VOLUME 22, ISSUE 4 / 2020
Millennials versus / and Baby Boomers Helping Montessori and Future Generations
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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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©MONTESSORI LEADERSHIP | WWW.MONTESSORI.ORG/IMC | VOLUME 22 ISSUE 4 • 2020
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. VOLUME 22 ISSUE 4 • 2020 | WWW.MONTESSORI.ORG/IMC | ©MONTESSORI LEADERSHIP
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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
3
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
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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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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.
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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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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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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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