Montessori Leadership Volume 27, Issue 1, 2024

Rooted

By David Rotberg

Observation Checklist

By IMC

MONTESSORI LEADERSHIP VOLUME 27 | ISSUE 1 | 2024

MONTESSORI LEADERSHIP

Thank you for attending our

27th Montessori Conference!

P

utting together a conference presents its many challenges but it also comes with a wave of excitement, expectation, and hope that all will be ready and exceed the expectations of our attendees.

This year’s conference had two incredibly inspiring keynotes, they pushed our comfort zone and made us question our preconceived notions, but isn’t that what Montessori intended herself with the spiritual preparation of the teacher? In today’s world, guiding children for an ever changing world is more important than ever.

For those lucky enough to join us on Thursday, we had a plethora of activities that brought a smile and would helped decompress even the most stressed educator, from golfing and hiking to pushing your creative self. The day was full of anecdotes and bonding moments.

2 // VOLUME 27 | ISSUE 1 | 2024

We need to highlight our new location, nested in the beautiful Sonoran Desert, that brought a beautiful setting to our conference, we want to thank all our Sponsors, our exhibitors and all our attendees that made this such a special event.

See you in 2024!

MONTESSORI LEADERSHIP

VOLUME 27 | ISSUE 1 | 2024

MONTESSORI LEADERSHIP OUR IMC MISSION:

Unifying a worldwide network of Montessorians dedicated to nurturing the human spirit of those seeking a peaceful world through the education of 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 2023 © by The International Montessori Council. All rights reserved.

IMC Chair Tim Seldin, M.Ed. TimSeldin@montessori.org

children using the Montessori Method.

MF | IMC Montessori Conference Notes Letter from the IMC Executive Director

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

Rooted

By David Rottberg . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The Peace Rose

By Julie Shornstein Cash . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The 9 areas of School Development

By IMC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

There’s an App for That

By Sean Cann & Maly Pena. . . . . . . . . . . . . . . . . . . . . . . . . . . .

IMC Executive Director Kathy Leitch KathyLeitch@montessori.org

Clarity

IMC Membership and Customer Service Kristi Antczak imc@montessori.org

The Repaired Environment: Caring for our Buildings, Grounds, and Infrastructure

Editorial Review, Article Submission, Classified & Display Advertising Maly Pena MalyPena@montessori.org IMC Director of Accreditation Sheila Linville SheilaLinville@montessori.org Bookkeeping Don Dinsmore (800) 655-5843 / (941) 729-9565 DonDinsmore@montessori.org

By Tim Seldin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

18 20 24 28 29 30

By Tanya Ryskind . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The Montessori Board

By Tim Seldin & Renee DuChainey-Farkes . . . . . . . . . . . . . . . . . .

Observation Checklist

By IMC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

MACTE Update

By Carolyn Pinkerton . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

NCMPS Update

By Sarah Suchman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Layout & Design Franklin Ngai

2 4 5 8 11 14 17

By Maly Pena . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

MPPI Update

By Vyju Kadambi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

VOLUME 27 | ISSUE 1 | 2024 // 3

MONTESSORI LEADERSHIP

while providing practical solutions for creating optimal systems.

You will learn what’s happening in the national Montessori world with contributions from the Montessori Accreditation Council for Teacher Education (MACTE), Montessori Public Policy Initiative (MPPI), and the National Center for Montessori in the Public Sector (NCMPS).

Dear

IMC

Members and

A

s we settle into another new year, I reflect on the endless growth, learning, and evolution we witness each year and the opportunity to start anew.

The excitement is palpable as our classrooms come alive with the hum of curiosity and discovery.

Our Montessori community thrives in its unity, resilience, and shared belief in the transformative power of the child. We remain unwavering in o u r co m m i t m e n t to the Montessori p e d a g o g y.

This commitment enables us to adapt, innovate, and persist.

In this edition of Montessori Leadership Magazine, we aim to explore, celebrate, and support the many dynamic facets of Montessori schools.

4 // VOLUME 27 | ISSUE 1 | 2024

Friends, Please note several key articles: I M C Le a d e r s h i p S e r i e s : T h e Montessori Board Renee DuChaineyFarkes and Tim Seldin bring us an excerpt from their upcoming book about Montessori Boards. In Part I of this article, the authors provide an excellent primer on board responsibilities and answer our most pressing questions. They will expand on the implementation and effectiveness in Part II, which we’ll publish in the next edition.

I n R e p a i r e d Environment: Caring for our Buildings, Grounds, and Infrastructure, the author Tanya Ryskind asks, “How well-equipped are we to understand the needs and tendencies of our buildings, grounds, and infrastructure?” She explores how reframing our mindset can set us on a journey of seeing our facilities and environments with “new eyes”

Every story and insight we share is a testament to the passion and commitment each of you brings to the IMC. We s i n c e r e l y a p p r e c i a t e a l l educators, administrators, parents, and supporters. Your passion, hard work, and dedication remain the power of the Montessori movement.

As we navigate this school year, let’s do so with the spirit of collaboration, curiosity, and infinite love for the child – the very tenets Dr. Maria Montessori championed.

It was so great to you all at our 27th Annual Montessori Foundation -IMC Conference in Phoenix, AZ. We hope to see you again next year! I wish everyone a year of discovery, growth, and meaningful connections.

In service of

children an

Kathy Leitc h

IMC Executi

d families,

ve Director

MONTESSORI LEADERSHIP

Rooted A story of growth & hope

By David Rotberg

A

nd we are back. Those words are easy to write; however, the hope from the past was not evident as we move into an uncertain future. While many schools re-opened and phased out COVID protocols along with the CDC, schools became opinion battlegrounds. During the pandemic the spirit of “we are all in this together” and “we can do it” was pervasive, and then last Spring there was a shift to division and disunity. This divide permeated itself into school communities as well. Parents, teachers, and children took sides, intentionally or unintentionally. As a global Montessori community we honored, respected, and trusted the decisions our schools, families, and faculty members made. Through observation, we did what was best for our specific schools. Rules kept changing so we had to shift gears on, what felt like, a daily basis.

Overall, in the Fall of 2022, there was a “back to normal” feeling in the air, acknowledging what these past few years have been while being able to move forward. With this before us, many questions have arisen.

• How is it that we have changed?

• What kind of people have we become?

• What do we hold as sacred?

• Have the “gifts of change and adjustment” improved our work?

• Have we improved? Have our school communities become healthier?

Some of those questions may have applied to you, some may not have. We have had a challenging few years and now as the fog lifts, we have the time and space to self-reflect and reconsider what our individual school best practices are.

At Pines Montessori School the summer of 2022 was unlike any we had seen before. First, it was our second largest construction / remodel project in the past five years. We gutted and reformatted our 5,000-square-foot space that once held a small commercial kitchen and our lower elementary community of 50 children. (Years earlier we had remodeled our main building which housed our Infant, Toddler, and Primary communities and our main offices, in addition to the purchase of a building for our Middle School program expansion with another remodel.) The brand-new space expanded our commercial kitchen while adding a full pantry, a teaching kitchen for students, a practical life mudroom including restrooms, washers and dryers, storage, and two brand-new lower elementary communities. Also, our main offices received a makeover with a new teacher workroom, lounge, and separate spaces for specialists and parent conferences. For any school this is exciting, for a private school this is phenomenal. Second, our enrollment was so robust during our summer session that the majority of our staff worked. Summer was challenging and inspiring.

It gave us time and space, as a staff, to dream about the fall semester. The staff met weekly to discuss and plan; on paper, we had it all together and were ready to go.

With our largest-ever fall enrollment and staffing challenges, we welcomed over 10 new staff members, making us a mighty team of 50 faculty and staff. Also, over one-third of our current families had never experienced our campus pre-COVID. This “wow” realization struck us as the world continued to open back up. We needed a reset. We all knew the past two years were mentally and physically exhausting, yet, while stressful, there were also beautiful, peaceful moments. These years also challenged us to rethink and alter some of our long-held traditions. We knew that the start

VOLUME 27 | ISSUE 1 | 2024 // 5

MONTESSORI LEADERSHIP

of the 2022 school year was going to be new and different, yet familiar. We were going back to our “new normal.” But what did that mean?

At Pines we had set many specific goals for the start of our school year in this new season and what came about was a hybrid of the new, old, and a little of both. Some of these included: • Meaningful & purposeful outdoor work • A full inventory of all beautiful/complete classroom materials • A high-quality dining experience for snacks & lunch • Fully in-person activities (backto-school parent meetings, schoolwide events, and conferences) • Classroom environments layouts remaining open and clean, but more organic in nature with space for independent and group work/activities • Celebrations with the whole school community (Some changed completely and became truer to who we are, while some we were so thrilled to bring back.)

• Onboarding new faculty members • Onboarding faculty members that began during or after the pandemic and didn’t know what we did before COVID • Resetting the minds and souls of all the lead teachers and faculty who taught before COVID • Further advocating for teacher equity and compensation • Onboarding new families • Welcoming the children

6 // VOLUME 27 | ISSUE 1 | 2024

On August 8th, as the faculty and s t a f f re t u r n e d to campus, we hit the ground running and did not slow down. The summer construction projects were a l m o s t co m p l e te .

We reset and moved multiple classrooms a l o n g s i d e construction workers wrapping up their projects.

We k e p t m ov i n g forward.

With reflection and time, we s o o n re a l i ze d that we were running a marathon, but we were sadly underprepared and not in shape for this work. We didn’t ease into the opening of a brand “new normal” school year, so we paused, spent more time preparing our environments, our hearts, and held a very touching and moving “Bundle of Sticks” ceremony which led to the creation of a staff peace treaty, which we call our Pines Covenant. Yet through this all, we had to navigate the new school year with a new mindset and muscle memory that, for many of us, was not one that we exercised. This re-imaging seemed overwhelming.

Throughout the course of our first two weeks, we hosted our Compass Nights (our welcome back to school parent nights with food and childcare) with over 350 parents and 230 students in attendance on campus, hosted an after-school snow cone social event, and continued to prepare all our classroom environments, which continued to include moving, unpacking and expanding in many cases. By midSeptember we celebrated our new kitchen remodel with a ribbon-cutting ceremony and hosted an

MONTESSORI LEADERSHIP

International Day of Peace Celebration with peace poles made by each family from our school, both of which were held on the same day! Once again, something we had never done before. There were still multiple events left to dream, plan, implement, and staff. In addition to campus-wide events, individual c l a s s ro o m s t a f f re c a l i b ra t e d t h e m s e l ve s , t h e environment, teaching team dynamics, and lessons.

Amidst all of this new change, guiding the children and their families on this new journey was our most significant piece of work.

going back to what we do. Learning from our past experiences and making positive changes permanent, we continue to strive to create a new normal for our community.

With this gift of time and space we asked ourselves, “Is ‘going back to a new normal’ really all that it’s cracked up to be?” The resounding answer is yes! Yes, our work is crucial in the lives of the children in our community. Our work and our community, are part of a global movement for positive change in our world.

For us, at Pines, our new normal is one we met with eager anticipation.

We are cognizant that we still have areas for growth, improvement, and learning. Now we are slowly easing back into our best practices with as much patience and grace we can give each human that walks onto our campus, and hopefully, we all leave each day better than the day before.

Going back to our roots as Montessorians is vital, not only with our classroom practices but within ourselves.

We are part of something much bigger than ourselves and are grateful for this cosmic task we all share. Each year is a time to start anew and be reminded that Dr. Montessori never asked for right or perfect, but for each of us to reach our greatest potential.

Ask crucial questions that motivate and inspire growth.

• How can we do this better or in a different way?

• How have we changed?

• What practices did we neglect?

• What practices can we now do again?

• What practices can we continue to implement?

We a l l a d a p t e d a s best as we could, changed events, classroom layouts, etc.

As each new school year begins, look for opportunities on your campus to encourage one another as we navigate each year of David Rotberg is a Lower Elementary Guide at Pines Montessori School in Kingwood, Texas. David is also a faculty member for The Center for Guided Montessori Studies, serves as an accreditation verification visitor for the IMC School Accreditation Commission, and is a presenter at Montessori conferences.

VOLUME 27 | ISSUE 1 | 2024 // 7

MONTESSORI LEADERSHIP

The Peace Rose: A Priceless Gift... from the Dollar Store!

By Julie Shornstein Cash

I

glanced across to the Peace Table in the far corner of the classroom. Belssy and Nia were sitting across from each other, ‘doing’ the Peace Rose. Unbeknownst to me, Belssy had quietly initiated this activity, which meant she had asked Nia to “do the Peace Rose,” feeling that something occurred between them that needed to be resolved.

I continued with the math lesson I was giving, while keeping an eye on the girls. I observed Belssy pick up the red silk Peace Rose and the ‘dialogue card’ from the low table. Though they were speaking quietly, I knew what they were saying—it was a familiar and wellpracticed scene in my public school Montessori classroom.

Holding the rose and reading from the card, Belssy would be saying,

8 // VOLUME 27 | ISSUE 1 | 2024

“

The child is both

a hope and a promise

”

for mankind.

- Dr. Maria Montessori, Education and Peace -

I’m using.” Passing the rose and card back a final time, Nia would then answer, “I’m sorry. I’ll try not to do that again.” Finally, holding the rose together, they would declare “Friends!” and each calmly return to their work.

Then the rose and card were passed back again.

Of all the events in the classroom, children solving interpersonal issues independently feels most important.

This memory of mine, of Belssy and Nia, is not a unique moment or a ‘fluke,’ but is the outcome and reward of very intentional and deliberate teaching and modeling of social skills and personal problemsolving procedures, done with the aid of a very important tool in the classroom—the Peace Rose.

Belssy would now be saying, “I would like you to say sorry and ask next time when you want something

In the early days of school each Fall, teachers mindfully set the stage for the rest of the year.

“Nia, I didn’t like it when you grabbed the scissor without asking ‘cuz I wasn’t done with it!” Passing the rose and the accompanying card to Nia, I could preempt the response: “I hear that you didn’t like it when I took the scissor because I didn’t ask and you weren’t done with it.”

MONTESSORI LEADERSHIP

I introduced a procedure, in the form of a simple dialogue on a card that

“

they could use each time they used

Preventing conflicts

is the work of politics;

establishing peace is the

work of education.

”

- Dr. Maria Montessori, Education and Peace -

the Peace Rose, without needing a teacher to mediate.

Practicing short scenes through roleplaying is an important way to provide students with the practice that is necessary for it to become a standard response to conflicts. So, I created roleplaying cards, each with a one sentence scenario of typical classroom conflicts. Two children at a time would act out the scene in the center of the class meeting circle, using the Peace Rose to signify whose turn it was to talk, and the dialogue card to help structure the conversation. Nearly everyone was eager for a turn.

“If we are among the men

This is inclusive of Grace and Courtesy lessons, co-creating classroom agreements, alongside the practice of routines and procedures.

And with all of this, a strong focus on how to peacefully resolve interpersonal issues is crucial.

Interpersonal challenges invariably come up quite regularly in the peer relationships of the classroom. The Peace Rose ritual is a powerful way we can enable children to address these conflicts independently, and in a manner where both parties feel the issue was addressed, and, at the same time, have their dignity preserved. Given the opportunity to learn, practice, and the provision of the right tools, the majority of children will accept the responsibility of skillfully settling their interpersonal problems on their own.

of good will who yearn for peace, we must lay the foundation for peace ourselves, by working for the social world of the child.”

Maria

Montessori,

International Montessori Congress, 1937 As we know, children need structure, predictability, and clear expectations. They need to be explicitly shown positive social skills, which often includes modeling The Peace Rose was first introduced to me during my Montessori training.

When I tried it in the early days of my E1 teaching, my assistance was needed too often. The children often fell into arguing about what had occurred and I saw the need for the modelling of skillful ways to express and respond to hurt feelings.

the words they haven’t yet learned, so that they can express themselves in ways that are both respectful and honest. They also need opportunities to practice these new skills.

Along with the Peace Rose and their accompanying dialogue cards, highlighting the simple phrase, VOLUME 27 | ISSUE 1 | 2024 // 9

MONTESSORI LEADERSHIP

“If I did that, I’m sorry” proved

Peace Rose, you can say you need

to be a magical statement that

some time before you do it, but it

co u l d b e s a i d by a c h i l d w h o wa s n ot , for w h ateve r re a so n ,

“

If we are among the

able to acknowledge what their

men of good will who yearn

classmate was asking them to

for peace, we must lay the

a d d re ss . Rat h e r t h a n te llin g a child to (disingenuously) say “I’m sorry,” the use of these simple words nipped many a stalemate or argument in the bud.

Phrases such as: “I didn’t like it when...” “My feelings were hurt when...” “I would like you to...” “I hear

needs to be done before the class eats lunch or goes home.

When the Peace Rose is given a place on our classroom Peace Table,

foundation for peace ourselves,

it transforms from being a decorative

by working for the social world

item from The Dollar Store to an

of the child.

”

- Maria Montessori, International Montessori Congress, 1937 -

object that embodies a message of peace, understanding and skillful problem solving. It becomes a tool for the children to actualize the ethos of the classroom— a commitment to working together to create a caring,

that you feel...” “Next time I will...” are

peaceful community of learners,

ways children learn to express their

where children can accept the

feelings without attacking the

responsibility that comes

other person. Another useful

with living and working side

phrase in response to hurtful

by side in an environment

behavior is, “We don’t say

rich with dignity and respect

that in our classroom” or “In

for oneself and for others.

our classroom we... (use kind words),” which adults model and children are encouraged to say to someone who is not following a class agreement.

Sensitivity to the feelings of others, moving from an egocentric viewpoint to understanding and caring about the feelings of others,

For our returning students,

is a major development in

these

provide

the child’s social and moral

opportunities to show

lessons

development. This needs

leadership, as well as

the support of a classroom

reminders of how we do

environment that teaches,

things in our classroom. Our

models, and believes in

new students benefit from

the peaceful resolution of

their older, more experienced

conflict. The Peace Rose

classmates’ guidance and

a p p ro a c h i s a s i m p l e ,

support, as they ‘pass down’

powerful, and effective way

the culture of the classroom.

to empower our students

This includes the caveat that

and create a more peaceful

when you are asked to do the

classroom!

Julie Shornstein Cash is an E1 Montessori guide recently retired from teaching at a public Montessori program in Kingston, New York. Throughout her teaching career she has had a special interest in creating a strong sense of community and promoting student-centered, humanistic and democratic values in the classroom. Julie integrated music, art, and drama, along with daily singing with her guitar, into the daily life of her classroom. Using the Writer’s Workshop Approach she developed a robust writing program where the children’s authentic life experiences inspired their work and created a strong and supportive community of writers. Julie received numerous grants that provided funding for authentic learning experiences through field trips and having specialists in the arts contribute to a project-based, integrated curriculum. She graduated from the Bank Street College of Education and completed three levels of the Responsive Classroom training.

10 // VOLUME 27 | ISSUE 1 | 2024

MONTESSORI LEADERSHIP

01

Educational Program

09

02

Fundraising/ Gathering Capital

Faculty

08

Building Community/ Retention

03

Institutional Identity:

Facilities

The school’s mission and core values as defined in its institutional blueprint

07

04

Admissions & Marketing

Finances

06

05

Board

Administration

9 Areas

of a World-Class School

By IMC Staff

01

Educational Program Your program should reflect a very careful sense of your mission and identity.

For a school to grow and enjoy respect, parents should be confident that their children’s experience in the school will be highly consistent from year to year, from one class to another, and from one level to the next.

02

Faculty It encompasses all your staff from teachers to the janitorial staff, your faculty is selected because they’re able to create and sustain the education program you have envisioned.

VOLUME 27 | ISSUE 1 | 2024 // 11

MONTESSORI LEADERSHIP

03

Facilities A great Montessori school feels like a children’s house, and it has timeless beauty. The facilities should support the educational program.

06

Board It is critical to clearly define the authority of the Head of School in contrast with that of the Board. All too often, confusion results when the roles of the Board and the Head of School are not clearly defined. It is not uncommon to see Board members performing administrative functions or making decisions more appropriately by the Head of School. This can lead to mistrust and conflict among the Head of School, the Board, and the faculty. This has the very real potential to destabilize the school.

04

Finances To be excellent, a school must be financially sound.

To become financially sound, a school must have a budget, a good bookkeeping system, and a financial plan that focuses on funding growth.

05

Administration Capable to run a Montessori program that runs smoothly and is a leader to all the community.

12 // VOLUME 27 | ISSUE 1 | 2024

07

Admissions/Marketing A school should clearly define its unique character and understanding. It places a high priority on designing admissions processes that find families for whom the school is a perfect match. This contrasts with policies aimed at simply filling openings.

MONTESSORI LEADERSHIP

08

B u i l d i n g C o m m u n i t y/ Retention Attrition refers to a reduction in enrolment from children leaving for reasons other than graduation. To be truly effective, the Montessori program requires that children stay for a full three-year cycle at the very least. This means that the school actively works to retain students once enrolled. Ideally, schools should aim for attrition of no more than 10%.

09

F u n d ra i s i n g /G a t h e r i n g Capital Create a culture of giving where your community feels inclined to support, volunteer and donate for the growth and development of the school.

VOLUME 27 | ISSUE 1 | 2024 // 13

MONTESSORI LEADERSHIP

There’s an App for That

By Sean Cann & Maly Pena

H

ave you ever found yourself trying to schedule

this partnership also allows any Montessori school to

a doctor’s appointment and wondering when

have its own school-specific app within The Montessori

that field trip is scheduled so you don’t plan it on

App, making it a true one-stop-shop for any Montessori

the same day? Or trying to respond to a friend of

school’s community. Anyone can install this new app for

a friend who wants to know, “What is Montessori

free by searching for montessori.org on the app store.

anyway? Is it worth it?” You know you can access the school calendar and an article you can share, but do

The International Montessori Council’s new mobile app allows

you have time to gather all that information? What if

anyone in the Montessori community to easily access all of

there was one app for that?

Montessori.org’s information in a user-friendly, personalized

Montessori.org—home of the Montessori Foundation, the International Montessori Council, and the Montessori Family Alliance—

way. This new home for everything Montessori is helpful for school administrators, teachers, parents, and anyone else interested in learning more about

The

what Montessori has to offer. Now, anyone can

Montessori App on the iOS

join the app to discover upcoming

officially

released

and Android app

events

stores. This new

webcasts, receive

app

organizes

personalized

all Montessori.

messages about

org

resources

into one central spot. In addition to

Montessori.

org

resources,

14 // VOLUME 27 | ISSUE 1 | 2024

and

things happening in the Montessori community, and much more.

MONTESSORI LEADERSHIP

“It will be a very easy way for interested parties to put

apps. And because the platform was developed with

Montessori resources on their phone,” said Tim Seldin,

scalable technology, the founders can keep the pricing

founder and President of the Montessori Foundation and

incredibly affordable while still providing top-notch

Chair of the IMC. “For no cost, they can get information

customer service. “It was just obvious to me that they

about Montessori and our different initiatives. Each

were on to something,” said Seldin.

organization (Montessori Foundation, IMC and the Family Alliance) have their own pod that showcases everything that is happening.”

As this is the first iOS and Android mobile app of its kind, The Montessori App is exciting for the whole Montessori community worldwide.

The International Montessori Council has been facilitating resources to Montessori schools for over 20 years. The app becomes a one stop shop for schools to find the

Montessori schools tend to use many online tools these days for communicating with parents about student progress or sharing other

weekly webinars, access Montessori

communications.

Leadership, look for resources,

“

learn about accreditation, access a

According to a

professional development course,

recent TechCrunch article,

schedule one-on-one consultancy,

This new app brings everything together in one place, so parents and faculty don’t need to remember

and much more.

people around the world now

five or more different websites and

Building a mobile app wasn’t a new

spend an average of four to

download five or more different

idea for our organization. Seldin said

five hours per day using

they had been intrigued by the idea

mobile apps. That number

of having their own custom mobile app for montessori.org resources for some time. “The reason we

continues to rise, accelerated by

”

the COVID-19 pandemic.

didn’t do it before — and we’ve really thought about this for a few years now — is the cost has been astronomical,” said Seldin. “I mean, we actually bought a do-it-yourself app maker, and it frankly never worked correctly. It was a giant pain in the neck.”

apps. This is the first app that deeply solves the community side of Montessori.

“It’s like a Montessori super app,” said Samuel Buchanan, one of Onespot’s founders. “It’s a new home for all Montessori resources, and Montessori schools around the

world are starting to move in.”

One of the first schools to create their own custom app within The Montessori App is the Montessori Children’s

As soon as we met the founders of Onespot, a startup

School in Key West, Florida. “I like it because it kind of

that empowers any school to have a custom, school-

ties us into a bigger picture, so people see it’s not just our

specific mobile app without needing to write a single

little school down here; there’s a bigger entity out there,”

line of code. We were able to get something up and

said Amy O’Connor, the school’s Executive Director. She

running very quickly for the Montessori Foundation, the

added that if parents “want to grow more with Montessori,

International Montessori Council, our Montessori Family

there are all sorts of resources on montessori.org. I just

Alliance, and our Montessori marketplace. That’s really

think it gives more of a lift to substantiate what we’re

complicated. The Onespot platform could take that

doing here.”

complicated system and make it simple.

Jessica Losardo, Director of Operations at the Montessori

The platform is similar to website builders, like Squarespace

Children’s School, is also excited about the new app,

or Wix, but for mobile apps. Complex organizations

saying that “should a parent consider Montessori, they

(schools, businesses, non-profits, or even montessori.org)

can go to the Montessori Foundation’s app and actually

can use Onespot to make custom, easy-to-use mobile

research all the different schools to see how they compare VOLUME 27 | ISSUE 1 | 2024 // 15

MONTESSORI LEADERSHIP

to each other—

“parents find it very frustrating to remember how to

what

they’re

access their child’s records or the school calendar, or,

doing similarly,

you name it. Even though most schools provide answers

what

they’re

on their websites, it’s not always easy to navigate on a

doing differently—

smartphone.” He added, “As we end up with more and

so

they

more online tools and more and more online ways of

get a very well-

that

communicating, there’s really something to having one

rounded idea of

central place to collect it all.”

Montessori.”

The Montessori Foundation launched The Montessori App

Having their own

to be precisely that—one spot for everything Montessori.

app

their

As Montessori schools worldwide continue to join in with

for

school

within

their own app inside The Montessori App, this unifying

Th e M o n te ss o r i

solution is spreading quickly to the whole Montessori

App allows the

community.

Children’s School a n d a g row i n g number of other M o n te ss o r i schools

to

consolidate all their

“All our work-related stuff is there. Or, for a parent, all their school-related stuff is right there”, said O’Connor.

“I think it just makes life easier. And when it’s easier for the parents, or the staff, or whomever, then the school experiences more engagement.”

existing

You can learn more about this collaboration between the

platforms and

Montessori Foundation & Onespot by downloading The

websites

into

Montessori App. See how your school can join the platform

one central spot

by visiting www.MontessoriMobileApps.com (https://

on the device their community members use most:

www.seabirdapps.com/montessori-school)

their phones.

According to a recent TechCrunch article, people around the world now spend an average of four to five hours per day using mobile apps. That number continues to rise, accelerated by the COVID-19 pandemic.

Centralizing all their school-specific platforms has been tremendously helpful for the Children’s School. “I was starting to feel like we had a lot of places that we were asking parents to visit,” said O’Connor. “We use Montessori Compass, SchoolCues, and a program called Clockify for parents to document their volunteer hours. And it just seems like a lot of apps.”

And they’re not the only ones feeling overwhelmed by the growing number of different apps and platforms a school community needs to keep track of. Seldin, who has worked with hundreds of Montessori schools over the years, echoed the same sentiment, saying that

16 // VOLUME 27 | ISSUE 1 | 2024

Download Here

MONTESSORI LEADERSHIP

Clarity: the ability to think clearly

and not be confused

By Tim Seldin

C

larity is the Key to Success. As a Montessori Leader or Head

of School, one of the objectives is to help you and your team achieve the clarity needed to build a world-class Montessori School. If you already have clarity on some or all the aspects listed below, that’s great - keep it in mind

when engaging with your community.

Otherwise, now would be a good time to pause, think about it, and write down some thoughts below.

any journey, without a clearly defined direction is akin to setting sail without a rudder - you will be at the mercy of wherever the wind blows.

What you write should not be set in stone; it will grow and evolve as you progress through the material, but it will give you direction. Embarking on

Clarity of vision is such an important topic; in the meantime, it would be beneficial if you start thinking through the following:

Purpose

What is your school’s mission?

What makes you special?

Program

Define your educational program in detail.

People

What kind of teachers do you need to create your program?

Resources

Facilities, equipment, teachers, and money to pay for it all.

Marketing

How will you find families who will value your school?

Community

How will you create a true school community?

Tim Seldin is the President of the Montessori Foundation and Chair of the International Montessori Council. His more than 50 years of experience in Montessori education, includes 22 years as Head of the Barrie School in Silver Spring, MD. Tim was the co-founder of the Institute for Advanced Montessori Studies and the Center for Guided Montessori Studies. He currently serves as the co-Head of the New Gate School in Sarasota, FL. He earned a B.A. in History and Philosophy from Georgetown University; an M.Ed. in Educational Administration and Supervision from The American University; and his Montessori certification from the American Montessori Society. Tim is the author of several books on Montessori Education, including How to Raise An Amazing Child, The Montessori Way with Dr. Paul Epstein; Building a World-Class Montessori School; Finding the Perfect Match – Recruit and Retain Your Ideal Enrollment; Master Teachers – Model Programs; Starting a New Montessori School; Celebrations of Life; The World in the Palm of Her Hand and most recently Montessori for Every Family with Lorna McGrath.

VOLUME 27 | ISSUE 1 | 2024 // 17

MONTESSORI LEADERSHIP

The Repaired Environment:

Caring for our Buildings, Grounds, and Infrastructure

By Tanya Ryskind

M

ontessori education is a child-centered approach that values the physical and social environment in which learning occurs. Therefore, the management of school facilities plays a critical role in creating positive Montessori learning communities. No matter who is directly responsible for managing your facility, the ultimate responsibility falls on the school leader’s shoulders. So when I read the following statement in the review of Facilities Management: What Really Matters: A Guide To The Human Aspect of Successful Facilities Management by Doug Pearson, it struck me.

“The ideal facility manager must have Aristotle’s logic and Solomon’s wisdom, a priest’s discretion, a gambler’s poker face, a lawyer’s shrewdness and a marketing director’s charm, a gladiator’s guts, a marathon runner’s perseverance and a sprinter’s speed, a leatherneck’s toughness and a dancer’s agility, lots of good luck and 30 hours per day.”

After reading this statement, I began to wonder: How well-equipped are we to understand the needs and tendencies of our buildings, grounds, and infrastructure?

18 // VOLUME 27 | ISSUE 1 | 2024

Is this the area we spend the least time understanding and discussing, but it takes up gobs of our time when we least expect it? Are facility crises the bane of our professional existence?

Instead of getting overwhelmed with the heating system or the broken toilets, I reframed my thinking about the buildings, grounds, and infrastructure by intentionally looking at each of these things in light of the bigger picture - how does our attention to buildings, grounds, and infrastructure further our brand, nurture our educational programs, and adhere to our core values? This way of thinking about facilities management has helped me align our weekly walk-throughs, our monthly assessments, and even future thinking with who we are - a Montessori school that behaves in the best interest of our students.

Managing school facilities in a Montessori learning community requires a thoughtful and intentional approach. Using a matrix for intentional facilities management, and a time-oriented checklist, helps organize our attention, identify needs and resources, and strategize our action plan.

MONTESSORI LEADERSHIP

Sample Matrix for Intentional Management Buildings

Grounds

Infrastructure

Brand

Assess color palette, landscaping, entranceways, parking

Core Values

Create and monitor budget Create and review strategic plan to support future needs and growth

Social Engagement

Review and maintain common areas, event spaces, and social gatherings

Functionality

Oversee contractors

Safety

Schedule and manage routine maintenance Mitigate risk Conduct routine inspections

Educational Program

Assess and maintain classrooms, playgrounds

When we consider our facilities in alignment with our educational programming, we can find ways to manage the buildings and grounds that promote positive Montessori learning communities. For example, 1. Create an organized and safe environment: A wellorganized and safe learning environment is essential to a positive Montessori learning community. Ensure that the facilities are clean, well-lit, and free from hazards. Labeling shelves, cabinets, and drawers with pictures or words can also help create a sense of order and organization.

2. Provide opportunities for movement: Movement is a fundamental aspect of Montessori education. Create spaces encouraging children to move freely, such as large open areas, comfortable reading nooks, and cozy corners.

3. Foster independence: Montessori education emphasizes independence and self-reliance. Create facilities that promote independence, such as child-sized furniture, accessible materials, and low shelves that allow children to easily access learning materials.

4. Encourage collaboration: Montessori education also emphasizes collaboration and socialization. Provide opportunities for children to work together, such as creating group work and play areas.

5. Incorporate nature: Nature plays an essential role in Montessori education. Incorporate natural elements into the learning environment, such as plants, natural lighting, and outdoor spaces.

6. Communicate effectively: Effective communication is critical to managing school facilities in a way that promotes positive Montessori learning communities.

Communicate clearly and consistently with parents, teachers, and staff members.

The functionality of our facilities is only as good as the health of the infrastructure. For example, when we manage to support functionality, we can explore these four areas.

1. Buildings and infrastructure: Ensure that the school buildings and infrastructure are well-maintained, safe, and clean. This can be done by conducting regular inspections, identifying necessary repairs, and addressing them in a timely manner.

Additionally, ensure that the buildings are accessible to all students, including those with disabilities.

2. Janitorial services: Maintaining cleanliness and hygiene is critical to promoting a healthy and safe Montessori learning environment. Hire a professional cleaning service to ensure that the school is cleaned thoroughly on a regular basis, including classrooms, restrooms, and common areas.

3. Roofing: The school roof is crucial to the building’s infrastructure. Make sure that the roof is wellmaintained and that any necessary repairs are addressed promptly. A leaking roof can not only damage the interior of the building but also cause health and safety hazards.

4.Interior and exterior painting: A fresh coat of paint can transform the look and feel of the school environment. Choose calming and soothing colors, and avoid bright and distracting colors. In addition to the aesthetic benefits, painting can also help protect the building’s surfaces and make them easier to clean.

Anticipate and plan for emergencies. Brainstorm with professionals, families in your school, and others to solicit responses to weather, safety, and disastrous events.

When our school was hit by Hurricane Ian and rain was coming through the roof, it was a parent who was able to rally a roofing company to quickly and efficiently tarp our roofs so we could stay open. When we had a termite infestation, our high school biology teacher helped me understand how common termites are in Florida. And when the school’s property got struck by lightning in the middle of the night, it was the alarm company that talked me through the process so I could help the firefighters address the issue quickly.

These experiences, and many more, have taught me to be ready to be a substitute custodian and be prepared to work overtime when emergencies arise to prevent disruptions.

Funny to think that the tool bag of a school leader includes a plunger, drill, ladder, flashlight, and most importantly, speed dial to professional support services.

VOLUME 27 | ISSUE 1 | 2024 // 19

MONTESSORI LEADERSHIP

IMC Leadership Series:

The Montessori Board

by Tim Seldin & Renee DuChainey-Farkes

In the IMC Leadership Series, we explore different concepts, research, and philosophies of Leadership that would ensure a successful Montessori way.

This two-part series on the Montessori Board covers the concept, operational areas, success factors, and conflicts to avoid.

Part 1: Montessori Board: Concept, Creation & Constituents What is a Montessori Board?

A Montessori school’s Board of Trustees is the governing body that is officially responsible for overseeing the school’s affairs, policies, and finances. The Board plans, sets major policy, approves the budget, and selects and works through a day-today professional educational leader who leads the school, following the Board’s vision and key decisions.

It governs while the Head of School leads and manages school operations. To govern is sometimes confused with managing.

We believe that Montessori Schools are best served by Montessori

20 // VOLUME 27 | ISSUE 1 | 2024

Boards that are fully committed to the Montessori Way.

The Board needs to be strategic and focused on the school’s future.

Key Roles of the Board

Montessori Board and Montessori Philosophy

The Board plays several key roles that are worth repeating. It defines the school’s mission, core values, and strategic priorities. It hires the Head of School, establishes policy, sets tuition, and approves t h e a n n u a l o p e ra t i n g b u d g e t .

Furthermore, it coaches, supports, and evaluates the Head of School and plays an essential role with the Head of School in assessing the school’s programs and operations.

Board members serve as ambassadors and cheerleaders for the school and the Head of School.

Ultimately, the Board is responsible for ensuring the school’s long-term financial sustainability and success.

A Montessori School should be governed by a Montessori Board Montessori schools have a fundamentally different ethos from other schools, whether they are run on a non-profit or for-profit basis.

We believe that to be faithful to their mission. They should be governed and operated in a way consistent with the principles that are the foundation of Montessori e d u c a t i o n a l p ra c t i ce a n d t h e philosophy of interpersonal and organizational life, similar to Montessori classrooms as learning communities.

MONTESSORI LEADERSHIP

Montessori Philosophy as it applies to Governance: • Every voice can be heard.

Kindness, respect, and inclusion exist for all voices on the Board.

• The Board is a circle of equals.

There are no ‘in-groups’ and ‘out-groups.’

• The Board has a strong sense of community and an ongoing search for consensus.

• Non-confidential information is shared; confidential information is not.

• The School usually communicates to its stakeholders with high transparency except where confidentiality is essential. This openness and honesty earn a high level of trust.

• There is a culture within the Board where members feel safe and accepted.

• The school seeks a respectful resolution of disagreements.

• Board members are encouraged to explore their interests and think outside the box.

Directors, but we prefer to call them a Board of Trustees because their purpose is to hold the school “in trust.”

An Advisory Council is a group of individuals that supplement the Board’s skills and abilities to help give input to the organization on issues and ideas. Usually, its members are selected by either the Head of School or the Board of Trustees. An Advisory Council provides input or recommendations to the Head and Board without voting authority.

Although a school that a sole proprietor owns usually doesn’t have a Board, we recommend having some sort of Board of Advisors or Council, so they have support, accountability, outside voices and thinking to support their leadership.

Types of Boards There are primarily four main types of Boards seen in Schools: 1. Board of Directors or an owner or ownership group in a school that is set up as a for-profit business 2. Board of Trustees in a private and non-profit school 3. Board of a public charter school 4. Board of Advisors/Overseers, which is not a Board, as it has no governing authority. (We prefer to call them an Advisory Council for purposes of clarity.)

A Board of a private and non-profit school may call themselves a Board of

Creation Documents All Not-for-profit schools are governed by a set of Bylaws for best practice and are guided by the original organizing document, its Articles of Incorporation.

The Articles are the original set of formal documents written and filed with a government body to legally document the creation of the school

as a corporation under the laws of a state, provincial, or national government. These documents may also be known as Certificates of Incorporation or Corporate Charters.

Th ey m u st b e ve r y c a re f u l l y designed. They need to define: • What kinds of programs can your school operate (if you might want to run a camp someday, include it, etc.).

• How many members do you have on your board?

• Qualifications for board members?

• Process for board members selection and election?

• Terms of office of a board member?

• Powers of the board.

• Whether or not a board member can be an employee of the school, or whether a board member can also do business with the school, and, if so, whether the board member is allowed to debate or vote on any decision that would affect him/her financially.

• Percentage of the board needed to carry a motion.

• How bylaws may be amended.

• What would happen to the school’s resources if it were to close its doors?

• Officers and standing committees of the board.

• Requirements for board meetings.

• How a trustee could be removed from office.

When writing it for the first time, remember that this is a legal document held perpetually by the government under which your for-profit or nonprofit corporation has been created.

Whatever has been written in the

VOLUME 27 | ISSUE 1 | 2024 // 21

MONTESSORI LEADERSHIP

Articles is the roadmap that the Board of Directors for a for-profit business or the Board of Trustees for a non-profit school must follow.

Constituting Montessori Board

meeting at the start of the school year or in the summer. We believe this is often not enough and that most schools could improve and enhance the ongoing development of their entire Board.

How to Select the Right Board Trustees?

On the other hand, many of the strongest schools enjoy a very different relationship with their Head of School.

The trustee selection process should be ongoing to continually identify and invite committed candidates to support the Board’s strategic needs.

Trustees’ responsibility is to serve as ambassadors, stewards, and, in some ways, additional spokespeople to the school community in support of the school as a whole and the school leadership.

As in a school, our teachers are expected to continue to grow and learn through their professional development plans. This holds true also for trustees as they need reinforcement for learning new materials and applying their learning to real-life situations on the Board.

And now, this can be done online as well as in person. We know that in most cases, the roles and responsibilities of new trustees are new for them, and one time is not enough.

How large should a Montessori School’s Board be?

How to Orient Board Trustees?

A common mistake among Board members is confusing the Board’s work with the staff.

Once you have identified new trustees, attention needs to be given to the process of orienting them and overall Board/Trustee development.

Generally, we recommend that Boards be made up of between five and seven trustees, serving for terms between three and five years.

We often find that it is a “one-time”

More members do not necessarily

22 // VOLUME 27 | ISSUE 1 | 2024

Should the Head of School Serve on the Board?

This answer depends on the situation.

The Head of School is employed by and reports to the Board, and while they almost always sit on the Board as non-voting members, it might seem illogical to have someone who is an employee of the Board also serve as a full Board member.

The process of selecting trustee candidates can be challenging and should be rigorous, formal, and systematic. It is not a popularity contest within a school community but rather a serious commitment.

The right trustees will make for a successful Board.

Trustees do not serve on a board to represent a subgroup of current stakeholders, such as parents, members of the staff, or a particular program. Their responsibility is to remain as calm and open-minded as we can to the big picture. They should make decisions from the perspective of. “What will serve the entire school best over the coming months, years, and decades?”

lead to better decisions or a more effective Board. The work of the Board should be realistic and tied directly to the annual strategic priorities.

Instead of the year-to-year employer-employee relationship found in most schools, the Head of School is considered a key employee, a partner, and even a more or less permanent fixture. There are many advantages that these schools share, including a strong sense of leadership, a clearly defined vision, and considerable stability.

In the case where the Head of School is truly a partner with the Board, it is not uncommon to find them serving on the Board as a full member.

At the very least, the Head of School should attend all meetings and be part of all committees except when the Board is discussing his or her effectiveness in confidence.

Should Teachers be Represented on the Board?

Many Boards seem to feel they need to give the faculty at least token representation. There are several

MONTESSORI LEADERSHIP

problems with this practice. Because the Board is the Head of School’s employer, there is an inherent problem when one of the Head’s employees, a teacher, next simultaneously one of the Head’s superiors as a Trustee. It is often further complicated because trustees in Montessori schools are primarily parents of the school.

Board or that they are represented in a limited number. Why?

the school, and bring institutional knowledge and experience.

E ve r y s c h o o l w i l l d e a l w i t h difficult conversations, decisions, and conflicts within the school community from time to time,

Should Alums be Board Trustees?

From time to time, the Board needs to discuss extremely controversial issues, some of which will affect the faculty or a faculty member.

Can the teacher maintain the confidentiality necessary in such situations? Also, if the teacher truly acts as a trustee first and a faculty member second, how will it affect their relationship with the other teachers?

At the same time, we have known teachers who have served very effectively as Trustees, so there is no black-or-white answer. It does represent a conflict of roles and often does not work well.

Should Current Parents be Represented on the Board?

Most Montessori schools have a Board made up primarily of current parents.

We recommend against having current parents represented on the

often making it very difficult to be a current parent and keep a long-term perspective, especially when these emotional and controversial issues arise, which they will!

Other potential conflicts for present parents include setting tuition and deciding the school’s curriculum or programs.

We recommend that schools look to former parents who were very positively involved, still care about

If the school is old enough, former students (alums) may also make good members of the Board. The same things need to be considered: Did they contribute positively to the school, do they care enough about it today to invest the time and energy, and do they have the skills and knowledge to contribute to the Board?

In recruiting our Boards, we must give attention to diversity, equity, inclusion, and belonging” when we think about whom we are recruiting to our Boards. We want our Boards (and schools) to represent diverse racial and ethnic backgrounds. It is essential work for our Boards to develop their own Equity Vision.

In Summary We have seen the context and critical nature of a Montessori Board, its responsibilities, and some answers regarding how to create a Board. In Part II of this article, we will see how the Montessori Board constructed works and the necessary conditions for it to be effective.

Renee DuChainey-Farkes has been a Montessori Head of School (HOS) and Education Leader for 30+ years. She served as founding HOS of Kingsley Montessori in Boston from 1998 until 2018 growing the school from a one room preschool to a 350 student community.

In 2018, she devoted a sabbatical year to exploring “Parents as Partners” and visited 65 Montessori schools throughout the world.

She is a dedicated advocate for, and driver of, excellence in the educational experience of students and parents.

Renee has served on the American Montessori Society for two terms, with a focus on “Chair of the Head of School” Section and is most comfortable working with Heads of School and their roles. She is a 20+ year Board member of the Montessori Schools of Massachusetts.

Tim Seldin is the President of the Montessori Foundation and Chair of the International Montessori Council. His more than 50 years of experience in Montessori education, includes 22 years as Head of the Barrie School in Silver Spring, MD. Tim was the co-founder of the Institute for Advanced Montessori Studies and the Center for Guided Montessori Studies. He currently serves as the co-Head of the New Gate School in Sarasota, FL. He earned a B.A. in History and Philosophy from Georgetown University; an M.Ed. in Educational Administration and Supervision from The American University; and his Montessori certification from the American Montessori Society. Tim is the author of several books on Montessori Education, including How to Raise An Amazing Child, The Montessori Way with Dr. Paul Epstein; Building a World-Class Montessori School; Finding the Perfect Match – Recruit and Retain Your Ideal Enrollment; Master Teachers – Model Programs; Starting a New Montessori School; Celebrations of Life; The World in the Palm of Her Hand and most recently Montessori for Every Family with Lorna McGrath.

VOLUME 27 | ISSUE 1 | 2024 // 23

MONTESSORI LEADERSHIP

THE WORLD NEEDS GOOD LEADERS. The world needs YOU. Earn your Montessori School Leadership Credential and be guided, supported, and mentored as you work your way to running a healthy Montessori school of your own.

Observation Checklist

by IMC content team

Course 1951, Lecture 3, Dr. Maria Montessori The Art of Observation Requires Preparation It would seem as though to know how to observe was very simple and did not need any explanation; perhaps you think it will be sufficient to be in a classroom in a school and to look and see what happens. But to observe is not as simple as that. Any methodical observation which one wishes to make, requires preparation. Observation is one of those many things of which we frequently speak, and of which we form an inexact or false idea. It should be sufficient to consider what occurs in all the sciences which depend upon observation. The observers in the various sciences must have a special preparation. For instance, one who looks through a microscope does not see what exists there unless his eye is prepared. It is not sufficient to have the instrument and to know how to focus it; it is also necessary to have the eye prepared to recognize the objects. Thus we might say in this case that a sensorial preparation is necessary. When Fabre describes his observation of insects, he really gives us a description of his long and patient preparation for observation; and he also describes the virtues and attributes, necessary to acquire in order to be able to observe. He must forget himself, and he must be at the service of the insects. He must rise in the morning at the hour when the insects begin to move. He tells us that he was very fond of smoking and yet he puts away his pipe, for fear that the smell of the smoke might affect their manifestations. Then, should there not also be a preparation in order to observe the child? Perhaps the scarcity of observations made upon children is due to the lack of preparation for such observations.

24 // VOLUME 27 | ISSUE 1 | 2024

MONTESSORI LEADERSHIP

IMC Classroom Observation Form for Leaders Classroom Environment

1.

Observed

Not Observed

N/A

Comments

Overall flow and feel are appropriate?

2. Free of clutter and well-organized?

3. Wall colors and decorations – minimal, neutral?

4. Shelves, tables, chairs – appropriate size and number?

5. Correct scope of materials for program level?

6. Condition of materials?

7.

Correct sequencing of materials?

8. Arrangement of materials - no clutter and easily accessible?

9. Authentic Montessori Materials are the main materials in the room.

10. Purposeful Practical Life activities are readily available.

11. Are level-appropriate extra materials included if needed - such as computers/appropriate literature/ research books?

12. If animals are present, are their environments clean and orderly?

VOLUME 27 | ISSUE 1 | 2024 // 25

MONTESSORI LEADERSHIP

IMC Classroom Observation Form for Leaders Student Learning - Work Habits

1.

Independent learning is observed.

2. Students complete the work cycle appropriately.

3. Self-directed/motivated learning is observed.

4. Students seek assistance from guides appropriately.

5. Students work with Montessori materials as needed.

6. Materials are handled carefully and appropriately?

7.

No extrinsic rewards are used or observed.

8. Cooperative and collaborative learning is observed according to program levels.

9. Are student needs met?

10. If needed, are appropriate accommodations, within the context of Montessori philosophy, made for individual children’s specific needs?

26 // VOLUME 27 | ISSUE 1 | 2024

Observed

Not Observed

N/A

Comments

MONTESSORI LEADERSHIP

IMC Classroom Observation Form for Leaders Tone - Culture of the Classroom 1.

Observed

Not Observed

N/A

Comments

Students are focused and engaged – the low hum of a working Montessori classroom is observed.

2. Students are working appropriately with materials?

3. Mutual respect is observed between all community constituents.

4. Students have adequate space for appropriate movement.

5. Student behaviors are responded to appropriately and positively, focused on opportunities for learning.

6. Are classroom ground rules and social agreements appropriate for the program level?

7.

Classroom guides are observed working cooperatively.

8. Classroom guides are observed communicating effectively with one another and with students.

9. Classroom guides observe students and record their observations.

10. Classroom guides are observed presenting lessons.

Additional Notes:

VOLUME 27 | ISSUE 1 | 2024 // 27

MONTESSORI LEADERSHIP

W

e have wintertime on our minds and are celebrating o n e o f o u r favo r i te m o m e n t s of the year: the annual MACTE Symposium. 2023 was our tenth annual gathering with leaders from educator preparation programs and those working in the field of quality program assurance and advocacy.

Speakers covered topics such as educational leadership, current affairs, considerations for creating an inclusive program, equity and accreditation, and more. We had our Table Talk sessions, a time when attendees get to ask questions and

reflect on topics of interest with their colleagues. And as always, a highlight of the Symposium is the awards ceremony where we reflect on and honor the dedicated work taking place in Montessori educator preparation programs.

We have also started to plan for a big event in 2026. Yes, 2026! Underway is the work of renewing our recognition by the United States Department of Education (USDE). As we shared in the past, there have been changes to the USDE’s petition requirements, which means we will be responsible

MACTE Update

By Carolyn Pinkerton

Carolyn Pinkerton

f o r a n i n c re a s e d number of exhibits and narratives to demonstrate we are meeting their standards and criteria. Still, we are we l l - p re p a re d a n d ready to rise to the challenge. Maintaining recognition from USDE is a rigorous process. In a nutshell, it involves submitting a lengthy petition that demonstrates MACTE

28 // VOLUME 27 | ISSUE 1 | 2024

meets the USDE’s criteria for being an accrediting agency, having a USDE analyst observe activities such as MACTE board meetings and onsite verification visits, answering clarification questions from USDE during the review of our petition, and finally sitting before the National Advisory Committee on Institutional Quality and Integrity (NACIQI) during their hearing sessions. This process involves years of work, requires sharing what amounts to a small mountain of data, and can sometimes be nerve-wracking (we mean it when we say we understand what our program directors go through to achieve MACTE accreditation!). We do all this work to ensure the quality of TEPs that prepare competent, caring, and qualified Montessori teachers and ultimately benefit our children. For future Montessori educators, having a credential from a program that a USDE-recognized accrediting agency like MACTE accredits is one of several considerations used as a basis for determining eligibility for state licensure. Currently, ten states recognize a credential from a M AC T E - a c c re d i t e d t e a c h e r education program for licensure.

For example, South Carolina has recognized credentials from a M AC T E - a cc re d i te d e d u c a to r preparation program for over fifteen years. There is still much work ahead of us, and the work by MACTE and other Montessori advocacy groups in moving toward uniform acceptance of a credential from a MACTE-accredited program by state legislatures continues.

At MACTE, we consider it an honor to be engaged in accreditation work, working closely with our MACTEre co g n i ze d o rg a n i z at i o n s a n d supporting our programs. Do not hesitate to reach out to the MACTE team at accreditation@macte.org.

We love hearing from you! We thank you for the work you do!

MONTESSORI LEADERSHIP

NCMPS Update

By Sarah Suchman Montessori Leadership I’m Sara Suchman, the Executive Director of the National Center for Montessori in the Public Sector (NCMPS). I want to thank IMC for offering me a space in Montessori Leadership to share periodic updates on issues central to Montessori public schools and our work here at NCMPS. In this first column, I’d like to share my Montessori origin story and a bit about NCMPS. I’ll use future columns to delve deeper into issues facing public Montessori and the potential and promise of this work.

My introduction to Montessori came in middle school when my mother saved me from the tedium of sageon-stage teaching and unending homework by enrolling me in an independent Montessori school. I was 13 years old. I was in 8th grade. I had never been exposed to Montessori.

The school didn’t accept 13-yearolds. My mother pleaded my case.

A year and a half later I graduated, having spent large portions of my short time observing the elementary and primary classrooms and loving what I saw. I loved what I saw, I knew already that I wanted to be a teacher, AND I didn’t give Montessori much more thought until my doctoral studies 30 years later. I was committed to working in public schools, and I, like many people still, didn’t know that Montessori existed outside of private schools.

My graduate studies coincided with the launch of the No Child Left Behind (NCLB) Act. Everyone wanted to reform schools, but all the talk was about doing the same thing bigger and louder. Someone needed to keep substantively different ways of approaching teaching and learning on the table, so I focused my research on how cohesive, coherent,

and comprehensive educational models, such as Montessori, balance the competing demands of their unique approaches and the external mandates of NCLB. This research introduced me to Dr. Jackie Cossentino, Jackie brought me into NCMPS, and the rest is history, NCMPS’ history.

In 2011 a wise and visionary Montessori supporter funded the American Montessori Society to answer the question, “Where are all the public Montessori schools, and what do they need?” At that time, no one knew how many public Montessori schools there were, let alone where they were or what they most needed to thrive. That simple question was the genesis of what is now the National Center.

Our first project sought to directly answer the first part of the question– where are all the public Montessori schools? We launched the Montessori Census and began combing databases and mailing lists to reach out to every public school and literally put them on the map (www. montessoricensus.org). If you haven’t seen this map yet, take a look. If your school, public or private, isn’t on the map, claim it! Although we put our ongoing resources behind tracking and updating public schools, the map includes all Montessori schools.

This map is one of our most heavily used resources, receiving upwards of 10,000 unique visitors and 36,000 pageviews annually.

We addressed the second part of the question–what do public M o n te s s o r i s c h o o l s n e e d ? by beginning with a national listening tour to several states and many public Montessori schools. I wish we could have made it to even more! What we heard over and over

generally fell into these groups: • Comradeship and community • Ongoing support for start-up and classroom practice • Helpful tools and frameworks for assessment • Accessible teacher training We set about immediately building the team and developing the programming to help schools meet these pressing needs. In future columns, I’ll reflect on how, from these launching points, our work has evolved and become more robust with each passing year and each new school or staff we work and learn with.

One key point that has evolved and is well suited for an introductory column is how NCMPS thinks about and uses the term public Montessori or, alternatively, Montessori in the public sector. What does it mean to specialize in serving public Montessori?

NCMPS works with publicly funded programs such as charter, district, magnet, and Head Start. And, though these are the primary settings for our work, NCMPS’s unique contribution lies not in a governance or funding label but in serving students and families who might not otherwise be able to access a tuition-based program and navigating the accountability systems within which programs that receive public funding operate (curricular, testing, unions, etc.).

Whether you work in such a setting now, are curious about this possibility in the future, or just want to know more about how Montessori thrives, grows, and serves, welcome! I look forward to sharing with you and hearing from you. I am sure we will both learn along the way!

Warmly, Sara Sara Suchman Executive Director National Center for Montessori in the Public Sector VOLUME 27 | ISSUE 1 | 2024 // 29

MONTESSORI LEADERSHIP

MPPI Update

By Vyju Kadambi resulted in the proposal of a copublished paper.

M

PPI and BUILD: Broadening Policy for Mixed Delivery: Incorporating Montessori Programs in State Quality Improvement Systems This past January, after nearly two years of conversations and collaboration, MPPI and the B U I L D I n i t i a t i ve co - p u b l i s h e d a paper providing information and suggestions on how states can accommodate high quality Montessori programs within their Quality Improvement Systems (QIS), Workforce Registries, and Child Care Licensing. “The BUILD I n i t i a t i ve h e l p s s t a te l e a d e r s create policies, infrastructure, and connections across agencies and organizations to advance comprehensive, high-quality, and

30 // VOLUME 27 | ISSUE 1 | 2024

equitable programs, services, and supports for young children, their families, and communities. They help leaders think and act systemically to address disparities and expand their networks to enhance their capacity to take action. BUILD engages in all of these supports in order to help build equitable early childhood systems. “ (BUILD Initiative, n.d.)

MPPI had established a relationship with BUILD’s Early Care and Education, Quality Improvement Initiatives Director, Deb Mathias, by attending their annual meeting over time, and also invited her as a speaker at our 2018 conference. We intermittently engaged in conversations about challenges Montessori programs faced with state QIS’s which eventually

MPPI brought the perspective of challenges that Montessori schools face within these state policies and therefore wrote the drafts and collaborated on editing with BUILD and over the course of several more months, Broadening Policy for Mixed Delivery: Incorporating Montessori Programs in State Quality Improvement Systems came to life. Deb brought her extensive knowledge of the broader Early Childhood Education community and a strong sense of what would be easily digestible language for policy makers. The paper was published and accompanied by a webinar hosted by BUILD and moderated by MPPI, with panelists from three states MPPI and our state advocates have worked with extensively to establish Montessori friendly QIS policies. The webinar drew nearly 500 registrants representing 46 states and has since been watched by many more.

MPPI and our state advocacy leads have engaged in many productive conversations since the release of the paper and webinar.

Check out the recording of the webinar here.

BUILD STRONGER MIDDLE & HIGH SCHOOL PROGRAMS WITH THE HELP OF BRIDGEMONT INTERNATIONAL SCHOOL

Bridgemont International School was established in collaboration with our partner company, CGMS, the largest and most esteemed Montessori teacher certification program. We support middle and high school students and schools with a dedication to authentic Montessori principles: fostering a love of learning, raising global awareness, and preparing young people for life. Partner with us today, and we can cover all subjects, or you can choose targeted academic courses to support your existing teaching team.

www.bridgemontschool.com (941) 900-4355 info@bridgemontschool.com

Member

Non-Profit Org U.S. Postage PAID St. Petersburg, FL PERMIT # 597

The International Montessori Council 19600 E SR 64 • Bradenton, FL 34212

á Ç m á ~Ç m

~

Save Save Time, Time, Money, Money, and and TREES! TREES!

Classroom Management Classroom Management School Administration School Administration Parent Communication Parent Communication

Get Started today by calling (888) 619-2229 Get Started today by calling (888) 619-2229 Or visit www.MontessoriCompass.com Or visit www.MontessoriCompass.com