Bulletin - North American Montessori Teachers` Association

Bulletin
NAMTA
MAY 2010
Concentration...................................................................................................................... 1
NAMTA 2010-2011 Conference Schedule . ........................................................................ 7
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Concentration
by Trevor Eissler
Trevor Eissler’s matter-of-fact style and practical understanding of Montessori have enabled him
to reach a national audience. His book, Montessori Madness, conveys a researched Montessori
perspective that is easy for parents to appreciate and to use with their children. Eissler has made
it his personal mission to help Montessorians market their educational product without dumbing
it down. By using principles, not buzzwords, he gives parents a way of seeing their children from
the developmental perspective with a healthy dose of plain common sense.
Maria Montessori commiserated with teachers facing unruly, capricious, disorderly, timid, slothful, aimless, or clumsy children. She was well aware of “the little hell … that could break loose
in these children,” overwhelming the teacher and the classroom (The Absorbent Mind 268). (As
parents, we are familiar with this “little hell” at
home!) Without observing a Montessori classroom, it is difficult for parents to understand how
teachers promote learning using none of the
rewards and punishments common in traditional
schools. Montessori’s solution was to give the
teacher one task, which she must do above all
else. The teacher must prepare the environment
of the classroom in such a way as to allow the
child to concentrate. That is, to concentrate
freely on a self-chosen task for as long as his
interest is held. The object of his concentration
must “arouse such an interest that it engages
the child’s whole personality” (206). To Montessori’s astonishment, such simple and intense
concentration caused all the negative traits
children exhibit to miraculously fade away. It
is what Montessori called “the most important
single result of our whole work” (204).
Casa dei Bambini, Nepal
Trevor Eissler, father of three Montessori students, is a business jet pilot and flight instructor.
Over the last fifteen years, he has taught hundreds of pilots, from beginners to professional pilots.
He is an author, a juggler, a unicyclist, a Toastmaster, a pianist, a triathlete, and a husband. He
wants to be a Montessori student when he grows up.
Excerpted by permission from Montessori Madness! A Parent to Parent Argument for Montessori
Education, copyright © 2009 Trevor Eissler. Available from www.montessorimadness.com.
1
Once children are regularly choosing their work—freely, spontaneously, and without help—and
once they are concentrating on that work for an extended period, they become what Montessori called “normalized.” This ominous-sounding word actually has a quite pleasant meaning:
The normalized child has simply “return[ed] to a normal state through work” (Montessori, The
Secret of Childhood 185). He is developing normal, healthy traits. Gone is the dependence,
the disorder, the aimlessness, the laziness. Normalized children are hard workers, disciplined,
and sociable. Montessori witnessed this phenomenon over and over again. It was also a great
surprise to her to see children emerge from a period of intense concentration so rested, joyful, and sociable. Surely they should be tired and irritable—like adults after a day at the office.
But deep concentration is apparently a different kind of work to children—it is life-giving and
invigorating; it is love.
Teachers cannot demand this normalization. They cannot
state, “You will concentrate on this for the next forty-five
minutes.” Work must be self-chosen. As adults we don’t
wait for our hobbies to be assigned to us. Even considering our careers, the most satisfied and often successful
people we meet are those who do what they love. This
is no different for children.
There is quite a difference between the state of concentration sought in Montessori classrooms versus the
“occupation”—busywork—used in traditional classrooms
to keep the kids occupied until the next bell rings (206).
Busywork is assigned. Concentration is chosen.
Would it be unreasonable to assert
that this little girl’s intense and
spontaneous concentration on long
division one morning was worth
more to her than months of math
class? Is it safe to say the depth of
her concentration has etched the
principles of long division into her
brain more clearly than dozens of
stupefying chalkboard lessons and
homework assignments?
A teacher at my children’s school shared the following
example with me. A little girl in her class had shown an
interest in long division one morning. The teacher demonstrated some examples to her, and the girl had gone off by herself to create and calculate
her own division problems. Some time later the teacher glanced over at the girl to check on her
progress and noticed her numbers nearing the bottom of the piece of paper. The girl had started
with a simple division problem: a single-digit divisor and a two- or three-digit dividend. However,
after finding the quotient of these numbers, she had added another digit to the dividend so that
she could continue the calculation. The dividend in the hundreds became a dividend in the
thousands, which became ten thousands, and then hundred thousands. She didn’t stop there.
Millions, billions, trillions. The teacher, thinking quickly, quietly brought another sheet of paper
and some tape to the girl. Without saying anything, she helped the girl tape another piece of
paper to the bottom of the first. The teacher withdrew, and the girl kept on calculating. Hours
later, when the girl decided she was done, there were so many sheets of paper taped to each
other that when the teacher grabbed a stool and taped the first sheet to the ceiling, the last one
hung all the way to the floor!
What a missed opportunity it would have been if the student had been in a traditional classroom
that day. Most likely, when the “worksheet” had been completed, teacher would have said, “Good
job,” breaking the student’s concentration and indicating that her work was done and she should
now do something else.
Would it be unreasonable to assert that this little girl’s intense and spontaneous concentration
on long division one morning was worth more to her than months of math class? Is it safe to
say the depth of her concentration has etched the principles of long division into her brain more
clearly than dozens of stupefying chalkboard lessons and homework assignments? Better yet,
this girl is learning to be fearless around numbers—she’s playing with them. If she can calculate a long division problem on a number in the trillions, the prospect of algebra or calculus is
not going to give her the slightest hesitation five or ten years hence. She knows numbers. She
owns the knowledge.
Another teacher at my children’s school told a similar story. She recalled how a small group of
children in her class had been learning about the ancient Egyptians and how they had surveyed
land along the Nile River using only rope and the geometric principles of the right triangle. Most
2
of the group of students then moved on to other activities, but two of the boys wanted to know more about it.
The teacher brought out a rope, demonstrated some
of the ways to manipulate it to measure area using
triangles, and gave them the rope. Over the next hour,
the two boys measured and mapped the perimeter
of the classroom using the rope-and-triangle method
of the ancient Egyptians. After lunch they decided to
measure the garden. By the end of the afternoon, as
the teacher peeked out the window now and then,
they had measured the entire playground! This was
not an assignment, they were not getting graded,
and no test was planned. It was pure concentration on a fascinating subject. The teacher had
no idea this particular interest would take hold. But she knew that discoveries like this happen
every day in a Montessori class. She knew it was her responsibility to be ready to prepare and
tweak the environment (in this case to show the rope’s usefulness) at a moment’s notice.
Choosing what to learn is the first step
in taking control of one’s education.
Being able to concentrate on it is the
next step. The final step is the child’s
realization that, at the end of a piece
of work, he has a new ability, a new
understanding, or a newfound power.
One key to creating an environment that provides the opportunity for thirty children to concentrate
is allowing for an uninterrupted three-hour work period. In the traditional classroom, the day is
divided into fifty-minute periods for older children (for each academic subject) or twenty- to thirtyminute segments for younger kids (for group singing, games, arts and crafts, story time, etc.).
In the Montessori classroom it is recognized that the children are not all going to be interested
in the same thing at the same time, no matter how persuasive the teacher. In order to maximize
the chance for each student to concentrate deeply on something at least once every day, the
concept of an unbroken three-hour period was developed. This way, instead of consistently butting
heads with the children, cajoling, or pleading with them to pay attention, the teacher can follow
each child’s lead. A three-hour work period allows enough time for daydreaming, socializing,
and observing the projects on which classmates are working, while still allowing every child a
chance to spontaneously find an interest and concentrate for an uninterrupted length of time.
Contrary to popular opinion, young children can develop quite lengthy attention spans. I have
seen it. In considering the importance of attention spans, I am reminded of one of my favorite
books, The Road Less Traveled, by M. Scott Peck. Peck points out that when we like something
(a first car) or someone (a friend), we like to be around that thing or that person. When “like”
rises to “love,” we go out of our way to prioritize our schedules to spend time with that which we
love. He writes that love without effort is meaningless. “Love, then, is a form of work … directed
towards the nurture of our own or another’s spiritual growth.… The principal form that the work
of love takes is attention.… When we love ourselves we attend to our own growth.… Attention
is an act of will” (120).
I believe the concentration emphasized by Montessori is a form of love, too. A child demonstrates
a love for himself through his concentration on the objects, ideas, and discoveries around him.
Concentration is the child’s work; he concentrates for the growth of his own “spirit”—the construction of his own self. When children strengthen and lengthen their attention spans day after
day through practice in concentration, they increase their capacity to love themselves. Similarly,
when we adults unintentionally take steps to decrease their attention spans by allowing regular
TV watching, or schooling with interruptions and limitations, or rewards and punishments, we
decrease their capacity to concentrate and their capacity to love.
I wonder if concentration is the last vestige of the absorbent mind. Maria Montessori thought the
qualities of the absorbent mind were gone after age six: the effortless learning, the spongelike
absorption of knowledge directly into the formation of the self. I wonder if we still get a hint of what
it was like to be of the absorbent mind when we are deep in concentration—deep “in the zone.”
Montessori wrote, “After concentration will come perseverance” (217). One of my children’s teachers mentioned that the students in her class loved to watch “the sequence of actions.” They were
fascinated by the well-ordered steps for putting on and taking off jackets and shoes, the steps for
cooking, the steps for various chores. Perseverance is the visualization of the steps necessary to
reach a goal, combined with the confidence and discipline to accomplish those steps. This harks
back to John Taylor Gatto’s lament that his students had a poor feel for the relationship between
3
past and present, between present and future (xi-xii). Through the practice of concentration, the
connection between these time relationships becomes more concrete; things don’t just “happen,”
they are the result of one person persevering and changing the world around him.
How is this deep concentration achieved? In traditional schools teachers stand at the front of
the class and demand, “Pay attention!” “Do your own work!” and “If you want an A [or if you don’t
want to fail] you’re going to have to concentrate!”
A Montessori school uses a different approach. A prepared environment is required to allow normalization by
Connections are discovered through
means of concentration. The teacher first attends to the
concentration. Questions such as
materials before attending to the children. She makes
“Is this going to be on the test?” or
sure everything is in good working order, clean, unbro“Why do we have to learn this?”
ken, and enticing. The teacher prepares the environment
become irrelevant when the child
and waits. When the teacher does give one-on-one help,
she sits with the child, side-by-side, together working
already knows exactly why he is
with the material. She tries to attract the student’s atlearning a topic. The reason for dotention to the materials, not to herself. She is careful
ing something is obvious to him. The
not to interrupt once she notices a student concentratchild can see the connection himself;
ing. And if several of the children are still aimless and
he even chooses the connection
unfocused, she quietly invites small groups to come
watch her demonstrate one or another of the particular
himself. It makes sense to him and
materials she deems appropriate to their developmental
thus holds his interest.
needs. Maria Montessori used the term “seductive” to
describe the way the teacher should try to entice the
unfocused children to a particular material by showing
her own interest and fascination with it. At times she should invite a small group to hear a general
lesson or story that might provide a spark and an idea to a child for an avenue of exploration.
She might tell the story of the beginning of human writing, leaving each child the opportunity to
choose part of the story for further study (hieroglyphics, cuneiform, timelines, foreign languages,
calligraphy, further reading on the topic). The point of these methods of achieving concentration
is not to teach the children through the teacher’s words, but to attract them to the materials,
to provide an environment wherein they can choose interests on which to concentrate, and to
allow their wonderful natural abilities and traits to flourish. Concentration in a Montessori class
involves much more than “Keep your eyes on your own paper!”
Earlier I used the metaphor of a construction site when describing the roles of the absorbent
mind and the sensitive periods in the child’s construction of himself. Picture a large construction
crane as the heavy lifter of this process. But in order for the crane to work effectively, it has to be
operated with great concentration. At first the child is unable to concentrate, causing the crane
to lurch back and forth; it billows smoke and the boom swings dangerously, unable to grasp the
appropriate block. Like the crane, the child is casting about blindly—touching everything, knocking
things over, spilling—searching for that one critical block designed to be placed in one specific
location. Concentration makes the crane turn and extend smoothly, precisely; it is the steady
hand that selects the particular block required and guides it to the necessary location.
One inevitable result of the emphasis on self-directed concentration is that children learn to take
ownership of their education. This gives children power—the power they crave as they mature from
dependence toward independence. This use of power is fun, intoxicating, and, unlike many other
uses of power, it doesn’t hurt anyone else. I remember experiencing this positive power in my thirties. I had always had an aversion to public speaking. Not a mild discomfort, but a heart-pounding,
pore-sweating, voice-shaking, knee-knocking fear. I can’t count the missed opportunities I’ve had
over the years due to my fear. The day finally came when I took ownership of my public speaking
skills. My boss informed me that my position was to have the added responsibility of conducting
a teaching session to a small group of co-workers once every few months. My immediate thought
was, “I’ll just take a demotion and a pay cut and let somebody else do it.” Over the next few days,
I thought about it some more. A demotion? A pay cut? Am I crazy? I realized the time had come
for me to do something about my fear. Things had changed since the days when I was in school
dreading giving book reports. I now had power. I had experience and competence. That’s one of
the good things about getting older; there are so many things you can do. I realized that now, in
4
Courtesy of Lynn Lillard Jessen
my thirties, I finally had the power to address this obstacle that
had seemed insurmountable.
The next day I joined the local Toastmasters public speaking
club. I have marveled since then at my own progress. Outwardly,
I think my speaking ability has improved only modestly. However,
the inner progress is phenomenal. I recall with stark clarity the
precise moment the lion’s share of this progress was made. It
was before I became an experienced speaker. It was before I
even gave my first speech with the club. It was the moment I
walked in the door at the very first meeting. All of a sudden I
wasn’t someone who avoided giving speeches; I was someone
who sought out opportunities to speak! I was in charge. I looked
forward to the meetings every week. I signed up to speak as
often as they would let me. Along the way, my overwhelming fear
morphed into merely an adrenaline high, something more akin
to jumping off a high dive or riding a fast motorcycle. The power
to own the progress of my public speaking ability has been a
revelation. It has been a gift to myself that keeps on giving.
Children in Montessori schools are learning to own their personal development. They are learning
to take control through the process of self-directed concentration. They are learning day after
day, year after year: If you put your mind to it, you can accomplish what you set out to do—a
saying we all heard frequently in our traditional-school upbringing. Unfortunately, the teachers
there talked the talk but didn’t allow us to walk the walk. We didn’t concentrate deeply. Instead
we learned not to put our mind to it, not to care about anything too deeply, and not to become
too interested in anything.
Teachers in traditional schools expend a lot of effort to keep students occupied. But unfortunately,
when students choose to do something on their own, they are often told, “No, it’s not time to work
on that now.” Choosing what to learn is the first step in taking control of one’s education. Being
able to concentrate on it is the next step. The final step is the child’s realization that, at the end
of a piece of work, he has a new ability, a new understanding, or a newfound power.
Montessori schools take concentration seriously. By preparing the environment to be filled
with possibilities for useful work, not busywork, they respect the practice of concentration.
The practical life areas of the classroom incorporate many tasks such as cleaning, sweeping,
tying, and polishing. However, even advanced and abstract skills can be learned by means
of useful activities.
For writing practice, instead of completing worksheets (which are graded and then thrown in
the trash), children write such things as grocery lists—then put them to use at the store. They
write sentences with directions for other kids to follow: “Walk across the room, pick up a pencil,
and bring it back to me.” They write reports to be presented to their classmates. Older children
engage in more advanced writing, which includes composing an organized argument for a particular point of view. This argument may be given to another student to read and, in turn, write
a counterargument. The first student has the opportunity to respond to the counterargument.
These students are developing the skill of exchanging ideas—real communication. The older
students also write extensively in journals. This enables them to keep track of their own progress
on various projects and skills. Through these ideas and others, teachers continually try to keep
class work useful to daily life.
It is intriguing to see the unexpected real-life interests children have when they’re not distracted
by cartoon characters. My kids went through a stage when they loved to pretend they were
waiters and waitresses, taking orders on a piece of paper. This was before they could even spell
words. They would come up to my wife and me and ask us what we would like to eat. I might
answer, “Lasagna and mashed potatoes, please.” They’d answer something like, “Lasagna and
mashed potatoes … um”—with a serious, thoughtful expression—“that comes with rice or beans
[or whatever side they could think of].”
5
“I’ll have the rice, please.”
“We don’t have rice!” my daughter sometimes answered.
“I’d like beans, then,” I would say. My kids would write squiggles across the page—nice, neat
squiggles from left to right and within the ruled lines. They were doing purposeful work. They had
seen waiters, knew the reason for their work, and knew the sequence for taking orders. While
freely concentrating on this useful work, they were learning to write and in their minds making
the connection between writing and communication—not between writing and grades.
Connections are discovered through concentration. Questions such as “Is this going to be on
the test?” or “Why do we have to learn this?” become irrelevant when the child already knows
exactly why he is learning a topic. The reason for doing something is obvious to him. The child
can see the connection himself; he even chooses the connection himself. It makes sense to
him and thus holds his interest. Sometimes the connections children make are not obvious to
adults. When my kids were toddlers and first started pretending to talk on the telephone, I was
surprised that they never used an object such as a banana, which I would have thought they’d
use for such phone-talk. No, they’d pick up a calculator, or a small, flat block. I realized—in this
age of electronic gizmos—that was the only shape they had ever seen associated with a phone!
The connection between that shape and a phone made perfect sense to them, but not to me.
A student’s path to understanding a concept will almost certainly be different than that planned
in a syllabus. Each person thinks differently. To a student, the flow of the syllabus is not necessarily logical. However, when the student comes across a concept
during a self-led learning process, by definition it does fit logically
into his train of thought.
Trevor Eissler
For more advanced studies in far-flung fields such as fractions, the
U.S. Constitution, or photosynthesis, self-directed learning allows
children to make their own connections between what they already
know and how the new material fits best into their own understanding. Instead of showing up in class one day and hearing, “Class,
today we’re learning fractions,” the Montessori student will inevitably
come across a problem he’s trying to solve for which the study of
fractions provides a useful solution. In getting to the bottom of the
relevant issue (maybe how to accurately divide a pizza for lunch
among several friends), the learning of fractions fits in logically with
his daily life. The time to learn fractions is then, at that moment!
This approach lets the children figure out the connections that make
sense to them. It lets them form stronger connections between past
and present, visualizing how prior knowledge relates to present
knowledge and applying this connection to shape their own learning
process in the future.
References
Gatto, John Taylor. Dumbing Us Down. Philadelphia: New Society Publishers, 2002.
Montessori, Maria. The Absorbent Mind. 1959. Trans. Claude A. Claremont. New York:
Holt, 1995.
Montessori, Maria. The Secret of Childhood. 1936. Trans. M. Joseph Costelloe. New
York: Ballantine, 1972.
Peck, M. Scott. The Road Less Traveled. New York: Simon & Schuster, 1978.
6
NAMTA 2010-2011 Conference Schedule
Baltimore, MD u October 7-10, 2010
Sheraton Columbia Hotel
The Essential Montessori Science: Whole-School Implementation
Atlanta, GA u November 11-14, 2010
The Westin Atlanta Perimeter North Hotel
Universality of the Three-Period Lesson:
Accenting the Importance of the Learner
Houston, TX u January 20-23, 2011
Doubletree Intercontinental Airport Hotel
Self-Expression: Integrating Literacy, the Arts, and Media
Long Beach, CA u February 18-21, 2011
Renaissance Long Beach Hotel (Accommodations) Hyatt Regency (Conference Events)
The NAMTA Annual Adolescent Conference The Montessori Adolescent:
Where Did We Come From? Where Do We Go From Here?
Seattle, WA u March 10-13, 2011
Red Lion Hotel on Fifth Avenue
Nature’s Role in Human Development
7
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Latin American Montessori Bilingual Public Charter
School
LAMB offers a unique model that provides Bilingual (English
and Spanish) Montessori Public Education to diverse, urban
families in the Nation’s Capital. We are seeking experienced
English and Spanish Primary, Lower Elementary, and Upper
Elementary teachers for the 2010-2011 school year. Please
submit your resume to [email protected] and cristina@
lambpcs.org.
Florida
Upper Elementary Directress position available at The Amelia
Island Montessori School. Candidates should have a four
year degree with Montessori Certification from a MACTE
accredited program in the elementary area with at least 3
years teaching experience. Competitive salary, professional
9
development and staff discounts available. Benefits include
medical, retirement and life insurance.
Amelia Island Montessori School
PO Box 3000
Fernandina Beach, FL 32035
904-261-6610
Fax: 904-261-6196
Teachers of Ages 3-6, 6-9, 9-12
Candidates hold Montessori certification & Bachelors Degree
Experience preferred. Competitive pay and benefits
Turtle River Montessori, Jupiter, FL 561-745-1995
[email protected]
The Montessori Elementary Charter School in Key West,
Florida, is accepting applications for the position of Principal.
We are a free public charter school, offering an alternative to
traditional education in Monroe County, Florida. Credentials
required: Master Degree or Higher, Montessori Elementary
Certification, Florida (or other State) Educational Leadership
Certificate, or Florida Educator Certificate. Skills required:
proven leadership, excellent organization, and exceptional
communication. Benefits offered: competitive salary commensurate with education and experience, health benefits,
employer contribution to 401K.
Send cover letter/resume to:
Montessori Elementary Charter School
1127 United St.
Key West, FL 33040
Attn: Staffing Committee
Or e-mail: [email protected]
Visit our site: www.keywestmontessori.com
WASHINGTON MONTESSORI INSTITUTE AT LOYOLA UNIVERSITY MARYLAND
GRADUATE PROGRAMS IN MONTESSORI EDUCATION
WHEN MINDS EXPLORE
MINDS
ABSORB
DEVELOPING MINDS THRIVE UNDER A “PLEASE TOUCH” POLICY.
SPONTANEOUS INTERACTION WITH THE ENVIRONMENT. NATURAL
DISCOVERY THROUGH THE SENSES. CREATIVE USE OF IMAGINATION.
WE PREPARE MONTESSORI EDUCATORS WHO MAKE A DIFFERENCE
IN THE LIVES OF CHILDREN.
PRIMARY AND ELEMENTARY ACADEMIC YEAR PROGRAMS
NEW MULTI-SUMMER ELEMENTARY COHORT BEGINS IN 2010
LEARN MORE AT
WWW.LOYOLA.EDU/MONTESSORI
410-617-5020
A NEW DIRECTION
IN EDUCATION.
FORWARD.
School of Education
IN AFFILIATION WITH
ASSOCIATION MONTESSORI INTERNATIONALE
Palm Harbor Montessori Academy, with a
beautiful 5-acre campus located on the west
coast of Florida, seeks Lead Teachers for Toddler, Primary, Senior Elementary and Middle
School levels. Please e-mail resume and letter
of interest to [email protected]
or fax to 727-786-5160.
Palm Harbor Montessori Academy
2355 Nebraska Avenue
Palm Harbor, FL 34683
Fax: 727-786-5160
www.floridamontessori.com
E-mail: [email protected]
Georgia
Montessori Schools of Georgia are seeking a
pedagogical administrator, and an AMI primary
guide. We are a mature AMI organization with
three campuses in beautiful Atlanta, Georgia.
Our classrooms are generously equipped and
our guides share a deep appreciation for the
ideals of Montessori pedagogy in a collaborative environment. The atmosphere is very
congenial and professional with an appreciative and enthusiastic parent body. We cater
to the whole child in today’s world. Come see
why Atlanta is an exciting and vibrant place to
live, both personally and professionally. Our
schools provide a supportive work environment, highly competitive salary, medical benefits, matching 401K, and a relocation bonus.
Perhaps you are an experienced AMI trained
guide, considering a career in administration?
We can give you the support you need to be
an effective administrator. We encourage you
to contact us and explore the possibilities in
strict confidence. Qualified candidates may
10
email your resume to: [email protected] or
call Tom Podgorny at 404-593-6650.
Montessori Teacher Needed
Jewish Montessori Day School has a position available for
a certified Montessori teacher beginning August 2010. This
position is for a credentialed lead early elementary directress
with experience in teaching. This is a team teaching position
working with a certified Judaics teacher. This position will also
have administrative duties.
Chaya Mushka Children’s House is a warm and vibrant Jewish Montessori school located in beautiful Sandy Springs, a
suburb of Atlanta, Georgia.
The candidate should have genuine warmth and love for
children. She should possess excellent communication, organizational and social skills.
Hours: Mon-Fri 8:00 a.m.-3:30 p.m.
Please contact: Dassie New 404-843-9582/404-849-2902
Email: [email protected]
Montessori Discovery Place
[email protected]
www.montessoridiscoveryplace.org
Maine
Damariscotta Montessori School, an established Montessori school on the scenic coast of Maine, is seeking a 3-6
trained (AMI or AMS) lead teacher for the fall of 2010. We are
looking to add a teacher to our staff who possesses warmth,
excitement, sense of humor and a passion for the Montessori
philosophy. The ideal candidate will have a bachelor’s degree,
state teaching certification (or willingness to pursue), excellent communication and organizational skills and classroom
experience. We offer a competitive salary, benefits, a supportive environment and a close knit staff. Interested candidates
please contact:
Chip DeLorenzo, Director
Phone: 207-563-2168
Email: [email protected]
Web: www.damariscottamontessori.org
Indiana
The Montessori Academy at Edison Lakes
We are seeking a dynamic and passionate certified Montessori educator for a fully equipped and beautiful Montessori
class that serves homeless children. TMA partners with a
residential homeless center to offer this program for the Early
Childhood level. The position requires excellent organization
skills, ability to serve as spokesperson for the Montessori
Method and the liaison for the TMA and Center partnership.
Salary and benefits are competitive and recognize experience
and education. Resumes submitted to:
Email: [email protected]
Fax: 574-256-5313
530 E. Day Road
Mishawaka, IN 46545
TMA is an AMS accredited school for toddlers through the
adolescent level, located near South Bend, IN.
New Mexico
Elementary Guide needed. Enthusiastic, experienced team
player to promote an authentic Montessori learning environment at Escuela del Sol. Escuela is New Mexico’s oldest
independent not-for-profit Montessori school. We value the
arts, outdoor education and social responsibility, and enjoy
a supportive parent body. Competitive salaries, a first-rate
reputation, great benefits, a diverse student body, a beautiful
facility and the opportunity to live in the Land of Enchantment
are just a few of the reasons to send a letter and resume to:
1114 Seventh St. NW
Albuquerque, NM 87102
www.escueladelsol.org
Escuela del Sol is Albuquerque’s oldest and finest Montessori
school. We need a teacher certified for ages 9-12. We seek
enthusiastic, dedicated team players to promote an authentic
Kansas
Montessori Discovery Place seeks loving,
patient and energetic Infant Toddler Montessori Teachers for the fall 2010 school year.
Our premier Primary Montessori program
offered for 13 years is expanding to include
an Infant Toddler program in a brand new
building with beautiful outdoor classrooms
and carefully-planned playscapes. Lawrence
is a charming town, home to the University of
Kansas and about an hour from Kansas City.
We offer an attractive compensation package
based on education and experience. International Applicants Welcome!
Send Cover Letter and Resume to:
Purviz Birdie, Director, AMI, ECE
Montessori
Institute
Northwest
Come to the beautiful
Pacific Northwest for
Montessori Teacher Training
Primary Courses, every Academic Year
Assistants to Infancy Summer Course 2010, 2011
Undergraduate and graduate credit also available
through cooperating universities
Contact us for more information
11
503.963.8992 [email protected] www.montessori-nw.org
An official teacher training center of the Association Montessori Internationale
MACTE Accredited
Montessori learning environment. Escuela is an independent
not-for-profit school. We value socio-economic, racial and
cultural diversity, outdoor education and enjoy a supportive
parent body.
Competitive salaries, a first-rate reputation, great benefits, a
diverse student body, a beautiful facility and the opportunity to
live in the Land of Enchantment are just a few of the reasons
to send a letter and resume to:
1114 Seventh St. NW
Albuquerque, NM 87102
www.escueladelsol.org
New York
Montessori School of Syracuse in Central New York welcomes
experienced Montessori trained teachers in primary and elementary classrooms. Beautiful ten-acre campus in a residential
area next to Syracuse University and thirty-acre Land Laboratory nearby. Seven established classrooms with 175 enrolled
students. Newly renovated, well equipped, spacious and bright
classrooms; full contingent of Nienhuis Materials. Competitive
salary; full health benefits. If you would like an opportunity to work
with a collaborative team, supportive administration, parents and
trustees, send cover letter and resume:
Mary Lawyer O’Connor: [email protected] or
155 Waldorf Parkway
Syracuse, NY 13224
And visit mssyr.com
North Carolina
Sterling Montessori Academy and Charter School is a
tuition-based 3 and 4 year old Montessori program and a Kindergarten through Middle School Montessori Charter School.
We are located in Morrisville, North Carolina, near Raleigh and
close to Durham and Chapel Hill, equidistant from mountain
recreation and the Coast of North Carolina.
Sterling is accepting application for Primary, Lower and Upper
Elementary Montessori trained teachers. Applicants must be state
certified or be willing to participate in state licensure program.
Please e-mail resumes to: [email protected].
The Montessori School of Raleigh seeks an experienced
Music Resource Director/Directress for the fall of 2010. We are
looking for a skilled teaching professional committed to Montessori pedagogy and devoted to elementary children to work
collaboratively with classroom directors and/or directresses as
a resource to both students and faculty. This position requires
a high level of organization and flexibility to serve in this unique
interdisciplinary and integrated approach.
The ideal candidate will have knowledge and experience
in teaching music theory and composition with a variety of
instruments (preference given to those with Music Education and/or Montessori Music training), strong communication and interpersonal skills and a commitment to ongoing
professional growth.
Now in its 35th year and with national notoriety, MSR is a
school and employer of choice, offering teachers highly com-
petitive salaries and benefits along with an exceptional workplace environment committed to collaboration, community and
professional growth. MSR is an Equal Opportunity Employer
and is accredited by the American Montessori Society and
the Southern Association of Colleges and Schools.
Please forward resumes with a cover letter to: Meg Thomas,
Head of School, at [email protected].
Ohio
South Suburban Montessori School is currently accepting
applications for a Middle School director/ress for the 201011 school year. Ideal applicants should have Middle School
teaching experience as well as a Montessori adolescent
teaching credential from either the Association Montessori
Internationale or the American Montessori Society. We offer
spacious and well-equipped classrooms as well as competitive salaries, full benefits and training opportunities. Interested
candidates may e-mail, fax or send their resume to:
South Suburban Montessori School
4450 Oakes Road, #6
Brecksville, OH 44141 Phone: 440-526-1966
Fax: 440-526-6026
Email: [email protected]
Hudson Montessori School in Hudson, Ohio, is seeking
an experienced Children’s House teacher for August 2010.
Founded in 1962, HMS currently serves 270 students—Toddler through Middle School. Our school is located in a small,
historic town―a short commute from the cities of Cleveland and
Akron. It has a dedicated faculty, well-equipped classrooms
and beautiful facility and grounds. We are seeking energetic
individuals with a proven commitment to excellence in Montessori education and a love of children. We offer excellent
salaries, benefits and ongoing opportunities for professional
development. If you would like to work with a collaborative
team in a great school, are either AMI or AMS trained, please
send a cover letter along with your resume to:
Julia Brown, Head of School
Hudson Montessori School
7545 Darrow Road
Hudson, OH 44236 or
E-mail to [email protected]. Attn: J. Brown
Oregon
Cascadia Montessori School, in the greater Portland,
Oregon, area, is seeking an elementary teacher with AMI
Montessori training and relevant classroom teaching experience to join our faculty for the 2010-2011 school year. Our
ideal candidate encourages creative expression throughout
the curriculum and supports community development at
every level.
Cascadia School is spaciously situated on a beautiful 2.5
acre campus bordered by a (public) 5 acre forest. We have
135 students enrolled in the 1st through 8th grades, with two
lower elementary classes, two upper elementary and a middle
12
The Montessori Training Center of Minnesota
school class encompassing 7th and 8th
grades. Interested applicants should respond by email to David Drakos (school
administrator) at [email protected].
Pennsylvania
Enjoy the rewards of helping children develop
in harmony with life…
Upcoming Teacher Training Courses:
Primary– Academic Year Course
September 1, 2010 ~ B.A. and M.Ed. Options
Director of Training: Molly O’Shaughnessy
Clementine Montessori, a new MontesElementary– Three Summer Course
sori in Center City Philadelphia, is seeking
July 19, 2010 ~ M.Ed. Options
a full-time primary teacher beginning in
Director of Training: Alison Stern Awes
2010-2011 year. AMI or AMS certification
Please visit our website to see pictures of our beautiful NEW building!
required with four-year college degree. We
plan to open in fall 2010 with a class of
Contact us: 1611 Ames Ave, St Paul, MN 55106
Phone: 651-298-1120
15 to 20 children 3 to 4 years old. Work
Website: www.mtcm.org
E-mail: [email protected]
in historic church in vibrant Philadelphia
neighborhood. We are looking for an
independent, confident self-starter who
Texas
is dedicated to Montessori. Fabulous opportunity to shape
new Montessori community and establish its practices. Primary, Toddler and Elementary Guides
Competitive salary and health-care benefits offered. Mini- Texas—Cedar Park Montessori School (Austin, Texas)
mum three years experience preferred. Start in June or July.
An AMI Accredited School.
Please send resume to [email protected]
Cedar Park Montessori School (CPMS), established in 1997
and rapidly expanding into multiple campuses, has new
Clementine Montessori, a new Montessori in Center City
openings for experienced Primary, Toddler and Elementary
Philadelphia, is seeking an assistant teacher for the 2010AMI Guides. Timing for openings range from immediate (for
2011 year. Some Montessori education preferred. Competitive
Primary Guides) to starting in summer of 2010 (all levels).
salary and health-care benefits offered. Please send resume
Signing bonuses provided for immediate availability.
to [email protected].
The school and its well-established AMI programs are highly
reputable in the Greater Austin and Central Texas areas,
Valley Forge Kinder House (VFKH) Montessori School is enjoying multiple local and national accolades. We offer exaccepting applications for the position of primary guide for cellent compensation packages, professional development
the 2010-2011 school year. VFKH Montessori, established in opportunities, relocation assistance, excellent facilities and
1977, is an AMI recognized school in the Philadelphia suburbs working environments with highly supportive management,
with primary through 6th grade in well equipped classrooms. staff and families. Please submit resume with references and
We are seeking a warm, professional, dedicated AMI guide salary history to:
to join out thriving school community. VFKH offers a competiPhones: 512-260-2261, 512-259-8495; Fax: 512-259-4410
tive salary package. Interested candidates please send your
Emails: [email protected], director@cedarresume to Susan Kelly via email at [email protected].
parkmontessori.com, [email protected]
Contact: Susan Kelly
Web: www.sapientiamontessori.com
Phone: 610-489-5757
Fax: 610-489-6050
Immediate need for an AMI certified primary guide needed
for an established Dallas AMI Pre-School. Located in the
Upper Elementary Co-Head Teacher for 2010-2011. Full- heart of Dallas, Montessori Children’s House & School
time position for candidate committed to join an established was lovingly founded in 1970. Successful applicants will be
9-12 classroom in a private, non-profit Montessori school. required to have an AMI primary diploma, 2 yrs. experience,
Qualifications: state certification in Elementary education; good classroom management and communication skills, and
AMS certification or willingness to take AMS training. Benefits dedicated Montessori philosophy. Employment to commence
include: competitive salary; professional development, Mon- immediately. Salary commensurate with experience. Send
tessori training, paid school holidays, sick leave, and personal resume, cover letter, and salary requirements via e-mail. No
days off; peaceful, nurturing environment in fully-equipped phone calls please!
Montessori classroom setting. Interested candidates should
Contact: [email protected]
send letter of interest along with resume to: Attn: Terri Modic, School Head
PO Box 193
Sewickley, PA 15143
13
ling
n:
e
ution
rgamo - Italy
894
Fondazione
Centro Internazionale
Studi Montessoriani
Bergamo’s
year of advanced
Montessori courses
2010-2011
“It is very interactive and goes beyond
what we present to the children.”
“Develops subject areas you never
thought you would touch on.”
Embracing the past,
theis dense
present,
“Theenriching
content of the course
and intense and keepsenvisioning
you on your toes.” the future...
“The cultural side of living in Italy is fantastic.
The small villages, art, paintings, the bells telling
the time, beautiful and inspirational.”
.it
Emb
For more information:
Association
Montessori
Internationale
International Centre
for Montessori
Studies Foundation
161, Koninginneweg
1075 CN Amsterdam - Holland
Phone: + 31 20 6798932
Fax: + 31 20 6767341
[email protected]
www.montessori-ami.org
A non-profit educational institution
(D.P.R. 27-9-1980, n. 931)
Via Pignolo, 73 - 24121 Bergamo - Italy
Fax & phone +39 035 234894
[email protected]
www.montessoribergamo.it
14
St. Catherine’s Montessori invites AMI teachers to apply for
positions available in Primary, Lower and Upper Elementary
beginning August, 2010. We are the only Catholic Montessori
School in Houston offering Catechesis of the Good Shepherd
to students in Primary through Elementary in the beautifully
equipped Atrium.
Now in its 43rd year of continuous operation, St. Catherine’s
has an enrollment of 250 students, ages fourteen months
through fifteen years. We are the first LEED, (green) school
in Texas and our building, outdoor environment and in-house
practices follow the standards of healthy, best practices living.
The school serves students from diverse cultural, religious
and socioeconomic backgrounds.
Houston is the fourth largest city in the United States, home
to multiple universities, arts, and sports institutions as well
as a variety of ethnic communities, restaurants and shops.
St. Catherine’s is within easy access of Reliant Stadium, Museum and Theatre District, Rice University and the Medical
Center. To learn more about us, please visit our website at
www.stcathmont.org.
Please contact:
Judy McCullough, Principal
Telephone: 713-665-2195
Fax: 713-665-1478
E-mail: [email protected] or write to
9821 Timberside
Houston, TX 77025
Montessori School Administrator/Director Montessori School (licensed enrollment 160 students:
infants―school-age) located in Missouri City, Texas (Southwest
Houston) is looking for an experienced School Administrator/
Director. The school is located in a new upscale community.
Successful candidate will have Montessori certification, School
Administrator Certification, and minimum Bachelors Degree
in Early Childhood Education, Elementary Education, Child
Development, Human Resources, Psychology, Sociology, or
any other related field. Must have a minimum of three years
Now Accepting Applications for Summer 2010
Primary (3-6 years) Training
Director of Training:
Dr. Annette Haines
in affiliation with
Association
Montessori
Internationale
Course Location:
14000 Ladue Road
Chestereld, MO 63017
Montessori Training Center of St. Louis
8176 Lebanon Road, Troy, IL 62294
Tel: 618-667-4736 • Fax: 618-667-4736
E-mail: [email protected]
Website: http://ami.edu/mtcstl
administrative experience in a Montessori school, Preschool,
or other school administrative experience. Excellent business
management and organizational skills. Able to supervise staff
of approximately 15 teachers and Assistant Teachers; able to
communicate effectively (orally and in writing) with the Board
of Directors, parents, staff, children, and community. Information Technology skills a plus.
Competitive Salary and Benefits.
Send cover letter and credentials to:
Email: [email protected] or
Fax: 301-963-7449
The Montessori School of San Antonio seeks talented,
Montessori-credentialed Lower and Upper Elementary lead
teachers. College degree is required in addition to Montessori certification. Located in a residential neighborhood on
24 environmentally-protected acres, The Montessori School
serves approximately 300 children from Primary through
Middle School. The classroom building, designed especially
for Montessori instruction, features spacious, airy classrooms
and outdoor extensions.
San Antonio, a cosmopolitan, culturally diverse city, enjoys
a mild climate, large city amenities, and small town friendliness. The Montessori School offers a wonderful opportunity
for teachers who are passionate about children and believe in
the difference that a Montessori education can make. Salaries
and benefits are competitive with better regional independent
schools, and working conditions are exceptional. Please send a
cover letter and résumé to [email protected].
The Clariden School announces an opening for an AMI
Elementary teacher for an established 6-9 class for fall 2010.
Established in 1986, Clariden serves approximately 170 children ages 3 to 18. Our mission is to help children become respectful, compassionate and contributing members of society
by providing a strong academic, personal and social learning
environment. The ideal candidate will feel a passionate connection to this mission, and will be dedicated to the school’s
vision for bringing it to life.
The Clariden School is a friendly community of committed faculty and staff, and very supportive parents. The
school is located in Southlake, TX―a town with strong
family values, and a positive economy. It was named the
#1 D/FW Suburb by Texas’ D Magazine! Just 30 minutes
from Dallas, or Fort Worth, there are numerous opportunities for cultural, entertainment, sports and nature
activities. The beautiful 23-acre campus includes well
equipped classroom environments, gardens, art room,
music room, sports fields and gymnasium. A 300-acre
public park and nature center is just across the street.
We offer a generous compensation package including health, dental & life insurance, a 403b plan, paid
time off, relocation allowance and tuition remission.
We encourage and support professional development
opportunities for our faculty. Applicants should hold an
AMI diploma and have classroom teaching experience.
Please call 682-237-0400 or send resume to ddeuel@
claridenschool.org.
15
Virginia
The Old Town Montessori School is seeking an AMI certified
primary directress to lead one of two primary classes at our Old
Town Alexandria, VA, location for the 2010-2011 school year.
Prior AMI accredited teaching experience is preferred. The Old
Town Montessori School is the second campus of The Aquinas
Montessori School. Established in 1987 and recognized by
AMI, The Old Town Montessori School has two primary classrooms. Each student, upon completion of the primary program,
is guaranteed enrollment in the elementary program at The
Aquinas Montessori School. In 1965, The Aquinas Montessori
School started with four primary classrooms and has grown to
nine classrooms five primary, two lower elementary, two upper
elementary on both campuses. We welcome the opportunity
for applicants to visit us during the current school year. If you
are interested, please send your resume via:
Fax: 703-360-2875
Email: [email protected], or mail to
8334 Mount Vernon Highway
Alexandria, VA 22309
to the attention of Kathleen H. Futrell
The Aquinas Montessori School is seeking an AMI certified primary directress to lead one of three primary classes
at our Mount Vernon location for the 2010-2011 school year.
Prior AMI accredited teaching experience is preferred. The
Aquinas Montessori School is situated on nearly two wooded
acres close to Mount Vernon in Northern Virginia on property
formerly owned by George Washington. Established in 1965
and recognized by AMI, Aquinas Montessori started with four
primary classrooms and has grown to eight classrooms―five
primary, two lower elementary, one upper elementary―on two
campuses. We welcome the opportunity for applicants to visit
us during the current school year. If you are interested, please
send your resume via:
Fax: 703-360-2875
Email: [email protected], or mail to
8334 Mount Vernon Highway
Alexandria, VA 22309
to the attention of Kathleen H. Futrell
Mountaintop Montessori (formerly Montessori Community
School) in Charlottesville, Virginia, is seeking resumes from
AMI Primary guides. MM is located near the University of Virginia, the Blue Ridge Mountains, Shenandoah National Park,
the Appalachian Trail and the Historic Downtown Pedestrian
Mall. Charlottesville is a major educational and cultural center,
enjoying a lively arts and music scene. The region supports a
vibrant local foods movement and is known for its progressive
community values.
MM has a unique 9+-acre campus environment atop Pantops
Mountain that incorporates the indoor and outdoor spaces,
reflects our mission as stewards for the environment and
allows the school to implement a vibrant Garden to Table
program. MM is a nationally recognized Audubon Bird Sanctuary, a Wildlife Federation Site and the classroom buildings
are nestled among trees and native gardens.
Mountaintop Montessori offers a supportive administrative
team, with an AMI Primary and Elementary trained Head
of School, competitive salaries, employee health insurance,
benefits and a dedication to ongoing professional growth and
development. Our school is accredited by both the American
Montessori Society and the Virginia Association of Independent Schools. Visit our web page at www.montessoripantops.
org. Forward resumes to:
Wendy Fisher
Head of School
[email protected]
Siena Academy, a Catholic parish Montessori school in Great
Falls, VA, is seeking a Head of School beginning July 2010.
Siena Academy has Toddler, Children’s House, and Elementary programs with the Atrium as the heart of the school. The
ideal candidate will have credentials and experience as a
school administrator and hold AMI and Catechesis of the Good
Shepherd certification with preferably 5 years experience as
a Montessori Guide or Directress. Competitive salary and
benefits including health, dental and vision insurance, sick
leave, retirement, discounted tuition for faculty children, and
one month summer vacation. Interested candidates should
apply to [email protected]. Please email current resume with names, addresses, and phone numbers of
three professional references. No phone calls to the school
or church please.
Hampton Roads International Montessori School is accepting applications for primary Montessori teachers for
the 2010-2011. HRIMS is a not-for-profit school, governed
by a Board of Trustees and lead by an AMI trained Head of
School. We have an active and supportive parent body and
have established an excellent reputation in our community.
HRIMS is located in a socially, culturally and educationally
diverse area. Close to historic Williamsburg and Virginia Beach
resort, within driving distance from Washington, D.C., Blue
Ridge Mountains and Outer Banks. Email resume and cover
letter to Dorothy Knox at [email protected]. Visit us
at www.hrimontessori.org.
Washington
Cascadia Montessori School, 20 minutes from downtown
Portland in Vancouver, WA, is seeking an elementary teacher
with AMI Montessori training and relevant classroom teaching experience to join our faculty for the 2010-2011 school
year. Our ideal candidate encourages creative expression
throughout the curriculum and supports community development at every level.
Cascadia School is spaciously situated on a beautiful 2.5
acre campus bordered by a (public) 5 acre forest. We have
135 students enrolled in the 1st through 8th grades, with two
lower elementary classes, two upper elementary and a middle
school class encompassing 7th and 8th grades. Interested
applicants should respond by email to David Drakos (school
administrator) at [email protected].
16
Seeking 9-12 teacher for fall 2010. Send cover
letter, resume and three recommendation letters
to Kim Feerer, Director
Cedar Tree Montessori
2114 Broadway Ave.
Bellingham, WA 98225.
360-714-1762
www.cedar-tree.org
[email protected]
Eco-friendly, forested coastal college town.
Wisconsin
The HAND
is the instrument of the
MIND.
v
The CHILD
is the instrument of
the FUTURE.
Woodland Montessori School is seeking a
Head of School. We require a strong leader
with a demonstrated commitment to Montessori principles who will join us during summer
2010. Founded forty years ago as a Montessori school in Madison, Wisconsin, Woodland
today includes six classrooms serving 108
children in its Toddler House and preschool.
With extremely low turnover rates, its staff
is comprised of thoughtful, dedicated, and
experienced professionals. Woodland is a fullmember AMS school with all lead teachers and
most assistants holding Montessori credentials.
Candidates must have a bachelor’s degree, a Montessori credential, and a miniAMI
mum of five years experience teaching
in a Montessori classroom. Outstanding
communication and interpersonal skills are
essential. Our ideal candidate will have
SSISTANTS TO NFANCY
GES
excellent management and organizational
EGINNING UNE
abilities and a familiarity with financial matters.
Recognized as “One of the Ten Most Livable
DIRECTOR: JUDITH ORION
Cities in the United States,” Madison’s cultural,
educational, and recreational opportunities
contribute to its continual ranking as one of
the best places to live, work, and play in the
United States. Only minutes from downtown
700 Knox Ct.
Fax: 303-765-5279
and the University of Wisconsin campus,
Denver, CO 80204
E-mail: [email protected]
Woodland is centrally located in a quiet resiPhone: 303-832-6781
Website: www.tmidenver.com
dential neighborhood surrounded by parks,
with easy access to all parts of Madison.
This position is a full-time and year-round position offering a competitive salary and benefits
including health, dental, and life. To learn more about our Adolescent. We are a private, independent, non-profit, AMIschool, please visit www.woodland-montessori.org. Please recognized school with an AMI trained Head of School, who
submit all inquiries by e-mail. To apply, please send a resume works closely with our long term, committed and motivated
and cover letter to [email protected].
AMI trained faculty, staff and our Board of Directors to attain
Teacher Training at The Montessori Institute
A
Lower Elementary Guide, Fall 2010
Madison Central Montessori School, established in 1972
and located in beautiful Madison, WI, is currently accepting
resumes for an AMI Lower Elementary Guide for the 2010/11
school year (beginning in late August).
MCMS serves 135 students in seven classrooms: 3 Children’s
House, 2 Lower Elementary, 1 Upper Elementary and 1
B
I
J
:A
0-3
, 2010
the highest ideals and principles of Montessori education.
Madison, the state capitol and home to the University of
Wisconsin, noted for its quality of life, many lakes, arboretum,
parks, bike and cross country ski trails and new multimillion
dollar cultural arts center, offers numerous cultural and recreational opportunities. Madison is consistently ranked as a top
community in which to live, work, play and raise a family.
Please direct resumes and questions to:
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www.nienhuis.com
Meghan Smyth
Director of Education & Admissions
4337 West Beltline Hwy.
Madison, WI 53711
Phone 608-274-9549
Fax 608-274-9570;
Email admissions@
madisoncentralmontessori.org.
Quality you can
count on.
Canada
Kaban Montessori School is looking for a
passionate Montessori Casa Directress for
January 2010, to cover a Maternity leave,
We are also looking for an enthusiastic and
nurturing Assistant to Infancy for September
2010.
Please send your resume to Blanca Sanchez
at [email protected].
Private Montessori School in Ottawa is currently accepting applications for a full-time
Montessori certified elementary teacher to
begin in September 2010. Our school provides excellent working conditions, competitive salary and benefits, with ongoing curriculum support and professional development.
Applicants are requested to email resumes
to [email protected].
Pre-School teacher required from September
2010 mornings and afternoons, competitive
salary, flexible hours, excellent working environment.
Please send resume via email to surabhi@
shaw.ca.
Surabhi Dave
One World Montessori School
951 Ogilvie Blvd.
Edmonton T6R 1K8
Canada
In a tradition that spans over 80 years, we have always concentrated on one major aspect: the quality of our products. The combination of
quality and educational value has lead to a product line that sets the global standard in every respect. And because of our constant product
development, this product range is continuously extended with new, high valued products that appeal to children in a natural way and therefore contribute to a responsible development of the child as an individual. That essence is the heart of every Nienhuis product. For instance,
our mathematical material. As a good example, they show our good sense of quality in everything we produce. Quality you can count on.
Do you want to be home after work in the time it takes for
you to put a trinomial cube together? Then send your résumé
to the Montessori School of Regina. We’re looking for a
Pre-primary Teacher (3-6) for a one-year mat leave, to start
mid-Aug 2010 and end June 2011. Qualifications include the
appropriate level of Montessori training (AMS/AMI) and Canadian work eligibility. We offer a competitive salary/benefits
package. MSR is a growing school that’s been around since
1971. We have 4 pre-primary classrooms and an elementary
program. Regina is a mid-sized city with great amenities, without the commute. Please send your qualifications to:
Heather Dootoff
Email: [email protected]
Fax: 306-761-0790
Nienhuis Montessori. The global standard.
Industriepark 14 | 7021 BL Zelhem [The Netherlands] | T 0031 314 62 71 10 | www.nienhuis.com
China
Daystar Academy, Beijing, China, seeks Lead 6-12 Teachers
We are a bilingual school (English/Chinese) set on a beautiful newly renovated 6 acre campus within easy access to
the heart of Beijing. We will be opening additional 6-9 and
9-12 classrooms in August. We are looking for native English
speaking lead teachers with Montessori 6-9 or 9-12 certification and 2-3 years work experience. Our salaries and package
are competitive. Please send CV and cover letter to info@
daystarchina.cn.
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Virgin Islands
Virgin Islands Montessori School and International
Academy—located on the beautiful island of St. Thomas—is
seeking experienced AMI Lower & Upper Elementary teachers
for the fall of 2010. Due to enrollment retention at all levels being at an all time high, classroom expansion is anticipated for
the coming year(s). VIMSIA, established in 1964, currently has
programs from toddler through 12th grade. Our established
classes are well supplied with Montessori materials and a
competitive salary and benefits package are offered. For additional information, please visit our new and ever expanding
Website at: www.vimsia.org. Interested candidates should
send resume and references to:
Shournagh McWeeney
6936 Vessup Lane
St. Thomas, VI 00802
Telephone: 340-775-6360
Fax: 340-775-3080
E-mail: [email protected]
School for Sale
Montessori for sale. Sycamore, IL. 2nd yr & growing, 3-6
program. Low overhead, great potential. www.sycamoremontessori.com
For more information call Teresa 815-739-4867.
AMI Elementary Training Begins this Fall:
Hershey Montessori Institute
of Northeast Ohio
where
The Montessori Vision Comes to Life
… As a student at Hershey Montessori Institute you will:
• ExperienceanelementarycurriculumthatspansandlinksMontessoritheoryandpracticefor0-3,
3-6,6-12,12-15,and15-18programs,providinganintegratedvisionoftheMontessoricontinuum.
• VisitnationallyandinternationallyrecognizedMontessorielementaryandadolescentprograms.
• SeeMontessoriinactionforchildrenagedfrom18monthsthrough18years!
• DiscovernewapproachesfortheMontessoriupperelementaryyears.
• Receivecutting-edgecoursematerialdealingwiththeadolescentyears.
• PrepareforacareerinMontessorieducationasyouearnyourAMIElementaryTeachingDiploma.
• PrepareforaleadershiproleintheMontessoricommunity.
FoundationCourse
ElementaryTraining
Course Calendar
(forstudentswhodonotholdanAMI3-6diploma)
August16,2010-August27,2010
August30,2010-June3,2011
(TheDirectorofTrainingreservestherighttomodifythecoursecalendarascircumstancesmayrequire.)
Forapplicationsandfurtherinformation,contacttheDirectorofTraining,GregMacDonald,
[email protected],orJamieRue(CourseAssistant)at
[email protected].
The total Montessori experience is waiting for you at Hershey Montessori Institute …
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