virtually, there have been overwhelming positive

responses on the success of the conference. Attendees shared their favorite moments of the weekend and indicated their excitement to use what they learn at the conference in their current work. Additionally, attendees expressed their eagerness to start looking at their own role in structural racism and how they can better advocate for all Montessori children.

Sessions from the MPPI Conference are available as recordings HERE (https://montessoripublicpolicyinitiative.wildapricot. org/EmailTracker/LinkTracker.ashx?linkAndRecipientCode=nbs5WfqVxRV6XoZVim2wJWC2FNLNQmLqfDwYGd9ggimqhtbj T6JRdAZzsJiJZfuqMMm%2bp%2bv3zYm4kNYPAc1oo7PYiiE7GZj9Mec8BrfioCg%3d)

MPPI has been busy at work in the state of Florida over the last few months. Florida Montessori schools have had the

opportunity to participate in the Florida VPK and School Readiness programs for the last 5 years with Montessori as an approved curriculum. That curriculum approval expired this year and MPPI, working in collaboration with AMS, AMI-USA, IMC, MEPI, and Florida Montessorians, has been working to get that approval reinstated. A request for a waiver to both submit the application and for programs to continue to choose Montessori as their curriculum until that application is approved was granted last month. The waiver request process required legal representation, and we want to thank Kim Vyjelja and Imagination Station Montessori for many hours of work and also the financial support for that process. If your school will benefit from this curriculum approval and you are able to contribute to those costs, please contact imaginationstn@bellsouth.net.

MPPI staff are busy at work completing the application and we are optimistic we will be hearing that the Montessori

curriculum has been approved in the coming months.

MPPI supports work such as this towards state level policy change and we are always looking for more Montessorians

to get involved and influence positive change. Our team is committed to offer the most up-to-date information in the education policy landscape and provide advocacy tools to assist Montessori advocates in their work. You can find resources, connect to your state advocacy group and get state policy information on our website or contact us directly for support.

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Social Justice and Montessori Notes from the IMC Teacher Education Committee

The work of social justice and the transformation of society is part of the Montessori legacy. Dr. Montessori was nominated for the Nobel Peace Prize three times for her humanitarian work and her advocacy for a more peaceful world. This year especially, the inequities resulting from racism in general and in education, in particular, have been thrown into sharp relief. Now it is our time to carry on that work and do our part to end systemic racism, especially related to education. After all, the children are our best hope and promise for a better and more just future.

The IMC Teacher Education Committee (TEC) recognizes that Montessori Teacher Education must

adapt and assure the next generation of Montessori teachers are prepared to address the needs of our time. Several TEC members meet weekly with other members of the IMC Social Justice Task Group for Teacher Education. This task group aims to identify teacher education programs’ opportunities to integrate anti-bias and social justice policies, practices, and topics more consciously into Montessori teacher credentialing and professional development courses.

The task group is currently reviewing the IMC Teacher Education Standards and noting changes and

additions to present to the IMC Board of Directors for approval. Suggestions for faculty policies include programs be required to demonstrate evidence of supporting anti-racist attitudes and behaviors in their work with adult learners and what they are teaching. The group has also discussed requiring programs to provide professional development for faculty related to anti-bias, social justice, and culturally responsive curriculum.

Carefully examining IMC course content requirements for each level, the group finds many opportu-

nities to bring invaluable topics to promote social justice. In Montessori philosophy, for example, where the requirements already include the teacher’s spiritual preparation, the task group suggests expanding this work to have a specific focus on developing self-study practices that will lead to recognition of implicit bias. Similarly, a suggestion is to add a Classroom Leadership requirement that adult learners demonstrate ethnic, racial, and economic sensitivity in working with children, parents, and colleagues.

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©MONTESSORI LEADERSHIP | WWW.MONTESSORI.ORG/IMC | VOLUME 22 ISSUE 4 • 2020

Teacher Education Kitty Bravo

Jana Morgan Herman

Submitted by Kitty Bravo, Chair of the IMC Teacher Education Committee and Jana Morgan Herman, Chair of the IMC Social Justice – Teacher Education Task Group

Recognizing the great

have made to society’s evolution. A further recommendation for

need for Montessori teachers

Cosmic Education at the Elementary level and Secondary studies is

to be more sensitive and pre-

exploring ancient civilizations, indigenous peoples, and modern

pared for working with all children,

cultures from multiples perspectives, exploring which peoples

recommendations have been made for both the Classroom Leadership and

have been elevated and suppressed.

At this stage, the task group is mostly brainstorming and word-

Child Development curriculum. These recom-

smithing, adding concise points to the IMC standards. The idea is

mendations include the study of trauma, includ-

for the recommended policies and curricular suggestions to fit in

ing racial trauma, and the effects of Adverse Childhood

and update the existing Montessori curriculum in a complemen-

Experiences on learning and behavior. The group also believes

tary way. Because IMC programs and Montessori teacher education

that teachers need to understand the negative impact of inequi-

programs are international, it is essential for the wording for anti-

table discipline practices caused by implicit bias. All children need

bias and social justice issues across the globe to be easily inter-

to be respected and supported. We need to reframe our belief that

preted. The Teacher Ed Social Justice Task Group also recognizes

some specific children and families are a good fit for Montessori.

that some programs may need support in implementing these

Our adult learners need to understand the importance of adapting

topics. With this in mind, the task group is considering developing

their practices to fit children’s needs instead of making the child

a companion guide to go with the IMC Standards. This guide would

fit Montessori.

provide suggestions for how to present these topics and include

ideas for reflective and discussion questions, as well as practicum

While the task group’s work is still in the early stages, many

opportunities have been identified for recontextualizing the

and general course assignments.

curriculum to be more inclusive and address important social

justice topics. This includes recommendations for preparing

mendations, the entire TEC will review them before presenting

environments in Practical Life, Language, Cosmic, and the Art

them to the IMC Board. The next phase of the task group’s work

areas with art, books, and materials representing all cultures and

will be to identify the corresponding adult learner competencies

explicitly represent the children served in the adult learners’ school

related to social justice and make competency recommenda-

community. In Math, Science, History, and Cultural areas, the

tions to both IMC and MACTE. This is significant work, but with

team established recommendations for acknowledging mathema-

time, patience, and a commitment to creating a safer and more

ticians, scientists, and inventors from all cultures so that all chil-

equitable world, the IMC -TEC and Social Justice Task Group is up for

dren can see the contributions people like themselves and others

the challenge.

Once the task group completes the IMC standards’ recom-

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29

A Time of Transitions The Montessori Foundation and IMC celebrate Margot Garfield Anderson as she transitions into retirement after 21 years with the Montessori Foundation. The relationships she has formed with many of our IMC Members and the rest of the Montessori community are sincere and enduring. Margot was a dedicated and caring staff member of the Montessori Foundation, and we wish her the best as she enjoys her well-deserved retirement!

In preparation for Margot’s retirement, the Montessori Foundation hired two new staff members, Kristi Antczak and Bridgett Wheeler. Kristi and Bridgett will support the Montessori Foundation and IMC leadership as they continue to bring resources and guidance to the Montessori community. They both look forward to building new relationships with you!

Meet Kristi!

Kristi Antczak has been a part of the Montessori community for more than ten years as a parent and Montessori teacher. Kristi is a parent of two Montessori students. Her children both attend the Montessori Foundation’s lab school, NewGate, in Sarasota, FL. Her son is a sophomore, and her daughter is in seventh grade.

Kristi has a B.S. in Early Childhood Education and an AMS credential in InfantToddler Education. Kristi is also an adult educator. She has been a teacher trainer with the Center for Guided Montessori Studies (CGMS) and has also been a presenter on many webinars with the Montessori Family Alliance (MFA).

Kristi’s role at the Montessori Foundation utilizes her Montessori experience as she organizes and plans Montessori Leadership Institute courses, webinars, and professional development opportunities as well as bookstore resources for school leaders, guides, and parents. Additionally, Kristi is an integral member of our marketing and website team. You can reach Kristi at kristiantczak@montessori.org.

Meet Bridgett!

Bridgett Wheeler is new to the Montessori community. She was introduced to Montessori when her daughter started school as a toddler at NewGate last year.

Bridgett has a B.A. in Anthropology from Florida Gulf Coast University. She has leveraged her strengths in relationship building, observation, and workflow efficiency to meet several organizations’ operational needs throughout her professional career, in diverse fields such as government and publishing.

Bridgett’s role at the Montessori Foundation capitalizes on her extensive customer service skills and warm personality. She will be your primary membership contact.

Additionally, Bridgett will assist with our magazine production and advertising. You can contact Bridgett at bridgettwheeler@montessori.org or 941.729.9565 | 800.655.5843.

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