MONTESSORI LEADERSHIP
VOLUME 28 | ISSUE 2 | 2024
World Peace Game
By Martha Carver
The Montessori Board
By Renee DuChainey-Farkes & Tim Seldin
n our closing ceremony, we asked our attendees to describe in one word what it was that they thought of our 2023 MF/IMC Conference, these are some of the words they used to describe us…
the human spirit of those seeking a peaceful world through the education of children using the Montessori Method.
PASSIONATE
“Preventing conflicts is the work of politics; establishing peace is the work of education.”
We are excited to announce that after a lot of self reflection we have decided to go back to our original name: The Montessori Peace Academy Conference, after all, like Maria Montessori said it herself: See you all the 24th to the 27th October in Atlanta, Georgia!
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IMC Chair Tim Seldin, M.Ed. TimSeldin@montessori.org
IMC Executive Director Kathy Leitch KathyLeitch@montessori.org
IMC Membership and Customer Service Kristi Antczak imc@montessori.org
Editorial Review, Article Submission, Classified & Display Advertising Maly Pena MalyPena@montessori.org
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Bookkeeping
Don Dinsmore (800) 655-5843 / (941) 729-9565 DonDinsmore@montessori.org
Layout & Design Franklin Ngai
Dear
Members, IMC
Thank you for your ongoing support of IMC and our work worldwide. We could not have accomplished so much without your support and engagement!
I am attending the NCMPS conference in Virginia as I write this letter. This is the last (but not least) of a busy conference season that runs throughout the school year. Our IMC team is proud to have supported many meaningful events this season. I enjoyed connecting with so many of you!
curriculum, and parent and staff relations reflect your School’s mission.
Great news in the Montessori community from Loyola University Maryland’s M.Ed. Program! They have announced that their Credit for Prior Learning Policy will recognize credentials from the Montessori Accreditation Council for Teacher Education (MACTE) accredited IT, EC, EL 1 & 2, and ADMIN training program. Applicants will have the opportunity to receive 15 credits toward the 33 credit fully online, asynchronous degree sequence.
Thanks to Carrie Horwitz Lang for her tireless efforts and advocacy! For more information, please visit loyola. edu/montessori.
Bringing Diversity, Equity, and Inclusion into Early Childhood Classrooms
By Lakshmi Ramshankar
Every child is unique and has characteristics that let them express their individuality.
Our IMC team treasures each of you and our many Montessori colleagues. So, facing the loss of those in our community is challenging. Our hearts go out to Michael Dorer’s family and friends. Dr. Dorer was an avid supporter of IMC and the Montessori Foundation, as he worked tirelessly to further Dr. Montessori’s legacy. Throughout a long and passionate career, Dr. Dorer led teacher education programs, mentored new and experienced Montessori teachers, and wrote several classic books, including The Deep Well of Time and Hatching the Cosmic Egg. I was honored to call Michael a friend, a mentor, and a wise storyteller. I am deeply grateful for Michael’s contribution to furthering our understanding of Montessori pedagogy.
I hope to see you in Atlanta from October 24 to 27, 2024, for The Montessori Peace Academy, our 28th annual conference. We are planning a thoughtful and reflective program for school leaders, classroom teachers, and teacher educators. Watch for registration to open this summer.
A Montessori classroom is a thoughtfully planned space designed to meet children’s developmental needs. It is a treasure cove of carefully curated, aesthetically appealing didactic materials.
It is not just the trade and technology we share in our highly globalized world. It is also the intermingling and exchanging of ideas, meanings, and values at a heightened pace, amplifying our social relations.
As you read through this issue, please note the Sample Mission Alignment Plan we’ve shared. Customizing this template can provide an opportunity to evaluate how your prepared environment, student expectations,
In service of Montessori, Kathy
Leitch IMC Executive Director
It is an environment conscientiously designed by visualizing the future child, who is not yet there. Yet, the educators will have faith in the child and in the didactic material’s potential for the child to reveal himself later.
Representation in Learning
Learning is not linear. A Montessori Guide’s responsibility is to create a learning space where children have the freedom to observe what sparks their curiosity and motivates them to master their skills. The classroom must be warm and welcoming, giving them a sense of safety and where each child can thrive.
“If the idea of the universe is presented to the child in the right way, it will do more for him than just to arouse his interest, for it will create in him admiration and wonder, a feeling loftier than any interest and more satisfying.
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~ Maria Montessori, To Educate the Human Potential (Montessori, 2019) -
Every child must feel represented in the classroom environment, which can amplify or mute a child’s identity. Each child is represented, respected, and celebrated in a Montessori environment, fostering unity and bringing uniqueness amidst diversity.
Children are continuously exposed to many people with diverse backgrounds throughout their life journey. It is confusing, sometimes alarming, for young children to see and experience people, food, and language that look, taste, and sound different. They look up to adults for answers. Educators and caregivers must grab this as a teaching and learning opportunity.
This is the best occasion for these young children to cultivate an unprejudiced mind. Before long, these little humans will understand that creativity happens when different ideas and values come together. They will internalize tolerance, making the world much more peaceful and happier.
Honoring and celebrating every child’s individuality is one common goal we all share as educators and caregivers. What better way to do this than by incorporating a diverse cultural curriculum during the formative years of learning?
Cosmic Interconnectedness
Children in their preoperational stage of development must have ample opportunities to immerse themselves in sensorial experiences with their immediate environment to internalize their cosmic tasks. When this connection is established, they are ready to view the outside world in all its grandeur.
This vision helps them to understand and appreciate the interconnectedness and interdependencies of all the elements of the universe. They are now ready to take on the task of continuation of humanity and the transformation of the universe. It becomes their cosmic task. In short, the learning gets solidified when the lessons start with the child and then expand into further horizons.
Dr. Maria Montessori believed that cosmic education should be an essential part of the early childhood curriculum, as it provides children with the framework of their place in the universe and its interconnectedness. Teachers use different ideas to introduce this very abstract concept. Cosmic Nesting Boxes, picture cards, books, and other such materials are used, along with weaving in a story.
A concrete recreation of the Black Elk’s Vision of Peace or the Medicine Wheel is a great way to sow the seeds of Cosmic Education in children in early childhood classrooms. The flowering ‘Tree of Life’ in the center of the hoop will leave a mark on the souls of children, who will then carry their cosmic task in their journey forward.
The moon has marveled children for generations, as this celestial body often has stolen the spotlight in their rhymes, poetry, and stories. Studying the moon is a great way to integrate cultural learning within the classrooms.
Lessons from Native American Culture
There is no better way to initiate diversity and inclusion for people living on the North American continent than by introducing age-appropriate activities that celebrate the Native Americans’ rich heritage. Indigenous Heritage Month is an excellent opportunity to incorporate inclusion and diversity into the curriculum.
The indigenous people of North America have a symbiotic relationship with nature. No one understands the concept of whole to parts better than the Native Americans. Their customs, traditions, and culture are an ode to nature. They take just what they need from nature and leave the rest untouched for nature to manifest itself.
The indigenous people have realized that we are just a part of the whole and are responsible for caring for all the living and non-living entities for a peaceful coexistence on this planet. They are connected with the things on this planet and deeply connect with the universe and the celestial bodies. The moon, one of the brightest celestial objects in the sky, plays a significant role in Native American Culture.
Moon as Life’s Metaphor
In addition to being our planet’s only satellite, our moon has been the reference object for calculating the passage of time, seasons, and other cycles of nature for centuries and beyond worldwide. This celestial body remained a mystery for thousands of years and was looked upon with awe. The learned men of yesteryears could observe the moon’s cyclical, repetitive patterns and use them to predict time and seasons.
The moon’s cyclical pattern has been used as a metaphor for life’s cyclical changes and transformation. The full moon is a metaphor for fulfillment and comfort; the waning phase of the moon can be compared to graciously letting go. The New Moon, on the other hand, is a comparison of new hope and a new beginning, and the waxing phase of the moon is often related to persuasion and hard work to what was initiated in the new beginning.
This abstract metaphor for life can be simplified and translated for young learners by comparing pictures of the moon’s phases to the various stages of a lesson they are practicing.
A picture of the New Moon can be shown when a child is first introduced to a lesson, depicting all the possibilities hiding behind it. Once the child has started to practice the lesson, the picture of Waxing Crescent can be introduced, representing the child’s perseverance and hard work towards mastery of the lesson. Then, when the child masters the lesson, the picture of the Full Moon can be presented to celebrate the child’s success and accomplishment.
The Waning Crescent is presented when the child has internalized this lesson and finally moves on to the next sequential lesson. Thus, the moon’s phases can be used uniquely to track the progression of their work—passage from one lesson to the next sequential lesson. By doing so, children understand how people used the moon’s phases to calculate the passage of time.
to know that many cultures follow the lunar calendar to celebrate their festivals, including the New Year.
Bringing in the Diversity
Most children will be familiar with the concept of New Year as the beginning of a new calendar year, which falls on January 1st. But many cultures follow the moon’s cycles and have different days and months to ring in and celebrate the New Year. Over the years, I have gotten puzzled looks from my preschoolers when they have overheard me wishing some of my Islamic, Iranian, and Jewish parents ‘Ramadan or Nowruz Mubarak’, or ‘Happy Rosh Hashanah’.
By understanding the traditions and cultures of people, children gain an appreciation for diversity. This can be achieved as simple as reading books, cooking a traditional dish together in class, making a traditional craft, or learning a traditional song or dance. Parental participation is vital to ensure the accuracy of the lessons being introduced.
Similarly, the Native Americans used the moon to measure the passage of time by counting from one new moon to the next. They gave the moon different names and separate months to better understand the changing seasons. Each name symbolizes the moon, which was meant for them through use, guidance, and influence in their daily lives.
Children are always intrigued to discover and learn something unique and new. The teachers can incorporate storytelling, traditional songs, music, and art to foster an understanding and appreciation of Native American cultures. The important thing to keep in mind is to ensure accuracy and sensitivity when planning the curriculum.
Creating a cultural shelf with pictures, artifacts, and musical instruments from the region will honor the child observing the tradition and become a class celebration.
I have never missed a chance to bring parents into my class when I have a child celebrating a different tradition and culture. I remember celebrating Hanukkah as a whole class with one little girl and her family. My shelf was carefully prepared with a Menorah, Dreidel, Gelts, and some more items donated by the family.
The moon is significant not just to the indigenous tribes of North America but also to the cultures and traditions of people from many parts of the world. Children need
A lesson was carefully created to spark curiosity amongst the students. We learned new songs about Dreidel and Menorah’s significance, which became a great hit on the Practical Life shelf, and together, we made apple sauce in class. The grandma brought freshly made Latkes, and we all devoured them with the apple sauce. I could see how each child carried something special in their heart on that day.
New Moon Waxing Crescent Full Moon Waning Gibbous Waning Crescent
Rosh Hashanah Chinese New Year
Muharram Nowruz
Texts, artifacts, food, and clothing can all reflect cultural and linguistic diversity. Children will recognize themselves through these carefully curated cultural curricula, and they won’t feel the need to hide their identity to fit in with the larger population. They will learn empathetically about one another and will feel safe talking about their own stories and personal experiences about their culture and beliefs. They will feel pride in showcasing their tradition and talking about their culture.
Speaking of clothing, I recall another beautiful experience. There was a little Sikh boy in my class who used to come to school with his hair tied in a knot, wrapped with a special cloth. Boys, being boys, get active in the playground, and his head wrap opens, revealing his long hair. Some of his friends got confused, while others were either laughing or had a bewildered look.
I immediately took this as a teaching and learning opportunity and invited his mom to our class to explain their culture. She brought a cute little basket with books with beautiful illustrations about their tradition. Children were intrigued and wanted to know more. Mom also had a “Patka” for every child in the classroom. Every child got to wrap it around their head. It became an educational activity where children learned about the importance of Patka for Umeed and why they all should respect it.
They went home knowing that in Sikh tradition, girls and boys get to keep long hair, and boys tie it into a topknot called joora and wrap it in a small turban cloth called Patka. Mom taught me how to tie the Patka correctly if he needed help at school. From that day onwards, Umeed’s friends took responsibility for letting me know that his Patka had come off and that he needed help. What a beautiful little world we had created! Today, all these boys have grown up; they are high schoolers who have found different paths but still have the same compassion and empathy to respect all cultures.
Integrating developmentally appropriate culture studies initiates a new language, kindles curiosity, and enriches social and learning skills. Language acquisition is at an exponential level in the early childhood years. This is not only beneficial for neurotypical children but also for neurodiverse children.
The various artifacts, differently textured clothes, and fabric all can induce sensory stimulation to keep the concentration and interest longer for neurodiverse children as well. Studies have shown that neurodiverse
children learn cognitively and emotionally and communicate better when integrated into regular school settings. A culturally inclusive curriculum proves beneficial for all children, as neurotypical children will learn skills of empathy and compassion when working alongside neurodiverse children.
Nature as a Teacher
Children are naturally connected to nature. Research has proven that when children spend quality time outdoors exploring their natural world, they internalize much information. They develop intellectual criteria for judging and analyzing. They begin to understand that they are a small part of a larger world. The symbiotic relationships are deeply valued and children become more empathetic and compassionate to everything around them.
Exploring nature helps children understand the value of coexistence. When they lift a big rock, point out to them how a whole ecosystem under the rock gets upset. Teach them earlier on in their life to replace what they remove from nature so that they create minimal disruption to the ecosystems. Children will then become the caretakers of nature.
Living in North America, there is no better way to sensitize children’s minds about the importance of plants than by introducing children to how Native Americans use leaves and flowers. I was fortunate to have a Navajo girl in my class many years ago while teaching in a beautiful Montessori school in Arizona. Her extended family lives in the heart of the Grand Canyon in the Navajo Nation.
Every year around Thanksgiving, some members of the Navajo tribe used to come to our school and perform a traditional dance ritual that involved the burning of sage leaves. This was one of the most beautiful ways we tried to incorporate diversity and inclusion among young children and extend learning.
“
Curiosity & Acceptance
In a Montessori classroom, the key is to introduce the proper lesson and its variation at the right time, using the resources available in bountiful. Utilizing the perfect season or month to introduce culturally appropriate lessons is the key. When the shelves are adorned with culturally relevant items, children are captivated. It now becomes an effortless task to introduce the different norms and practices of different cultures.
The consciousness of knowing how to make oneself useful, how to help mankind in many ways fills the soul with noble confidence, almost religious dignity.
~ Dr. Maria Montessori
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Incorporating food from around the world where children actively participate in cooking and baking the dishes will help create an inclusive atmosphere within the classroom setting. Sensorial exploration of some fruits will enable children to understand not just the name and usage but also the realization that while for some, the smell and texture can be decadent, it can be inconvenient for others. Food from some parts of the world requires slurping, which is not socially acceptable in Western culture. Slurping your noodles is considered a compliment to the chef in Japan and China.
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In an age where old traditions fade and new ones take form, the tradition of eating food with hands has stood the test of time. Some cuisines around the world are designed to be eaten with hands, such as Indian rotis, bread, rice and dal, Mexican burritos and tacos, Ethiopian injera and stew, and Moroccan couscous and tagines.
Cuisines that are aromatic for many might be too intense for others.
My name is Lakshmi Ramshankar
Curiosity is nothing but a desire to learn, and children are born learners with a natural curiosity to figure out how the world works. It is an eagerness to discover, explore, and decipher the world. By including culturally sensitive lessons with the aid of concrete materials, teachers don’t have to persuade children to learn. They become naturally curious, and learning becomes a joyful journey. Both neurodiverse and neurotypical children can harmoniously thrive within the same school environment, and together, we can make the world a better place, a peaceful place!
References
Montessori, M. (2019). To Educate the Human Potential. Aakar Books.
I have devoted over 17 years working with children and their families in the Montessori field. I am AMS (American Montessori Society) and NAMC (North American Montessori Center) certified. Having hands-on experience in the Montessori field, I am committed to providing the community with a holistic educational program focusing on Montessori Philosophy.
I also take pride in my role as an instructor for Adult Learners, who are pursuing to be Montessori teachers. am also a certified Positive Discipline Classroom Educator and a Positive Discipline Parent Educator.
I am drawn to Montessori education because it is an unconventional form of education fostering the holistic development of children, and it helps all children irrespective of their learning differences or social status.
A child-centered approach is the key to Montessori education. The children we teach today are the adults of tomorrow. I am excited to be part of a vibrant group and together we aspire to bring a positive change to the lives of children.
World Peace Game
A realistic
exercise in conflict and peace for Upper Elementary and Middle School Students
By Martha Carver
Peace Education is inherent in our pedagogy and practice, as exhibited even now through the impact of ongoing global events. There is no shortage of conflict, as it appears to be part of the human condition. Our work educating children on peaceful practices needs to be consistently present in all we do. This is highlighted by Dr. Montessori in her 1946 London Lecture, saying:
“It will be necessary to look to children for help if the world is to be made better.”
Becoming an advocate for peace for all is ingrained in the Montessori training. Developing an understanding
of the importance of peace requires the inclusion of diverse practice, so it can resonate with all our students, regardless of developmental and/or educational levels.
One example of this for Upper Elementary and Middle School students is the World Peace Game (www.worldpeacegame.org).As
I am a World Peace Game trained facilitator, we utilized this resource at my own school. It was enjoyed and valued by our entire community–students and adults alike.
The World Peace Game is a handson geopolitical simulation. Students explore the intersection of four fictitious countries, organizations such as the World Court, the World Bank and United Nations, and global challenges that affect human kind. There are 50 global crises that highlight economic,
a tyrannical reign may end in your replacement via coup ‘d tat (sic)!
The Chief Financial Officers realized the importance of accounting, finding importance in the creation of a daily financial statement.
The Weather Master has the power to facilitate negotiations, levy fines, spin a wheel for the stock market; they gained an understanding of how weather can affect a country right after their declaration of a treaty or trade agreement with another country.
On one occasion, a student approached me, explaining that they had noticed that the refugees did not have tents to live in. Without
During the course of this experience, students also gained a further understanding of the emotional complexities of world politics. They felt anger, dealt with surprises and also came to be able to weed out the noise and focus on what is most important. They felt suspicion as they tried to figure out the identity of the Saboteur and Secret Empire President.
ecological, and military conflict and opportunity. Students have roles such as Prime Ministers, Chief Financial Officers, Secretaries of State, Legal Counsel, World Bank President, World Bank Auditor and Press Corp for example. The game is won when all of the fifty interlocking crises are solved, and the four countries have increased their net asset value.
Our thirty-two Upper Elementary and Middle School students played the game for five mornings, finishing the week in a frenzied climax solving the last few crises with 30 minutes to spare.
Each delegation of students faced their own challenges, and finished the week with many new discoveries.
The Prime Ministers discovered the challenges of leadership. As a representative of your country,
During this time, amongst the hustle and bustle, The Press Corp took pictures and found out that people who are stressed and busy do not want to be interviewed much! This was followed by the creation of and made amazing court reporter sketches of the game!
This is just a snippet of the complexities of the World Peace Game.
Our students were immersed in a challenging, but purposeful, game. They had to learn to negotiate with multiple parties to consider competing interests, and to remember goals and overall worldview. During this time,they learned about crises such as refugees, oil spills, threats over land, resources, endangered species, arms, military weapons and global warming.
This experience gave the students the opportunity to become more informed and interested in global issues and peace.. It also highlighted the students’ compassion.
any external suggestion, he returned the next morning with some hand made cardboard tents for the refugees which were placed by him on the board at their proper place.
Alongside this, leaders learned to delegate tasks to their peers, and found the best strength was within their team instead of on their own. Language was also developed,-- the vocabulary was advanced and the students rose to the occasion.
While the students worked and collaborated, I invited families, teachers and our elected representative and senator to come observe every day. The excitement was palpable across the whole community, and momentum built to the last game day, Friday, when all the crises were solved. The elected officials were busy in Washington but are intrigued. Our families came often, and I prepared a guided observation paper to help them understand what they were seeing.
As the game has concluded, there is now a reflection paper where students answer questions about their experience. This gives us wonderful insight into the students learning, in their own words. A selection of their reflections can be seen below.
What was the purpose or point in the World Peace Game for YOU?? Please Explain.
1. The purpose of the WPG was to learn how to solve problems in real life and learn to write checks and documents.
2. You can see how hard it is to find Word Peace.
3. The WPG was a way for me to experience real life pressure and get used to making tough decisions and learn about budgeting.
4. To show there are more than one way to solve the world’s problems creativity should be fostered and good and evil are not always black and white.
Can there be peace with violence? Please explain your answer.
1. You might but only a litel vilonse (sic) otherwise it becomes too much.
2. There can be peace with violence as humans will always fight but then there will also always be good, kindhearted people.
3. I think the ideal peace would be where there is no fighting, and it’s best to be at peace with someone, not have war. In a way, because most of the time violence and wars are an act to achieve peace, but that does not make violence good. Certain decisions within the violence can change it’s course and
people’s mindsets.
4. You sometimes need violence to get peace or you can bribe people.
5. No because they are antonyms.
Describe in as many ways that you can, how a country can be a “best neighbor” to other nations.
1. A country can be a best neighbor to another by supplying their neighbor with resources they need, helping them with problems and not disputing over land.
2. Supplying resources when needed trying to make agreements and negotiations instead of resorting to war. A good neighbor can supply another country with items they need and can’t afford.
3. A good neighbor would be an ally, and provide help for the other nation as much as possible. Providing resources, not fighting.
4. Try not to get angry and strict. Try to solve the crisis fast and peaceful as you can.
What characteristics make a good negotiator? What are some good ways to be a negotiator?
1. A negotiator should be patient, and able to find a solution that works for everyone. Someone who is looking out for all the parties involved and who listens to them and what they need.
2. Someone who sees the other person’s opinion. Someone who makes decisions that benefit themselves and others. Someone who is calm when asking for what they need.
3. Being willing to change your negotiation even if you really don’t want to. To keep an open mind might be your best bet as well.
4. A good negotiator finds common ground.
5. You must be kind and not rude. Don’t tell people you are going to bomb them.
I was first introduced to the World Peace Game attending a MACTE (Montessori Accreditation Council for Teacher Education) conference where the keynote speaker was John Hunter, an educator from Virginia and the author of the book, World Peace and Other Fourth Grade Achievements. I was so impressed with the structure and real-life circumstances that the students were to encounter in this game! I read the book, listened to the popular TED talk John Hunter: Teaching with the World Peace Game | TED Talk , and dreamed of a time when I could attend the required facilitator training necessary to bring this game to my school, Rock Prairie Montessori School in Janesville, Wisconsin. I was able to attend the World Peace Game Facilitator training in April 2023 and hosted my first game in February of 2024.
Becoming a Master Facilitator of the World Peace Game is an intensive 40 hour training. And then, just like our Montessori training, you are an early practitioner with so much more to learn and internalize. Facilitating the game requires you to be spiritually prepared, be willing to let go, allow for empty space, and give the game to the students once the game days begin. You are truly the guide and that is all.
I found my experience with the game transformative. I am happy to share that experience as a presenter at the
International Montessori Council 28th Annual Conference Montessori Peace Academy Exploring InnovationHonoring our Legacy. October 24-27 2024 Atlanta Georgia.
From Dr. Montessori: “Everyone talks about peace, but no one educates for peace. In this world, they educate for competition, and competition is the beginning of any war. When educating to cooperate and owe each other solidarity, that day we will be educating for peace”.
For more information about the World Peace Game Master Class
Facilitator training see www. worldpeacegame.org. The next master class at this writing is being held at Innovation Montessori Ocoee, Florida June 10-14 2024.
Bibliography
Berdan, K., Bever, S., Goldberg, D., Gordon, N., Lancaster, I., Murphy, A., & Trebilcock, T. (2011).Unit 1 in Peacebuilding toolkit for educators: High school lessons (A. Milofsky, Ed.) [toolkit]. Endowment of the United States Institute of Peace.
Martha Carver Co Director Leadership Credential CGMS, Head of School at Rock Prairie Montessori school
Martha Carver is a Montessori Leader of Rock Prairie Montessori School in Janesville, Wi and the Co-Director of the CGMS Leadership Credential. She has been in the Montessori field since 1989 and is credentialed in Early Childhood She has a BA in Liberal Studies from Endicott College. Martha has many years of experience in working with Conservation Agencies in governance and non profit Montessori School boards. She also is a coach for Montessori Leaders. She is a trained facilitator of the World Peace Game and an advocate for environmental conservation. When Martha is not at her school or working with Montessori Leaders, she can be found outdoors in the woods and prairies of her home in northern Illinois working the land.
THE WORLD NEEDS GOOD LEADERS.
The world needs YOU Earn your Montessori School Leadership Credential and be guided supported, and mentored as you work your way to running a healthy Montessori school of your own.
Circuit-Building in a Montessori 3-6 Classroom
By Marc Jensen
There are two very different approaches to education in the field of electrical engineering. One school of thought teaches future engineers to understand circuits from a physics standpoint, with questions including (but not limited to): what are the electrons doing inside the circuit? Any of the familiar models of subatomic particles as balls and sticks fall into this category.
The other school of thought looks instead at the level of functionality, considering what the circuit components are doing inside the circuit. This approach does not necessarily develop a deep understanding of quantum physics, but instead focuses on the logic of electrical flow, information, and work at a macro level.
STEM programs such as the Smithsonian’s early electrical engineering curriculum often
focus on electron modeling as a starting point, and those programs appropriately target elementary-age children who are able to make the logical leap between the physical model and the invisible force.
(Smithsonian Science Education Center, n.d.)
For children in a Montessori 3-6 environment, a quantum physics approach is too abstract to be directly useful since it cannot correlate sensorially with the behavior of circuits.Instead, for very young children, an introduction to circuit building is an exercise in practical logic and the exploration of material properties, with the inherent motivation of learning to control electrical components and make them do interesting things.
Completing the Circuit
Many Montessori classrooms already contain a simple circuit-
At its very simplest, circuit-building starts parallel to the flashlight assembly, but strips away the housing so that the child can clearly see the batteries in relation to the light bulb, switch, and connecting wires. Before children can process the relationship between these components though, we have to take a further step back and introduce the role of each one within the circuit.
Parts of a Circuit
Circuit building begins by introducing the four components common to every circuit and putting them in context: power source, conductor, switch, and load.
advanced discussions of voltage and amperage.
Switch: There are many kinds of switches, but the types that most visibly demonstrate how a switch closes and opens a circuit are a knife switch or a clip. Instead of the hidden connection that happens when a person pushes a button or flips a toggle switch, a knife switch shows a clear gap when it is open and makes a clear connection when closed.
Making a “Parts of a Circuit” book is a good way to introduce these components and let children interact with a very simple circuit board (literally a board with circuit components attached to it!). Always start with the switch open. This is the language I use to introduce the circuit components to six-year-olds:
1. “We are going to make a circuit. A circuit uses electricity to do work.”
2. “The battery stores electricity.” (touch battery)
building activity in the form of a flashlight assembly work. This is a great practical life activity, but the housing of the flashlight itself obscures the electrical aspect of the work by not isolating the circuit components within the device. Children assembling a flashlight will discover that the batteries have to face the same direction for it to function, but they cannot see the switch close the circuit, trace the wires carrying the current, or visualize the circularity of the circuit.
Fig 1. Flashlight assembly work available at Montessori Services
Power Source: For a simple introduction at a 3-6 level, our power source is just DC batteries. A more ambitious project could go a step further and explore the relationship between energy and work by using a motor as a generator or using a solar cell to power the material. These would probably fit better in an elementary environment. Just using batteries in an initial presentation keeps the focus on logical flow and circuit design, rather than going into this deeper understanding of electricity as energy yet.
Conductor: In the classroom, I have children call the conductor a “wire” within circuits, although we also explore conductivity as a property of materials. Short electronic test leads with alligator clips on the ends make excellent conductors in circuits. Pincer grip activities in practical life dovetail nicely to the alligator clips as well, which are a challenge for most six-year-olds to open and clip properly. For some children, imagery of flowing water is helpful in thinking about conductivity in circuits, comparing the wire to a pipe that electricity flows through. Imagery of water pipes and pressure continues to be useful later in more
Load: The load is all of the components of the circuit that draw power. The circuit’s load transforms the electrical energy into some form of useful work: light, heat, movement, magnetism, etc. Technically the load also includes power drain from the resistance of the wiring, but the focus at this level is on electrical devices powered by the circuit. The following simple circuit board is an excellent tool for introducing the parts of a circuit, and the energy flow within it. Alligator clips that physically close the loop serve as the switch in this circuit, providing a very clear separation when the circuit is off, and clearly closing that gap to activate it.
Fig 2. Parts of a Circuit material, opened and closed
3. “The load is the part of the circuit that does work. The load in this circuit is a light.” (touch light)
4. “The electricity flows down this wire to the switch.” (trace wire to clip)
5. “The switch opens and closes. When it is closed, electricity can flow through the switch and load, and back to the battery, and the circuit does its work.” (clip ends together, and indicate the entire closed loop with a circular motion. The moment when the switch closes and the light comes on is one of delight, even though the child knows what is going to happen.)
Children sometimes notice that the wires completing the circuit form a circular loop, which can be emphasized visually. The “Parts of a Circuit” book pages included with this also show the wires in the form of a circle.
Fig 3. Parts of a Circuit Page Completing the Circuit:
“Will it Conduct?”
Learning about the distinction between conductive and nonconductive materials is an appropriate first step in learning the material properties that make circuits function. Some materials complete a circuit, and some do not. Following their initial introduction to the parts of a circuit, it is useful to present children with a “Will it Conduct?” sorting work that introduces the concept of conductivity. In this work, present the child with a selection of materials and experiment to determine which of these materials completes the circuit. The parts of a circuit board functions as an effective set of test leads for this since the light clearly indicates whether the circuit is completed or not. Some materials may also cause it to shine brightly or dimly.
At least one of the test materials for the children to work with should be bare wire, one should be nylon or plastic cord, and one should be an electrical wire with the insulation stripped away from some of the bare wire at both ends. Every simple material will be sortable into “conductive” or “nonconductive” except for the stripped wire, which will only conduct the current when both leads are clipped only to bare wire.
Alternately, children may use the electrodes to freely explore materials in the classroom, sorting, listing, and recording what will and will not conduct. This activity makes a great invented spelling and writing work! I like to tray this work up on a metal tray, with the tray itself sometimes “accidentally” completing the circuit when the circuit leads both touch it.
This initial circuit board remains useful throughout the year as an electrical probe in the classroom. Beyond a conductivity test, it can also be used to safely deliver small amounts of electricity to machine components to
test their reactions: speakers, motors, lights, switches, etc.
After working with parts of a circuit and conductivity, children are ready to begin exploring slightly more complex circuits as logic problems. This can be done using a circuit board with a few basic components mounted to it. My first board contains: two battery packs, two light bulbs, and a knife switch. Children are initially given diagrams that visually match the circuit board, with a series of increasingly complex model circuits to replicate. Those who master replicating these circuits can then be given the much more challenging logical task of wiring the circuit board to produce a specific outcome (e.g., command cards like: “Turn on both lights with the switch.”). I have also experimented with giving children wiring diagrams in standard circuit notation, but the abstractness of these symbols was much more difficult to follow, and it did not hold their interest.
Fig 4. Circuit board one and one of its wiring diagrams.
Observing children’s interactions with this work is interesting. Some 3-6 year olds can articulate the sensorial impression from this activity that the more load components are present on a single circuit, the less energy is available for each component. One bulb shines brightly, two bulbs wired together in series shine dimly. Likewise, two batteries visibly increase the amount of light. Some of the model circuits outlined for children to practice with on this board present the two lights wired in parallel, vs. wiring them in series. The logic of why this produces varied outcomes becomes apparent to a few children, but many are not able to express a logical accounting for dim or bright lights.
Circuit Board Two: Fans and Directionality of Flow
The second circuit board offers slightly more complex possibilities: a light, a motor with a fan attached, and two switches. Unlike the filament light bulb, the polarity matters with the fan, since it can run in either direction instead of just being on or off. Likewise, LEDs will only light up when the current flows the proper direction, which is interesting to observe. Procedurally, children work with this second board exactly like the first one, but get more sophisticated circuits to construct.
All of the components for the circuit works pictured in this article were purchased individually and inexpensively from American Science and Surplus, and these works can be replicated with only minimal tools and technical know-how. (American Science and Surplus’s excellent catalog and hilarious item descriptions can be found at www. sciplus.com) These materials were designed using simple components instead of working with a commercial electronics set because the level of sophistication in these works is more developmentally appropriate for a 3-6 classroom, laying the groundwork for a deeper understanding of electronics that can continue to mature during the elementary years.
Interestingly, playdough is also an effective conductor that can also be used effectively in circuit building. Using playdough and loose circuit components provides a less structured framework for exploration than the more constrained circuit boards, but offers a wealth of experimentation. This is explored further in work such as Peppler et al., (2018).
Taking Apart Machines
One great way to put the exploration of circuits into a real-world context for children is to take apart broken machines. This is something that has been done experimentally in my classroom for the last few years, and the children are very excited to open up familiar objects and begin to see how they work. Students often bring in their own broken small appliances to take apart together. From developing the hand strength to remove machine
screws, to unrolling hundreds of feet of copper windings from disassembled motors, taking apart a machine offers a wealth of things to explore!
In the last year, my class has deconstructed a CD player, an immersion blender, a Keurig, and a digital camera. After practicing with the circuit-building works, we were able to meaningfully discuss what many of the parts of these machines do, particularly looking at motors, switches, and lights. For example, the immersion blender contained nothing more than a switch, some wiring, and a motor, so the children were able to compare it very clearly with the circuit building materials. Some components of disassembled machines can be repurposed as art materials, and any loose electrical components can go into a box of “loose parts” that children can experiment with using the parts of a circuit board.
In taking apart any electrical device, safety is the most important consideration. This starts with emphasizing that an adult is always leading the activity, and that any device that plugs in must be unplugged in the middle of a rug to begin with. Beyond this, be aware that many devices contain components that are either sharp or contain chemicals that could be dangerous if mis-handled.
One of my moments of greatest delight in taking apart a machine with children came from a broken remote control car. The children took off the housing, and the antenna sticking out of it turned out to be nothing but a plastic dummy that was clearly
not attached to anything inside. One of the children just looked at it and said, “They tricked us. That isn’t even a real antenna. What a piece of junk!” Engineering and design, form and perception.
Commercial circuitry sets such as Snap Circuits pick up where these works end. The materials described in this article really just lay the groundwork to begin exploring electrical engineering. This preparation leads nicely in early elementary into studies of coding, electromagnetism, generating electricity, switches and binary, and even robotics.
Bibliography
Smithsonian Science Education Center. (n.d.). Explore our Curriculum & Resources. Smithsonian Science Education Center. Retrieved April 10, 2024, from https://ssec.si.edu/ explore-our-curriculum-resources
Peppler, K., Wohlwend, K., Thompson, N., Tan, V., & Thomas, A. (2018). Squishing Circuits: Circuitry Learning with Electronics and Playdough in Early Childhood. Journal of Science Education and Technology, 28(2), 118–132. https://doi.org/10.1007/ s10956-018-9752-2
Blue lines are wires for the children to add, black lines are the board components.
Fig 5. Circuit Board 2
Marc Jensen is a Montessori teacher at Westminster School in Oklahoma City with an AMS Early Childhood certification. He received a Ph.D. in music from the University of Minnesota, and also teaches music history as an adjunct for Indiana University East. He is a composer, improviser, and author who has taught many subjects.
Part II: Making Montessori Boards Effective
by Tim Seldin & Renee DuChainey-Farkes
What Makes a Board Effective?
When it comes to running a school, there are typically two key players: the Board and the Head of School. While they both have important roles, and they require different skills and perspectives.
To be effective, the Board’s role needs to be clearly defined and understood so as not to interfere with the day-to-day operation of the School, which is left to the Head of School/Director and their Leadership Team.
Schools need to have good governance models where the Board members understand their role as governors and have the right people on the Board who collaborate closely with their Head of School and plan strategically to accomplish their work for the school.
Most Montessori Schools are relatively small, which presents both benefits and challenges. The benefits are that there is usually a close sense of community and belonging among like-minded people who intentionally have chosen Montessori.
between the Board Chair and the Head of the School impacts the Board’s strategic effectiveness and the school’s performance.
This relationship needs to be characterized by deep trust, cooperation, and respect. Open lines of communication are essential. Combined, these traits encourage a shared vision and enhanced strategic direction for a school. Together, the Board Chair and the Head of School represent the hopes, dreams, and opportunities of the school community, from the staff and students to the families and donors.
Separation of Responsibilities
The Board is responsible for governing the school, ensuring it operates sustainably over the long term. On the other hand, the Head of School and their team are responsible for managing day-today operations.
In these small school environments, there is often a sense of community; however, resources are often limited, which causes many people to wear many hats. The limited resources may interfere with the role of the Board and the administration.
The Relationship between the Head of School and the Board Chair
The relationship between the Board Chair and the Head of the School is critical. The leader of the Board and the leader of your school are partners. One cannot function without the other’s understanding, guidance, and respect. It is, in fact, a marriage of sorts.
This relationship is one of the most important partnerships at a school; it is about strong leadership and communications, creative collaboration, and role clarity. While it is both important and complex, it often can get muddled about who is responsible. The transformation into a team requires much effort and time. Each party has a specific set of responsibilities and must honor those boundaries. A healthy and productive relationship
While the Board needs to monitor how the Head of School is doing, it truly needs to avoid undermining their leadership or making a difficult job impossible by micromanaging or expecting a level of reports that are unrealistic with a small administrative staff.
What Does an Effective Montessori Board Do?
• People who serve on the Board of a Montessori school should be passionately committed to both the school and Montessori.
To ensure everyone is on the same page, we recommend that the Board takes guidance from the Head of School. They are in the best position to understand the urgent and timely needs of the school and its community. For example, during the COVID pandemic, the Head of School was likely in touch with other Montessori HOS and could provide valuable insight into what was essential.
The Board and the Head of School should set the agenda to ensure everyone is working towards the same goals. By doing so, they can ensure that everyone is aware of the timing of particular items and concerns.
Overall, it is vital to have clarity about the roles of the Board and the Head of School to ensure that the school runs smoothly and efficiently.
Ideally, the Board works in partnership with the Head of School.
A great Board knows its role, is fully engaged in the right way, and can provide invaluable input to the school’s success.
Boards need to avoid thinking of their Head of School as simply an employee, even though they are. Their role is essential to the school’s stability and success. Choose wisely and manage them carefully. Ideally, the relationship should resemble a sense of trust and partnership.
• They hold the school as a sacred trust!
• The Board defines the Mission of the school and clarifies its philosophy.
• It selects a Head of School to provide day-to-day leadership.
• Having appointed a Head, the Board provides support and periodically evaluates their performance.
• The Board establishes policies within which the mission can hopefully be fulfilled. These policies govern the day-to-day operation of the school in all areas of board concern: legal issues, financial matters, and definition of the programs it authorizes the school to offer (e.g., summer camp, childcare, etc.)
• The Board approves the annual operating budget.
• Working through the Head, the Board ensures that laws and regulations are being followed and that the day-to-day operation is consistent with Board policy and the School’s Mission and Philosophy.
• Working with the Head and representatives of the School’s constituency groups (staff, parents, alums, and friends of the School), the Board drives a process of ongoing strategic planning and self-study. The Board adopts long-range plans occasionally and provides a structure for their implementation.
• The Board members collectively assume a key role in fundraising for the school.
• The members of the Board serve as ambassadors for the school, promoting its good name and letting the public and constituency groups know about its success stories.
• The Board of Trustees always speaks with one voice. Individual Trustees should not speak for the Board or reveal confidential information discussed at the Board level. Instead, the Board should determine who will speak for the Board and what will be communicated in any situation.
• In most cases, the Board of Trustees channels communications to its stakeholders through the Head of School.
Some other examples of what Boards should not do:
There are many reasons why some boards can be ineffective or dysfunctional. Among the most obvious are:
• Trustees in many Montessori schools are often the parents of students who are currently enrolled. Being objective when your children and friends’ families are involved can be exceptionally difficult.
• Board terms are often fairly short (one to three years), and the turnover in Board membership can make it difficult to establish institutional memory and a clear understanding of the school’s situation.
• Trustees are volunteers. They may either be very busy and not have time to invest in doing their homework or have so much free time that they want to become involved in the dayto-day life of the school, thereby (unintentionally) undermining the authority of the Head of School.
• In most schools, little is done about trustee orientation, training, and evaluation. Trustees must understand the difference between their roles and responsibilities and those of the Head of the School.
• There is widespread misunderstanding about how Boards can work most effectively to govern and support the schools they serve.
Over the years, many books have been written about serving on the board of a non-profit civic, charitable, or educational institution. While there are different perspectives, there is much consensus in advice on serving on a nonprofit board.
Because Montessori schools are different from other schools, we propose that it is vitally important that their boards be committed to the individual school and Montessori education.
We see many situations where Board members may be more interested in being a Board member without fully committing to or understanding Montessori education. Montessori is their unique selling proposition, and this lack of understanding and commitment can dramatically challenge a Montessori school.
How does the Board Function?
The Board gets its work done effectively through its structure of committees, task forces, and meeting schedules.
Committees
A committee is typically a group of members of a school community appointed by the Head of School or the Board to perform a limited scope of work focused on an area of the school’s operations, programs, or other defined needs, such as buildings and grounds or finances.
Committee members are usually volunteer members of the school community, including members of the Board, who have specific interests and skills, good judgment, and a commitment to the school that would be useful in the committee’s work. Staff members are often asked to serve on committees as well.
Many schools will have both Committees of the Board and Committees of the Head of School. There may also be task forces related to specific annual priorities.
We do not recommend having committees just to have committees. This can put too much stress on the Board, particularly the staff, by focusing time and energy on nonessential issues.
Committees should be determined by the annual strategic goals that the Board and Head of School have set out for the upcoming year.
Having too many committees takes unnecessary time from Trustees and others and also often leads to involvement in areas not identified as priority goals for that particular school year.
Structuring Committee
These are standing committees that may be defined in the bylaws or articles of incorporation. They could include the Executive Committee, Committee on Trustees, Finance, Audit, and Institutional Advancement. A standing committee of the Head of School could be the Education Committee.
Other committees may be organized as needed to support a strategic priority. They serve very specific functions. An example could be the Annual Fund Committee, which is normally a committee set up by the Head of School, or a Strategic Planning Committee, which the Board and Head of School would normally set up.
Board Committee
Board Committees are organized by the Board and are made up of the Head of the School and one or more trustees, with possibly additional members from the school community, staff, or external advisers to the school. This kind of committee is typically very explicitly focused on strategic analysis and makes recommendations on policy to the full Board.
Head of School Committee
The Head of School will often establish a number of ongoing committees to assist with planning, evaluating, or coordinating specific internal activities. These Head of School Committees are typically made up of faculty, leadership team, or staff members. A few examples include a Buildings and Grounds Committee or Committees on the Educational Program, student life, school community, financial aid, admissions, public relations and marketing, and fundraising.
Each school will create formal or informal groups to work on these issues according to its size, budget, and sense of priorities. Often, more than one of the examples we have given will be combined into the focus of a single committee.
Task Forces of the Board
Another structure is a Task Force, which is a team of people organized to accomplish a very specific goal over
a fairly short term, with the expectation that the group will disband when the objective or task has been completed.
In some cases, a Head of School might also invite highly interested parent volunteers from the school community. When parent volunteers are asked to join, we usually move the function to a task force because the focus is on a specific issue, and it is best to have a limited scope and time to accomplish the outcome or recommendation.
Meetings
The Committees and Task Forces coordinate and make decisions at their meetings, which can be made effective by following certain processes.
Frequency of Meetings
While most Boards meet monthly throughout the school year, it may be “too often.” It is recommended that the meeting model every six weeks or two months be considered as “too often” is not always best.
Meeting less frequently than monthly allows important work of committees and task forces to take place between meetings of the whole Board. However, it is also helpful to have a “task master” to keep committee work on schedule. As we know, trustees have hectic lives, and we want to do all we can to set them up for success in their work with the school.
The Head of School and the Officers typically meet as needed between Board meetings.
The monthly meeting model often involves trustees in a way that begins to blur the lines of daily operation and overseeing and can unnecessarily add to the time commitment of trustees. We want trustees to be committed to purposeful and meaningful work that is clear, strategic, timely, and rewarding.
Meeting Structure
Just like our students, board members want to be engaged in important and meaningful work.
The structure of board meetings and committee work is essential for a successful experience. The goal is for the process to be authentic, achievable, and relevant.
Open Meetings vs. Closed Meetings
In most cases, the Board meetings are closed. This means
that only the Trustees and the Head of the School attend.
However, there are exceptions, as the CFO, Development Director, and/ or Enrollment Management Director may be present during the meeting to bring their specific expertise. Usually, these administrative leaders will leave the meeting once their report is completed.
In some situations, the Board may begin the meeting with an open session for community members in advance of the agenda of the Board meeting. At a specific time, the meeting becomes closed, and community members depart.
There may be “Sunshine Laws” regarding public access to meetings for public and charter Montessori schools. Schools need to follow them carefully. These rules should be researched as they may differ from state to state and in other countries.
The Montessori Way of Running Board Meetings
Most Boards operate following Robert’s rules of order (Robert et al., 2020). This well-known document stems from the parliamentary procedure followed in the political world. Despite its widespread use, we propose that it is not the best way to run meetings of a Montessori school’s Board of Trustees because it is based on a hierarchical model of decision-making.
Montessori follows a model based on partnership. While
the majority of votes still determine the decisions made, we also want to ensure that we have a process to hear from every voice on the board before decisions are made.
Anyone who served on a board or committee knows that some people tend to be extroverts and often play the largest role in the discussion. You may have been part of an organization where a strong chairperson controls the agenda.
The goal of running meetings in the Montessori way is to seek consensus, use time effectively, and make good decisions. We want to ensure we can hear every voice and make decisions after carefully talking things through. We invite input from the various stakeholders as appropriate and ensure no domination of one idea over another because one group has superior numbers. We want to explore each idea respectfully and thoroughly.
The Montessori way of meeting is a modification of Robert’s Rules of Order that takes these considerations into account. The process can be used in any meeting in a Montessori school, from daily classroom meetings, faculty meetings, team meetings, committee meetings, administrative team meetings, and, of course, meetings of the Board of Trustees.
Objectives of these Meetings are:
1. To Ensure that every voice is heard
2. To Avoid hierarchies of power over discussion
3. To Allow for honest, open communication
4. To Nurture trust, compassion, and respect
Tim Seldin is the President of the Montessori Foundation and Chair of the International Montessori Council. His more than 50 years of experience in Montessori education, includes 22 years as Head of the Barrie School in Silver Spring, MD. Tim was the co-founder of the Institute for Advanced Montessori Studies and the Center for Guided Montessori Studies. He currently serves as the co-Head of the New Gate School in Sarasota, FL. He earned a B.A. in History and Philosophy from Georgetown University; an M.Ed. in Educational Administration and Supervision from The American University; and his Montessori certification from the American Montessori Society. Tim is the author of several books on Montessori Education, including How to Raise An Amazing Child, The Montessori Way with Dr. Paul Epstein; Building a World-Class Montessori School; Finding the Perfect Match – Recruit and Retain Your Ideal Enrollment; Master Teachers – Model Programs; Starting a New Montessori School; Celebrations of Life; The World in the Palm of Her Hand and most recently Montessori for Every Family with Lorna McGrath.
Renee DuChainey-Farkes has been a Montessori Head of School (HOS) and Education Leader for 30+ years. She served as founding HOS of Kingsley Montessori in Boston from 1998 until 2018 growing the school from a one room preschool to a 350 student community. In 2018, she devoted a sabbatical year to exploring “Parents as Partners” and visited 65 Montessori schools throughout the world. She is a dedicated advocate for, and driver of, excellence in the educational experience of students and parents.
Renee has served on the American Montessori Society for two terms, with a focus on “Chair of the Head of School” Section and is most comfortable working with Heads of School and their roles. She is a 20+ year Board member of the Montessori Schools of Massachusetts.
5. To Invite multiple perspectives and constructive criticism.
In the Montessori way of running meetings, it is extremely important to apply social norms of everyday behavior, decision-making, and planning by identifying the “observable indicators” of leadership, processes, and systems that verify the norms as a reliable and sustainable action. We always want to lead with respect.
Want to understand more?
Stay tuned for the complete edition of “The Montessori Board Handbook,” which is in the final review process.
The handbook is intended to lead you through thinking about the best way to set up your Board to be most effective for your school and meaningful to your trustees.
We share many thoughts on how to do this critical work in a truly “Montessori way” in which there is continuity throughout the school and respect for everyone’s voice. We will share clear explanations, constructive questions, and feedback throughout the handbook.
We believe it will be a welcome reading for trustees, parents, and administrators committed to building their dream of a world-class Montessori School. We want trustees and Heads of Schools to experience a rewarding experience of governing and leading.
References
Robert, H. M., Evans, W. J., Honemann, D. H., Balch, T. J., Seabold, D. E., & Gerber, S. (2020). Robert’s Rules of Order Newly Revised In Brief, 3rd Edition. PublicAffairs.
Mission Alignment Plan
By IMC
Editor’s Note: A Mission Alignment Plan ensures that all facets of an organization work cohesively towards shared goals and values. In a Montessori school, where the focus is on holistic child development and fostering a love of learning, a well-defined Mission Alignment Plan ensures that every aspect of the classroom experience, from preparing the environment to teacherstudent interactions, aligns with the broader mission and objectives of the school. This plan serves as a roadmap, guiding teachers in understanding their roles within the larger educational framework and empowering them to make decisions that support the overarching mission.
Implementing a Mission Alignment Plan in a Montessori classroom involves a multi-dimensional approach that moves from the macro to the micro level. At the macro level, school leadership establishes clear mission statements, educational philosophies, and strategic objectives that reflect the core values of Montessori education. These are then communicated effectively
to teachers, parents, and students, fostering a shared understanding and commitment to the school’s mission. Moving to the micro level, teachers are provided with training, resources, and support to integrate these principles into their daily practices. Regular evaluations and feedback mechanisms ensure that teachers stay connected to the broader mission and are empowered to continuously improve their practice in alignment with the school’s strategic priorities. Through this holistic approach, teachers are not only aware of the main strategic points of the school but also actively engaged in bringing them to life in the classroom every day.
The following is an example of the four main pillars of a sample school and the questionnaire a teacher would complete. The document invites reflection and introspection so everyone on your team understands their impact on the school’s big-picture mission
Mission Alignment Plan
Room Name: _________________________________________________ Date: _______________
Teacher: _____________________________________________________
Please evaluate how your prepared environment, student expectations, curriculum, and parent and staff relations reflect the four pillars of the School’s mission.
1. Social Responsibility: Community members are actively involved in caring for the earth and its inhabitants as well as serving the needs of humanity.
2. Global Understanding: Community members demonstrate interest, awareness, and appreciation for other cultures.
3. Timeless Values: Community members practice values such as respect, reverence for life, courage, responsibility, honesty, trustworthiness, compassion, kindness, & gratitude.
4. Passion for Excellence: Members are motivated and challenge themselves to achieve excellence
Social Responsibility Yes No
1. Does the classroom have recycle containers?
2. Is it clear to the children what they are to recycle and why?
3. Are they using the recycle containers?
4. Does the classroom have plants accessible to the children?
5. Are there lessons for planting?
6. Are there lessons for caring for plants (watering, polishing, and pruning)?
7. Do you have systems in place that enable students to take responsibility for caring for classroom plants and gardens?
8. Are there animals in the classroom?
9. Is there a clear process for children assisting in the care of animals?
10. Do the children participate in composting, including understanding the process and cycle of biodegradable materials and soil?
11. Do the children learn about the needs of people in their community and around the world?
12. Is there a system in place for children to pursue their interests regarding service to humanity?
13. Are the children actively involved in a community service project?
14. Are the children aware of the impact their efforts have on, and their responsibility to, others in their school and larger community?
15. Are homework projects, community resources, going-outs, and field trips assigned that relate to the above topics?
Global Understanding Yes No
1. Do the children know how to use a globe?
2. Have the children had lessons with puzzle maps and/or pin maps?
3. Do the children understand the purpose and identity of flags from around the world?
4. Are children familiar with artifacts from other cultures and their meaning
5. Do the students explore and identify folders or a collection of pictures from other cultures that focus on the needs of humans?
6. Do the students explore and identify art from other cultures?
7. Do the students explore and identify music from other cultures?
8. Do the students utilize books on other cultures for study, reference, and research?
9. Are the students receiving lessons for studying biomes, the flora, fauna & people from the seven continents and their habitats?
10. Do the students utilize literature that creates social awareness, focusing on topics such as diversity, tolerance, conflict resolution, and peace?
11. Do the students have the opportunity to experience other cultures through rituals, ceremonies, and customs?
12. Do the students learn about world religions, their development, belief systems, and traditions?
13. Do the elementary students receive yearly introductions to all of the Great Lessons with opportunities to pursue follow-up “key” lessons and individual in-depth research on related topics of interest, promoting an understanding of cosmic education?
14. Do the students learn about civilizations throughout history, their development, structure, governmental organization, and influence on modern times?
15. Are there homework projects, community resources, going-outs, and field trips assigned that relate to the above topics?
Timeless Values
Yes No
1. Are grace and courtesy lessons planned, executed, and reinforced regularly, including greetings, snack and lunch routines, adult and child interactions, and other common courtesies expected in our culture?
2. Are Jonathan Wolff’s “Self Awakening Child” series used?
3. Are other values and character literature used?
4. Does your class have lessons designed for recognizing and expressing feelings?
5. Do the teachers in the class model timeless values in their behavior and interactions with students, colleagues, and parents?
6. Do the teachers take advantage of teachable moments to teach about values, grace & courtesy?
7. Are children encouraged to share acknowledgments?
8. Do students express an age-appropriate level of spiritual awareness and understanding?
9. Are class meetings held to involve students in problem-solving and to enhance a sense of community?
10. Does the class have and use a peace rose or peace table?
11. Are the students given specific lessons on non-violent communication and conflict resolution procedures?
12. Do the students regularly practice appropriate silence games and personal peace activities?
13. Do the students demonstrate timeless values in their behavior and interactions with students, teachers, and parents?
14. Are students involved in the decisions, procedures, rules, and responsibilities of their environment?
15. Are there homework projects, community resources, going-outs, and field trips assigned that relate to the above topics?
Passion for Excellence Yes No
1. Are children given an opportunity to complete their work before moving on to the next activity?
2. Do you provide an extended uninterrupted work period in the morning and afternoon?
3. Are children encouraged to continually improve according to their “personal best”?
4. Are rubrics and other authentic assessment tools used for student assessment?
5. Do students edit and give feedback to each other on their work?
6. Are expectations for student behavior and achievement clearly communicated and reinforced regularly?
7. Are students’ interests, talents, and passions encouraged and supported through various opportunities?
8. Do students commonly go “above and beyond” the minimal expectations and requirements?
9. Do students demonstrate intrinsic motivation to learn?
10. Do students exhibit a desire for independence and self-regulation?
11. Are students capable of working autonomously with minimal adult guidance?
12. Do the students experience an explicit connection between their competency and their selfconfidence?
13. Do the students understand the relationship between their academic studies and daily life?
14. Are real-life applications of academics sufficiently integrated into their studies?
15. Are there homework projects, community resources, going-outs, and field trips assigned that relate to the above topics?
General Environment Set-Up
1. Does the classroom have an adequate amount of shelving?
2. Do the tables and chairs meet your group’s needs?
3. (Consider size, number of tables and chairs, floor tables, and regular size)
4. Are the furnishings, materials, and activities attractive and in good repair?
5. Are materials displayed in a manner that they call to the child?
6. (Are they accessible, attractive, with adequate space between lessons)
7. Are materials arranged in a logical and orderly sequence?
8. Is each lesson complete, and are all needed supplies available?
9. Do you have space for children to work alone and in collaboration?
10. Do you have a peace/quiet area for a child to take time for reflection?
11. Is your group meeting space clearly defined, and is it working?
Yes No
12. Is the classroom décor simple and beautiful, with carefully chosen art displayed at the child’s level?
13. Do you have a designated place and/or a way to display children’s work that is tasteful and visually appealing?
14. Is there good lighting in the classroom?
15. Does the classroom have a comfortable, homelike atmosphere?
16. Does the classroom have appropriate storage space for teacher materials?
17. Do you regularly check for health and safety issues in the environment?
SWOT Analysis of Your Environment
Reflect on and list the following:
1. What do you see as the strengths of your environment?
2. What are the challenges or weaknesses in your environment?
3. What opportunities do you see in your environment and/or in the preparation of your environment?
4. What do you see as the threats posed to your environment and/ or regarding its preparation?
Goals for Your Environment
List three goals for your environment and indicate a time frame for implementation of these goals.
List resources available and needed to assist you in attaining these goals.
MACTE Update
By Rebecca Pelton
As we welcome spring, there is much to be excited about and a lot to share!
As always, your MACTE team is dedicated to supporting programs worldwide as they navigate the accreditation process. We also value the opportunities we have to collaborate with and support our work with MACTE Recognized Organizations (MROs).
New Logo and Branding
After careful planning and collaboration, we are thrilled to unveil our new logo and updated website at MACTE.org! These updates represent years of planning and collaboration to capture the exciting energy and direction MACTE is headed in.
that blends tradition with innovation
• a partial decanomial to symbolize the integral role MACTE plays in shaping and molding the educational landscape
• the usage of geometry to reflect the support MACTE extends to all stakeholders
• an upward arrow to show forward movement and growth, emphasizing our commitment to progress and continuous improvement
As you look on the website and our materials, you will see:
• a color palette that draws from classic Montessori materials, a visual reminder of our roots in Montessori philosophy
• a leaning letter ‘A’ in MACTE that symbolizes the support we provide to programs and the community
like the gridded and graph paper found in Montessori classrooms, connecting our identity to the physical spaces where learning takes place
MACTE Board Updates
MACTE’s Board of Directors stands as a symbol of educational quality, guiding the Montessori community with their thoughtful and collaborative decision-making processes. Their dedication ensures that policy updates reflect the evolving needs of Montessori education while maintaining its core principles. Through meticulous accreditation decisions, they uphold the integrity of Montessori programs worldwide, fostering excellence in teaching and learning.
MACTE welcomed two new Board members in 2024 - Dr. Vanessa Rigaud and Dorothy Paul. Vanessa
Fromlefttoright:JaySeals,AlissaMcKown,RebeccaPelton, ErinMoore,CarolynPinkerton,ElisabethChidester, SophieIbrahim,andSophiaZamudio.
Rigaud, with her background in law and education, brings a wealth of expertise in governance and compliance to our board. Dorothy Paul brings extensive experience in education, having served as a Montessori educator for over 40 years and held various leadership roles in accreditation and education organizations. We are thrilled to welcome them aboard as valuable contributors to our mission of promoting excellence in Montessori education. Vanessa and Dorothy will both serve as AMS representatives on the Board for a term of three years.
The MACTE staff and Board are proud of the work we do every day to uphold excellence in Montessori education around the world through our rigorous accreditation process. Higher education around the world is unique because it relies on accreditation to ensure quality and to foster a culture of continuous improvement.
The Montessori Accreditation Council for Teacher Education
(MACTE) is the only accreditor of Montessori educator preparation programs worldwide, recognized by the United States Department of Education (USDE). Unlike specialized professional associations, MACTE’s accreditation holds a comprehensive scope, encompassing Montessori Educator Preparation Programs (EPPs) across various educational institutions, including colleges, universities, and free-standing institutions, as well as online programs with minimum in-person components totaling 80 hours. As the sole accreditor acknowledged by the USDE for Montessori EPPs, MACTE plays a pivotal role in upholding the standards of Montessori education and ensuring the quality and efficacy of educator preparation.
Accreditation, as identified by the USDE, serves several crucial functions: safeguarding students, the public, and institutions/programs, while also fostering improvements in educational quality. Beyond simply certifying compliance with established standards, accreditation aids prospective students in identifying reputable institutions/ programs, assists programs in evaluating transfer credit acceptance, and guides the allocation of public and private funds. Recognition by the USDE is one of several considerations that influences eligibility for federal student assistance, such as Title IV programs, and garners state and national recognition for Montessori teacher education credentials.
MACTE accreditation serves as the policy framework that ensures accountability while fostering diversity within Montessori education preparation programs.
As an internationally recognized accreditor, MACTE mandates four
integral components of all EPPs: academic preparation, practicum experiences, student teaching, and observation. Each component requires supporting evidence to demonstrate student competency.
Principles of MACTE:
• Uphold quality and integrity through the accreditation process;
• Address accreditation-related challenges in educational, governmental, and public policy contexts;
• Foster collaboration among agencies, MROs, programs and institutions; and
• Advocate for the recognition of credentials from MACTEaccredited programs by state agencies.
For more information on the value of accreditation, please visit the new MACTE website and the USDE website.
Become an On-Site Verifier
MACTE welcomes you to get involved in the world of Montessori educator preparation by volunteering as a MACTE on-site verifier! Serving as an on-site verifier is a wonderful way to give back to your Montessori community, learn from colleagues, and earn professional development.
Our verifiers travel in-person to programs as well as participate virtually from the comfort of their homes and offices. Training webinars are held quarterly. Please contact our On-Site Visit Coordinator, Elisabeth Chidester (elisabeth@macte.org), for more information.
As always don’t hesitate to contact the MACTE team.
NCMPS Update
By Sarah Suchman
Montessori Leadership
Last August in this column I shared a bit about how the National Center for Montessori in the Public Sector (NCMPS) thinks about and uses the term “public Montessori” or, more broadly, “Montessori in the public sector.” What do we mean by that?
Thirty years ago, “public school” was synonymous with a neighborhood school funded and run by a city or county’s school district. In 1992, this definition expanded to include charter schools – public schools that are similar to district schools in that they are publicly funded, open to all, and accountable for outcomes much like a district school, but different in that they have their own school board usually replacing, but occasionally in addition to, the district’s oversight.
Now, as more states are passing legislation for Education Savings Accounts (ESAs) and vouchers— systems that give funds directly to parents to use for various educational opportunities, including tuitionbased schools and homeschooling—the line between “public” and “private” continues to blur. It’s a changing landscape and an interesting time. However, regardless of the funding model, NCMPS’ unique contribution will continue to be supporting schools that 1) serve students and families who can’t afford a tuition-based program and/or 2) need to navigate systems such as standards, testing, union regulations, etc.
One of those systems is curriculum requirements.
We held our Public Montessori conference this past weekend, and I was struck by the number of participants from amongst the 200+ who are required to use other
A Refresher on the Importance of Accreditation
Dr. Vanessa Rigaud
Dorothy Paul
curricular programs in addition to Montessori and/ or were not allowed to use Montessori as a “Tier 1 Curriculum” Tier 1 is the required primary curriculum of the classroom. If a school or classroom is not using Montessori as its Tier 1 curriculum, it means that there is another program being used as the primary tool for instruction and Montessori lessons and materials are secondary to that. While this may take some aback, this is reality in some settings and is likely to grow without strong advocacy and preparation from the Montessori community. Here is why–
For the past quarter century, the primary accountability lever for publicly funded schools has been testing.
The No Child Left Behind Act of 2003 was supposed to throw open doors to innovation in approach and pedagogy. But/and, this invitation to innovation was premised on the requirement that students perform to expectations on standardized tests. Although these tests did not measure the distinct outcomes of Montessori classrooms (executive function, creativity, critical thinking, collaboration, self-advocacy, curiosity, and more), students by-and-large performed as well as or better than their peers in non-Montessori schools (Ansari and Winsler, 2014; Basargekar and Lillard, 2021; Snyder et al, 2022 ).
Over recent years, a new lever for school improvement
has emerged: High Quality Instructional Materials (HQIM) and lists of approved curricula. Accountability systems are moving away from being purely outcomesbased to include, also, inputs. Many public programs are now being required to choose their curricula from a list of approved curricula or HQIM. When Montessori is not on the list, another Tier 1 curriculum is adopted and Montessori materials and lessons become supplemental.
A few things here. First, teachers who are required to use a nonMontessori Tier 1 curriculum can bring important elements of their Montessori training to bear on their work and classroom: the view of the child, the introduction of choice, deep respect and awe. These classrooms may not be all any of us want them to be for children or for Montessori, but they still have much to offer students based on Montessori’s humanizing view of childhood.
At the same time, with the support of NCMPS, the Montessori Public Policy Initiative (MPPI), and others, Montessorians in different states are taking different approaches to getting Montessori onto approved lists.
In Arizona, they are working to get Montessori on the list of approved reading curricula by performing a comprehensive analysis of Montessori student performance on past reading tests. In New Jersey, a full early childhood Montessori curriculum package replete
with standards alignment, lessons, tools, and narrative has been submitted to the New Jersey Department of Education for approval. Georgia is working to present Montessori literacy as an HQIM. This is exacting and necessary state-by-state and, sometimes, subject matter by subject matter work.
Finally, new schools have the opportunity to do the work up front to ensure that the powers-that-be—whomever has say over the future of the school, be it charter authorizer, district superintendent, school board or other–understand that Montessori is a comprehensive, cohesive, and coherent whole school reform model that encompasses both a pedagogy and curriculum. When agreements with authorizers and district boards are being written and voted on, start-up programs can make clear that Montessori is not a program within a classroom but the program.
Schools, with their many humans and varied stakeholders, can be messy places, no matter the setting. Public schools have a layer of messiness that comes with public accountability. This does not, however, mean that we give up. It means we roll up our
sleeves and do the work so that each child and each teacher has access to a humanizing and sustainable program that nurtures their soul, expands their mind, and recognizes their potential.
With optimism for our children,
Sara Suchman Executive Director
National Center for Montessori in the Public Sector
Ansari, A. & Winsler, A. (2014). Montessori public school pre-k programs and the school readiness of low-income Black and Latino children. Journal of Educational Psychology, 106(4), 1066–1079.
Basargekar, A., & Lillard, A. S. (2021). Math achievement outcomes associated with Montessori education. Early Child Development and Care, 1-12.
Snyder, A., Tong, X., & Lillard, A. S. (2022). Standardized Test Proficiency in Public Montessori Schools. Journal of School Choice, 1-31.
MPPI Update
By Vyju Kadambi
Pathway to Teacher Licensure
Creating a pathway to state teacher licensure for Montessori teachers often takes many twists and turns and unfortunately, no two paths are exactly alike. Currently the MPPI staff is supporting this work in multiple states. The work in each state can involve legislators and state agencies, like state departments of education, and may involve higher education stakeholders, non-MACTE accreditors and teacher unions. What we and our state advocates have learned through this process is that advocacy work requires flexibility, relationship building, deep listening, clear communication, and a willingness to consider all options
and voices in the state. MPPI is working with more than one state where work has been ongoing, sometimes for decades, and at times has been abandoned altogether. What we and our advocates are finding is that times are changing, and conversations are more welcomed and flexible on the part of legislators and policy makers, so now is a great time to get into this work for your state. If you want to join the movement, reach out to your state advocacy lead or if your state does not have a group, consider getting one together.
Welcoming Three New States to Advocacy
Please join us in celebrating Alabama, Idaho and West Virginia that have
are in their beginning stages of advocacy work for Montessori. We want to thank them for taking the first big step to committing to work that will help increase access to high quality Montessori education to more families.
Currently we have advocates in 43 of our 50 states. If you happen to live in Iowa, New Mexico, North Dakota, Rhode, Island, South Dakota, Vermont or Wyoming, you could become the state advocacy lead for your state. Know that MPPI is always here to support the work you are doing and help you along the way to remove policy barriers to Montessori education in your state.
Contact your State Leads
As MPPI grows in awareness and work, we rely on our state leads to be the contact points for advocacy work. Additionally, our state leads have grown by leaps and bounds in their understanding of policy and processes of how change happens in their state, which has led stronger relationships with state agencies and legislators. As policy needs arise in your state, please reach out to your state advocacy lead. The majority of our states have a person or two who are coordinating advocacy efforts and these folks are ideally the first person to contact when advocacy issues arise.
Bridgemont International School was established in collaboration with our partner company, CGMS, the largest and most esteemed Montessori teacher certification program. We support middle and high school students and schools with a dedication to authentic Montessori principles: fostering a love of learning, raising global awareness, and preparing young people for life. Partner with us today, and we can cover all subjects, or you can choose targeted academic courses to support your existing teaching team.
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