spring 2012 news - The Cobb School

AMI
SPRING 2012 NEWS
A S S O C I AT I O N M O N T E S S O R I I N T E R N AT I O N A L / U S A
TM
Paola Trabalzini, keynote
speaker for the 2012 Refresher
Course in Fort Worth, offered
a stunning presentation on
Engaging the Human Personality. In an effort to share her extraordinary knowledge
and insights of Dr. Montessori’s work we are publishing
this in two parts, in this issue and in the May-June issue.
dealing with the topic with which I have
been entrusted, I shall also refer to Montessori’s lesser known works of the 1920s and
1930s. I will use some historical photographs
of the same period (the captions in quotation marks were written by Maria Montessori
herself ) and shall refer to some contemporary scholars. I have written some words in
italics in order to underline their importance
with regard to the topic.
Let us begin: “It is independence which lies at
the root of the concept of ‘personality.’” As
MONTESSORI: ENGAGING THE
Montessori wrote, “Personality begins when
HUMAN PERSONALITY
the ego has got rid of the enthrallment of
other egos and has begun to be able to
Paola Trabalzini – Dallas, 17 February 2012 –
function alone. It is evident that personalTranslated by Frank Amodeo
ity is thus urged forward by feeling its own
I wish to thank AMI/USA, and particularly Ms.
worth, and this feeling makes one seek out
Virginia McHugh Goodwin, for the invitatasks of increasing importance. Thus comes
tion to take part in the Refresher Montessori
the impetus towards progress. […] IndepenCourse: I am honored. It is a great pleasure for
dence is vital. It is a matter of ‘to be or not to
me to be with you. This is where my English
be.’ Personality is there or it is not.”1 Without
ends. I would like to thank Baiba Krummins
independence there is no personality. InGrazzini for her precious help today as the
dependence is defined as “feeling able to
interpreter. The topic I am going to talk
do for oneself […] achieving a difficult goal
about, Montessori: Engaging
with one’s own efforts.” Without
the Human Personality, goes
independence there is not even
right to the heart of
individual will, which “gives man
Montessori pedagogy,
the final task of acting on the
and will deal with funoutside world with a complex
damental themes such
work that we call civilization.”2 By
as independence, work,
accomplishing that which he has
sensory-motor, mental,
chosen to undertake, the human
and emotional educabeing derives pleasure from his
tion, “dilating” education
own strengths and becomes
and the education of
aware of his weaknesses, moving
- Montessori
“vastness,” as well as funtowards the progressive mastery
damental
Montessori
of himself and of the environdiscoveries concerning
ment. The human being seeks his
the dynamics of the mental life of the deveself-actualization according to a natural tendency
loping human being. Many of the statements
towards improvement, which Montessori
made by Maria Montessori in over forty years
found even in the young child, and that conof work were the result of her observation of
stitutes one of her specific discoveries.
children and adults. Her educational insights
Learning to do for oneself is essential, in order to
are confirmed in the contemporary research,
learn to be, to do activities and to be with others, contributbroadly presented by Angeline Stoll Lillard
ing to the social organization of life.
in her documented and accurate book. In
“It is independence
which lies at the
root of the concept
of personality”
Let us proceed step by step. I said that, for
Montessori, without independence there is no personality, that is, there is no integration of functions
and processes, there is no self-mastery and
constructive openness towards others and
towards the environment.
For a six-month-old baby, for example, embarking on the path of independence may
mean freely leaving his low-lying bed to go
and seek his mother or caregiver every time
he so desires, without asking for anyone’s
help. (Fig1).
For a three- or four-year-old child, independence may consist of feeling capable of doing
certain daily life activities by himself, such as
dressing, undressing, washing himself, and
FIG. 1 The right to wake up when I want and to get out
of bed by myself
IN THIS ISSUE
Website Announcement ............. 4
From the Executive Director ...... 5
2012 Refresher Course and
Workshops Recap ............................ 6
Community News ........................... 9
Board News....................................... 12
Advocacy Report ............................ 14
Consultants’ Training Recap ....... 15
Training Center News ................... 16
New from the Bookstore ............ 17
Job Opportunities ......................... 18
caring for the environment. However, getting dressed, undressed, or
washed is no longer enough as a form of independence for an adolescent, whose hands are not even satisfied with handling “materials of
development” in order to penetrate the various disciplines.
For an adolescent, achieving independence is linked to performing
social and productive work permeated by
planning, responsibility, expectations, and cooperation, as is the
case, for example, with activities
concerning the carrying on of daily
life in a farm-school: from preparing meals to doing the washing,
and from managing energy
supplies to waste disposal. The
construction of independence thus requires
the condition of freely and fully exercising
human potential within a prepared
environment
which
respects developmental
needs—in this case,
FIG. 2 Cultivating the soil and cooperative
achieving progressive
carpentry
levels of independence:
physical independence
for the young child and financial independence for the adolescent. (Fig 2).
independent individual.”5 For the child as for the adolescent, it is work that
is freely chosen which, by placing the human being before several possibilities, favors the expression of inclinations, desires, and preferences,
and starts the process towards independence, even with regard to
thought—and thus the independence to do and
to think. Because it is free
and spontaneous work,
it orders personality and
“elevates” the human
being to the “higher
qualities of personality”
such as attention, concentration,
FIG. 3
willpower, perseverance, self-discipline, calmness, bonding, peace—
favoring the achievement of an internal balance.
Figure 3 helps to visualize this aspect. Montessori’s caption to it warns:
“A wardrobe with various brushes for different purposes is not a toy for
amusement, but a work tool, which elevates.”
A key element for personality organization,
that is, for building an independent individual, a
free individuality, is work in which the human
being experiments, materializes, broadens and strengthens his own motor, sensory, mental, social,
and affective potential by exercising willpower.
Today, scholars agree that movement is the
fundamental condition for developing all
mental activities and that the child gains
understanding through movement and
the senses. The body is the means through
which the human mind gets in touch with
the surrounding reality.
- Grazzini
“Work for his own
development becomes
In 1937 Montessori wrote that “individual freedom is the
basis of everything. Without this freedom, the full development of personality is impossible.” It is a matter of helping
“the child to develop his free individuality in all individual
functions and to favor that development of personality
which implements social organization.” 3
reality immediately
surrounding him.”
Personality development requires independence and freedom.
These are the basis for an integral development geared to the
functioning of an independent individual, capable of contributing to
the life of the community. Personality building recalls certain terms like
prepared environment, sensory-motor-mental work, affectivity, and sociality. It thus calls for
work, not work of any sort, but work that is spontaneous, suitable for the psychophysical strengths, impassioned, untiring, personal, as it meets the interests and motivations, because it is performed freely at one’s own pace and speed of
concentration. This type of work, on one hand, puts the child and adolescent in touch with themselves and, on the other, in touch with the
natural and social environment. The child’s work is of an individual kind;
it is “work for his own development,” as Grazzini said, through which
he “becomes adapted to the reality immediately surrounding him (an
audible, visible and tangible reality).”4 When moving to the second
plane of development, work with others—planning and implementing
together—becomes increasingly significant and takes on even greater
importance in adolescence.
At this age, as the child works, he “demands two things: association and discipline. […] Now, financial independence, which resolves in a disciplined association
of work, becomes the moral basis of higher-level studies. Scientific knowledge must be conducted around social experiences and one’s own worth of
Page 2
adapted to the
As Silvana Montanaro observed, every time
children do not have the chance to use their
body to move in space, “there is an experience of physical restriction,
which becomes an experience of psychological incapacity of achieving one’s desires and furthering one’s own interests. The surrounding
world becomes a prison rather than the site of our development.”6 On
the importance of movement in personality development, Montessori
has clear and anticipatory
words to say.
FIG. 4 Children walking on the line: attention is directed
both to the hands, which grasp a bell or glass containing
a liquid that must not be spilled, and also to the feet that
must not wander from the path of the ellipse drawn on
the floor
In 1932, in the work
entitled “The Construction
of
Personality
Through the Organization
of Movement,” Montessori stated that “personality finds its nurture in
action, in practice” and
specified that “even in its
construction, intelligence
needs motor activity. […]
Thought is achieved through action” and “motricity is a factor of mental
development.”7 Thought and movement are interdependent—to use a term
dear to Montessori. They are interlinked in an indispensable synthesis for the formation of the unity of personality which would otherwise be
subject to disaggregation. (Fig. 4).
To be formative, the movement must be able to build a strong ego—it
must become an exact and controllable action with a specific purpose. Another
tendency that Montessori found in the child—and something which
was a specific discovery of hers in child psychology—is exactness. This generates attention, concentration, and repetition of the exercise leading
to
memorization;
exactness sharpens
intelligence, guides
self-control, leads
the will to oversee
the coordination of
movements.
(Fig . 5). It is enough
to think of practical
life activities, such
as pouring a liquid
FIG. 5 “The teacher teaches everything, even how to sew a
from one vessel to
button; and everything appears solemn and interesting for the
child.”
another or cleaning
a plant. Performing
these tasks in a certain way “becomes an intelligent, clear, exact, and determined
effort that is difficult for the child to perform there and then: the teacher
gives perfection, the perfect act that may be reached perhaps after a series
of efforts. […] The teacher does not expect the child to do something
well immediately; if he does it badly, let it go. The child has understood how to
do it, but cannot yet actually do it; he will continue to do it badly until
he succeeds.”8
(Fig. 6) The human being
acquires
everything
through direct experience,
forming his own character. The teacher does not
make any judgments
of the child’s attempts
and does not put any
pressure to obtain every- FIG. 6 Building structures on the land.
thing straight away. In organizing movements, the child is supported by an adult who arranges
suitable learning contexts, through work, to turn the child’s potential
into competency. A non-judging adult can appreciate how much the
child is able to do and avoids all unnecessary assistance.
By suspending judgment and observing attentively and discretely, a
climate of trust and respect is created in the child, who is given the possibility to check his own activity. In this climate, the child can experience welcome and appreciation, and his actions—as we read in Montessori’s
caption of the photograph—prompt the admiration, tenderness, and solidarity
of his classmates: “The most esteemed work is that which shows one’s
utmost potential.” (Fig. 7).
Page 3
FIG. 7 A. “Admiration and tenderness for the little two-year-old drying the dishes. The most
esteemed work is that which shows one’s utmost potential.” B. “Workers and observers after
lunch. Great interest in washing the dishes – and sincere admiration in looking on (a Montessori school in Berlin).”
Trust, respect, welcome, and appreciation constitute the proper conditions
favoring self-expression and the creation of that emotional stability in the
human being which is essential—as considered today—for the harmonious development of personality. Thus, a person is able to deal with
situations requiring new solutions and strategies of adaptation in order
to be open to the world. Once a capacity is experienced and organized, the
human being becomes self-confident, strengthens and reassures himself, and
proceeds with greater energy in
understanding himself and the
environment.
“The most esteemed
In a text of 1977, one of the
leading scholars of human
motricity, Kurt Meinel, said that
“movement is the vital element
of a healthy child” and that “knowledge through the senses is the
first form of knowledge. It is the
basis on which the child’s per- Montessori
ceptual and conceptual world is
built which, in turn, becomes the
presupposition for a behavior
that must always be more adequate to the objective conditions.”9
work is that which
shows one’s utmost
potential”
Years before, in 1952, in La Mente del Bambino [The Absorbent Mind], Montessori
had said, “The senses, being explorers of the world, open the way to
knowledge.”10 With the activities proposed by the Montessori environment, children can gain those many tactile and motor experiences the
brain needs in order to develop those regions of the brain constituting the starting point for the development of the higher areas: those of
language and of complex thought.
Still in 1952, Montessori had added that “culture implies an extension
of the personality.” To make this possible, stable foundations must
be given to the personality, consisting of the synthesis of mind and
movement and of learning, which has solid roots in the education of
the senses through which “the child learns to read in the environment
and in the nature of things”11 and in himself.
End of Part I
Montessori: Engaging the Human Personality
References
Fig. 1 and caption is from the book edited by A. M. Ferrati,
Montessori Nursery School and House of Children, Chiaravalle. A Help for Life, City
of Chiaravalle and Edizioni Opera Nazionale Montessori,
WE ARE PLEASED
2000, p.35.
Figs. 2 and 6 and captions are from the book edited by D.
Kahn and E. B. Barnet, A Montessori Journey: 1907-2007. The NAMTA Centenary Exhibit, Vol. 32, No. 3, 2007, pp. 146-147.
Figs. 3, 4, 5, and 7 and captions are from M. Montessori, Il
Metodo della Pedagogia Scientifica applicato all’Educazione Infantile nelle Case
dei Bambini [The Method of Scientific Pedagogy as Applied
to Child Education in the Children’s Houses], Italian edition
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OUR NEW WEBSITE!
V C M G C N Q Q M C V www.amiusa.org
1926 and 1950, in M. Montessori, Il Metodo della Pedagogia Scientifica. Edizione critica [Il Metodo della Pedagogia Scientifica. Critical
Edition], edited by Paola Trabalzini, Rome, Edizioni Opera
Nazionale Montessori, 2000, pp. 750, 768, 756, 754, 755, 799.
(Endnotes)
1 M. Montessori, Principi e Pratica dell’Educazione [Principles and
Practice in Education] (1936), in M. Montessori, Il Metodo del
Bambino e la Formazione dell’Uomo. Scritti e Documenti Inediti e Rari [The
Method of the Child and the Formation of Man. Unpublished Rare Writings and Documents], Rome, Edizioni Opera
Nazionale Montessori, 2002, pp.122-123.
2 Ibid, p.121.
3 M. Montessori, The Education of the Individual (1937), in M. Montessori, Education and Peace, Oxford, Clio Press, pp.101 and 103 (la
frase è stata tradotta dal testo italiano). The sentence was
translated from the Italian text.
4 C. Grazzini, “The Four Planes of Development,” in NAMTA
Journal, Vol. 29, No. 1. Winter 2004, p. 35.
5 M. Montessori, Principi e Pratica dell’Educazione (1936), op. cit., pp.
124-125.
6 S. Montanaro, Understanding the Human Being, Mountain View,
Nienhuis Montessori USA, 2003, p. 120.
7 M. Montessori, “La Costruzione della Personalità attraverso l’Organizzazione dei Movimenti” [The Construction of
Personality Through the Organization of Movement], in
Montessori. Rivista bimestrale dell’Opera Montessori, Year I, No. 6, November-December 1932, p. 323.
8 M. Montessori, “La Maestra e l’Ambiente Organizzato”
[The Teacher and the Prepared Environment], lecture
of the training course held in Milan (1926), edited by A.
Scocchera, in “Vita dell’infanzia”, Year XLV, No. 4, April 1996,
pp. 4-5.
9 K. Meinel, G. Schnabel, Teoria del Movimento. [Theory of
Movement] Rome, Società Stampa Sportiva, 1984 (1977),
pp. 37 and 38.
10 M. Montessori, The Absorbent Mind, Oxford, Clio Press, 1999,
p. 167.
11 Ibid. The sentence was translated from the Italian text.
On Friday, March 23, 2012 we unveiled a new look for our
website, www.amiusa.org. The changes that we’ve made were
chosen to create a more user-friendly, dynamic, and visually
consistent website.
The new site is designed to give each person who visits the
page a specific experience. For example, if an individual is
interested in pursuing a career in Montessori education, that
person will now find a link on the homepage. This “Future
Teacher” link will take the user to the “Future Teacher Dashboard” page, and from there the user will find information that
pertains to becoming a Montessori teacher. The “Future Teacher Dashboard” page contains a quick overview of pertinent information and links to all other information an aspiring teacher might need to know. The website works in a similar way for
“Parents & Families,” “Current Schools,” and those coming to
the site with a general curiosity about Montessori education.
In addition to subject specific dashboard pages, we have
added four new features that give our new homepage a relevant and interactive feel. The first new feature is a rotating
animation of current events, inspiring quotes, and engaging
topics. The second feature is a location on the homepage that
functions almost like a blog with frequent posts that promote
current events and topics. The third feature is an interactive
“Question of the Week” section that will display a piece of
Montessori trivia relating to history, training, research, statistics, or materials. The hope is that this section will engage our
visitors’ curiosity and raise awareness to the breadth of Montessori education. The fourth feature is a section dedicated to
new publication promotions from our bookstore.
Finally we have updated our interfacing to have a fresh
new appearance. We hope you find the new look and feel
of the site to be reflective of the Montessori aesthetic values and visually consistent with the other tools and materials AMI/USA provides.
The goal of this new website is to better serve the needs of our
community by being easy to use and providing a dynamic and
modern way to connect.
FROM THE EXECUTIVE DIRECTOR
April 2012
DEAR AMI MEMBERS AND FRIENDS,
Spring is upon us, the season of joy, fresh hope, and new beginnings. As you read the newsletter, you will find all of these qualities
emerging in our work here at AMI/USA.
I returned from the refresher course and workshops exhausted
but exhilarated! I say exhilarated because of the renewed sense
of community that the refresher course instills, the opportunity to
see and hear from you in person, to witness the absolute passion
and commitment that you all possess for the child, and to see the
reconnections that many make with one another.
Paola Trabalzini, Montessori scholar extraordinaire, delivered the
keynote in Fort Worth. Given her deep knowledge of Dr. Montessori’s work, I’m sharing it with the membership. You will find
Part I of her presentation as the lead article of this issue, and Part
II will be published in the June edition. In Part I, Paola begins by
discussing independence as the root of the concept of “personality.” She argues that self-reliance is essential to learning how
to be a contributing member of society. She then describes the
journey of independence from infancy through adolescence and
ends with a discussion of the connection between independence
and freedom.
We unveiled our new website recently. It was created to fulfill requirements for both internal and external visitors with a current
and dynamic look and feel. The design is visually appealing and
will be a great asset as we gain visibility.
I’m excited to welcome Jaye Espy to our staff as the Public Policy
Manager. This new position was created to expand our grassroots
efforts with advocacy to a more professional level. Jaye comes to
us with a wide variety of experiences in public policy both at the
state and federal levels (see page 13).
We have also added to our staff a grant writer who will help us
in the area of development that in turn will support our new initiatives. This will provide a new service to our AMI community, as
it will lead to Montessori awareness and therefore Montessori for
more children.
I was pleased to be invited to join the panel, “AMS & AMI: A Dialogue About the Future of Montessori” at the AMS conference in
San Francisco. The panel opened the dialogue to begin work on
establishing a shared agenda, advocacy being a part of it. Following, AMI president André Roberfroid and I met with the AMS
board to share and discuss building a respectful relationship. Both
organizations understand the need for a Montessori presence on
the national platform in redefining education and recognize that
a unified approach increases our chances of making this a reality.
A meeting of national Montessori leaders—the Montessori Leaders Consortium—also took place in San Francisco. We renewed
our commitment of working together to create ONE VOICE
(see page 15).
We are making progress laying the groundwork for a Montessori
groundswell. I feel this in my day-to-day work and through contacts with others. The time is right for us to be united and pro active. In working with AMS, MLC, and our new staff members I feel
we are beginning work in realizing our dream of contributing to
the education reform. Together we are exhilarated and excited to
reach out and build bridges.
In the near future, we will be contacting our membership to grow
ONE VOICE, as we can only be effective if you engage. Become a
part of building a national Montessori coalition—schools, teachers, heads of school, parents, and assistants—so that when we are
called upon to contribute to education we will be ready. It is indeed an exciting time for Montessori.
I’m off to Amsterdam for the Annual General Meeting, where the
U.S. and international AMI affiliates will meet to discuss and share
a unified agenda. Being at the headquarters inspires one to envision Dr. Montessori in her office creating the legacy that we are
now fulfilling!
Peace and best wishes as you approach the end of the
academic year,
Virginia McHugh Goodwin
Executive Director
Page 5
RECAP 2012
AMI/USA WELCOMED
Refresher Course
OMNI Fort Worth Hotel from February 17-19, 2012 for the annual Refresher Course and Workshop.
& WORKSHOPS
over 900 Montessorians in Fort Worth, Texas at the
Keynote speaker Paola Trabalzini introduced the theme of the 2012 Refresher Course and Workshop:
Engaging the Human Personality. This theme spoke to the fundamentals of Montessori education—
that is educating the whole child while allowing the child’s personality to flourish. The conference
welcomed Montessori teachers, administrators, assistants, and parents to engage with one another
and seek to fine-tune their understandings of Montessori.
COMMENTS FROM PARTICIPANTS
Assistants to Infancy - Silvia Dubovoy, Ph.D.
“Great refresher with information that really
helped me with my work with children and
families in a new and better way. Silvia’s
energy and dedication was inspiring.”
Primary - Janet McDonell
“I find it very refreshing to come to this
refreshing course and recharge the battery
to finish my semester. Janet exceeded my
expectations and gave me a good reality
check of how I can grow as a person and make
the best of my environment.”
Elementary - Carol Hicks
“I loved Carol’s many suggestions on questions
to ask the child to pique their interest and
send them off to explore. Her summary was
beautiful!”
“Very timely and helpful!”
Bob Wright Ed.D. with Lisa Sanden & Jan Deason
“Dynamic—helped me to reframe my thinking.”
Matt Hillis
“Excellent! Great tips on how to be an effective
administrator.”
Barbara Gordon & Mary Caroline Parker, J.D. “Liked
the chats and the tips. Helpful ideas—will definitely
implement some.”
Assistants - Joen Bettmann
“A great introduction to Montessori – four planes of
development. Answered many of the ‘why we do what
we do’ questions.”
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Administrators - Annette Haines, Ed.D.
SPECIAL THANKS!
Sponsors:
• The Juliana Group, Inc. Gonzagarredi – Gold Circle Sponsor
• Nienhuis Montessori USA – Gold Circle Sponsor
• Maitri Learning – Friend
• Montessori Services – Friend
On-Site Team:
Melinda Nielsen – On-Site Coordinator
Laura Roark – On-Site Coordinator
Alison Sherrill – Executive Assistant
Cristel Ruiz – A to I Course Liaison
Diana Hafele – Primary Course Liaison
Carolyn Sells – Elementary Course Liaison
Melanie Marshall – Assistants’ Workshop Liaison
For All of Their Help:
EAA board members: Allyson Creel, Julie Meiman, John
Synder, Chris Trostel, Wendy Tye
Information table: Andrea Fleener
Committee Work:
Debby Riordan – Hospitality Committee
Peggy Larson – Meet and Greet Committee
Maria Quiroga – Publications + Souvenirs Committee
Charlane Baccus – Publicity Committee
Melinda Nielsen – Ticket Committee
Cristel Ruiz – Tourism Committee
Melinda Nielsen – Materials Committee
Mary Caroline Parker – School Tours
School Tours:
The Barbara Gordon Montessori School
The Clariden School of Southlake
SPOTLIGHT ON: TAMPA
AMI/USA is preparing for the 2013 Refresher Course and Workshops, to
be held in Tampa, Florida from February 15-18, 2013. This “City of Champions” has been named one of the best outdoor cities. The thriving wild
life preserves and theme parks makes it one of the most popular tourist
destinations in Florida. The Spanish infused local culture has a number of
recreational offerings, including:
BAYSHORE BOULEVARD
Get acquainted with Tampa by walking this long winding sidewalk that
takes you alongside the Bay. Many locals rollerblade, bike, walk, and
run the trail. It’s a great location for a good workout, or just to take time
to enjoy the water and all the beautiful architecture that surrounds
Bayshore Boulevard.
BUSCH GARDENS
GLAZER CHILDREN’S MUSEUM
Glazer Children’s Museum is a 53,000 square foot facility in the heart of
Downtown Tampa. Created for children 10 and under, the museum is a
place where parents and children can learn through play and shared discovery. Offering 170 “interactivities” in 12 themed areas, this museum offers
fun for children and adults alike.
SECRET CITY WALKS – YBOR CITY
After visiting the website http://www.secretcitywalks.com put on your
headphones and experience historic Ybor City with this iPod-mp3 tour.
From cigar magnates to con men, Cuban revolutionaries, and lovers the
ghosts of Ybor will take you on a journey through Tampa’s colorful history.
This hour-long tour of Tampa can be started at any time, walked at your
own pace, and paused to take a break to eat, shop, and explore.
Busch Gardens offers a little bit of everything for everyone young and
old. From roller coasters and water rides to entertainment shows and
wildlife exhibits – Busch Gardens is an educational and entertaining side
of Tampa!
HENRY B. PLANT MUSEUM
Originally built in 1891 by railroad tycoon Henry B. Plant as the posh 511room Tampa Bay Hotel, this ornate building is worth a short trip across
the river from downtown to the University of Tampa campus. Modeled after the Alhambra in Spain, this National Historic Landmark is a focal point
of the Tampa skyline.
THE FLORIDA AQUARIUM
Home to more that 20,000 aquatic plants and animals, the Florida Aquarium offers a glimpse into the landscape of the Gulf Coast. If you’re feeling
daring you can take a dip with sharks with the Dive With the Sharks program. If you’re a little less adventurous you can enjoy the 43-foot-wide,
14-foot-tall panoramic window which lets you look out at the schools
of fish, sharks, and stingrays.
Page 8
NEARBY IN ST. PETERSBURG
THE SALVADOR DALÍ MUSEUM
The Dalí Museum re-opened in a new 66,450 square foot
space with spectacular waterfront views in 2011. The
critically acclaimed building is a work of art itself, paying
homage to the artist’s unique aesthetic. This museum,
located in St. Petersburg Florida (30 minutes from the Grand
Hyatt Hotel in Tampa) houses over 1400 original pieces by
acclaimed artist Salvador Dalí. In addition to displays that
are periodically rotated, the museum houses 7 of the 18
masterwork paintings by Dalí and has the second largest
collection of Dalí’s works in the world. This is a must see for
any art lover!
WS
y NE
Communit
the past two years. We were pleased to hear
that her work with Northwoods Montessori
influenced Joy to apply for the AMI elementary teacher training course. In the photo
above, Beth Samples congratulates Joy on
her accomplishment.
Joy Guest and Beth Samples celebrate 40 years of
Northwoods Montessori and Joy’s acceptance into
the AMI elementary teacher training program.
CELEBRATION FOR NORTHWOODS
Northwoods Founder and Executive Director
Beth Samples was honored with 40 roses, one
for each year in the life of the school to date,
at the completion of the Fortieth Anniversary
Celebration and Live Auction. Beth’s tireless
attention to detail, fearless determination to
maintain AMI standards, her support for local
AMI training centers, her pioneering work in
AMI 0-3 in Atlanta, and her promotion of professional development for her teachers is legend. Beth also prioritizes scholarships, a key
in promoting Montessori for every child, and
beautification of the school campus, key in
connecting the child to nature. She has generously worked with other area Montessorians as they founded their own schools, and
she supports a local administrators group as
well as the AMI-affiliated MAA. How appropriate and how delightful for her to welcome the
beginning of yet another Montessori career at
this happy moment!
Joy Guest has been working with Northwoods’
elementary children in their home-awayfrom-home, “The Mavis Room,” after school for
Page 9
Expect More From Education Facebook Campaign
MONTESSORI EDUCATION WEEK
Montessori Education Week (February 24 to
March 2, 2013) was celebrated by Montessorian’s across the globe. AMI/USA participated
in the “Expect More From Education” facebook campaign. A group from Lexington, KY
sponsored the creation of billboards promoting Montessori education. These billboards
will go up in three different locations around
the city of Lexington.
IMTI CELEBRATES YEAR ONE
The International Montessori Training Institute celebrated its first year with a ribbon
cutting at their new home in Atlanta, Georgia on Friday evening, January 6, 2012. It was
an elegant event with tours of the beautiful
facility, guest speakers, delicious food, and
champagne. Joen Bettmann, Director of
Training, welcomed everyone and inspired all
in attendance, with her closing words, “And
so without further ado, please IMAGINE what
our world could be, when we have Montessori schools in the ghetto, the hills, the farm
country, the refugee camps and tent communities, the public schools, everywhere, and
we continue the noble work to educate for
peace.” The world of AMI Montessori is alive
and strong in Atlanta and following in the
tradition more than 40 years ago with offering training for the community and the wider
world.
The institute invites you to come see their
3-story cottage with its stellar prepared environment, and the indoor/outdoor flow
into new gardens, to be planted this spring.
It also features a reflection room, a material making room, two sets of children’s
house materials, and windows that open
to the sky and the earth in all kinds of geometric forms. Photos are on their website:
www.montessori-imti.org.
Celebration at the International Montessori Training
Institute
The International Montessori Training Institute considers it their responsibility to serve
their international community, and help
students, graduates, and those committed
to the advocacy work of serving the child,
be guided in their directions while staying
on course.
Join us in congratulating them in their
new space!
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There we were, in Rome, the Ides of March at the Foro Romano,
seeing the flowers piled atop Caesar’s tomb. Piper asked, “Is this
it? Is this his actual tomb?” “Yes, this is it. This is where they threw
his body.” A young woman marshaled her way through our group
and tossed a robust bouquet upon the other flowers. We were
all a bit wide-eyed. It was happening, and we were part of the
experience that had begun in 44 B.C. A group of German students
were wilting in the sun as we left the area of the tomb and walked
up toward the Temple of Vesta,
yet another fascinating story
that so enthralls the Erdkinder
students we’ve been escorting
to Rome for the past twelve
years.
Other Montessorians have
asked, “How do you do it?” I
don’t know that there’s a simple
answer, but as a 16-year-old
I had traveled successfully in
Europe, so in 1998 as we began
to develop our Erdkinder
program it seemed a natural
extension of the journeys our
elementary students were
experiencing.
“We
could
spend two weeks in Europe!”
“We could?” “Yes! Ancient
Rome. Western Civilization!
Romulus and Remus!” “Really?”
“Absolutely! Start in Rome,
take the train to Florence
for the Renaissance!” “I don’t
know…” “Then, on to Venice…
Byzantine, the intersection of
east and west!” “Then, what?”
“We could go to Bergamo! Take
the kids to meet Grazzini and
Baiba!” “Really?”
students. As an after-thought I had the presence of mind to
ask, “Do you have the address for the first classroom? For Maria
Montessori’s first classroom in the San Lorenzo district?” He did.
He faxed a map with the address written at the bottom. Via dei
Marsi, 37. Wait. What? Is it 37 or 87? That first trip we weren’t sure.
Turns out, 87 is a copy shop, or specifically, a shop that sells and
services copy machines. It wasn’t the first classroom. Then, or now.
“Where’s the first classroom?” That year, in ’98, we wandered
around for a few minutes before
finding the entrance to the
courtyard. There was no way I was
going to Bergamo not finding the
classroom. “So,” I imagined Grazzini
asking, “You found the classroom?”
There was no way I could see myself
explaining, “Well, we went to the
address you’d given us, but it was
a copy machine store…” You could
ask, is the experience magical? Is it
worth it? You’ll have to determine
for yourself. For me, each arrival
is amazing. I find it as inspiring as
the Pantheon, as Caesar’s tomb, or
Brunelleschi’s dome in Florence.
Takes my breath away.
This year, this sixth trek, with 18
Erdkinder students in tow, we
arrived on the Saturday after the
Ides of March, and it was Clark who
asked, “Is this it? Is this really it? The
first Montessori classroom?” “Yes.
This is it,” was the simple answer.
We weren’t able to enter the
Erdkinder students from Santa Barbara Montessori School take a
moment outside the first Montessori classroom in Rome, Italy.
classroom this year, with it being
Located on Via dei Marsi in Rome’s San Lorenzo district, Dr. Maria
closed for the weekend. We drifted
Montessori opened her first classroom on January 6, 1907.
to the entryway where the story of
the early classrooms is now spelled
out in a display explaining how over the course of five years the
This year’s Italian Trek included bike rides in Lucca, holding up one classroom became as many as six classrooms in different
the tower in Pisa, where we visited the cemetery and baptistery, Roman neighborhoods. “This is cool,” thought Duffy out loud.
too, and an afternoon in Siena which featured the newly “Every Montessori school, every Montessori classroom, all around
the world, has its origins, right here.” “That’s cool,” agreed Kelby.
refurbished basilica.
Yes, yes it is.
Of course, when arranging our first trek in 1998, I had contacted
Camillo Grazzini to ascertain how excited he’d be to see his
alumni students (Frances and I), and greet and meet our Erdkinder
Page 10
4R?W$MLLCARCB
AMI Membership Rate
Whether it’s compelling quotes, inspiring alumni profiles, topical articles, or lively discussions, there’s always something to discover on the AMI/USA Facebook/
Twitter fields.
Just about one year ago, AMI/USA informed members
in the U.S. of an increase to their AMI membership fee.
In order to maintain a consistent level of service that
members in the U.S. have come to expect, while also
remitting additional fees to AMI, the board developed
a plan to raise the membership in two steps. Step one
occurred on August 1st, 2011 and step two will occur on
August 1st of this year. New member rates at that time will
be: $75 for U.S. residents | $95 for those outside the U.S.
If you are involved in the social media phenomenon,
Facebook us, “like” us, and tweet us! Explore the interesting projects and stay up-to-date on the happenings
at AMI/USA and the national education landscape.
-GIC6Q http://www.facebook.com/AMIUSA
'PGCLB6Qhttp://www.facebook.com/ami.staff
'MJJMU6Q http://twitter.com/AMIUSA
MEMBERSHIP BENEFITS
AMI/USA News – quarterly newsletter
Parenting for a New World – parent articles published with
each newsletter
AMI/USA Directory of Training Centers, Schools & Members
Also from AMI:
Communications – a pedagogical journal
AMI Bulletin – featuring international news
Discounts On:
The
WeAre4VU[LZZVYP
• Conference and workshop registration, materials,
publications
Pro je c t
• Job postings – both electronic and print
• Insurance programs
Your membership also supports the following services
provided by AMI/USA:
ARE YOU A MONTESSORI ALUM?
School recognition program
Visit the We Are Montessori Project on
Consultation program
Facebook or at www.amiusa.org/alumni to
Specialized training (e.g., consultant training)
Advocacy with legislative and regulatory bodies
see how you can participate in our exciting
Advice and support on recurring and nonrecurring issues
alumni platform!
Support of training and training centers
Coordination with AMI on various matters affecting the U.S.
Coordination with other AMI affiliates in the U.S.
AMI/USA continues to focus on delivering the highest levels
of personalized service and we appreciate the confidence
you place in us.
70
BOARD MEMBERS
Pat Forte
[email protected]
Harris Gordon
[email protected]
BOARD NEWS
Tom Lepoutre-Postlewaite
[email protected]
Adam Lewis
[email protected]
Janet McDonell
[email protected]
Roger Ochs
[email protected]
AMI/USA News is a publication
created by the Association
Montessori International
of the United States, Inc. to
benefit and facilitate
communication with
AMI members in the
United States.
Questions,
comments, corrections,
submissions, or suggestions
are welcome.
Please send them to
[email protected]
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© All rights reserved. No part of this publication
may be reproduced, stored in a retrieval system, or
transmitted in any form or by any means, electronic,
mechanical, photocopied, recorded, or otherwise,
without the prior written permission of the publisher.
Code of Ethics: The Association Montessori Internationale is a pedagogical organization whose
regulation of conduct is limited to pedagogical
matters. However, it urges all those connected
with it to conduct themselves lawfully and in a
manner that both exemplifies and will support
the propagation and furtherance of the ideas
and principles of Dr. Maria Montessori for the full
development of the human being.
© Association Montessori Internationale 2000. All
rights reserved.
The AMI/USA board met in Santa Cruz, California at the end of March.
The focus of discussion was around advocacy, outreach, and professional
development. These areas will lead to Montessori awareness, enriched
staff members, and quality AMI schools.
This past year, the AMI/USA board of directors intensified its focus on
working with other Montessori organizations in the United States in order to effect deeper appreciation of and demand for Montessori education. We began by jointly establishing and participating in regular meetings with all the other AMI affiliates in the United States, an exercise that
has proven invaluable. But we have not limited ourselves to working with
our fellow AMI affiliates.
While we need to maintain our role in articulating our standards, both
AMI and AMI/USA recognize that we can improve our impact on common issues without jeopardizing what AMI stands for, by joining with
other organizations where it makes sense to do so. Examples of such
areas that might be fruitful include Montessori in the public sector, research, larger legal and regulatory issues, and public relations. We have
already begun to make a concerted effort to define areas of advocacy
with the largest Montessori organization in the United States, the American Montessori Society, and to join initiatives to bring Montessori organizations together to promote common interests without losing their own
identities and essentials.
Members can expect to receive periodic updates on these initiatives as
they develop. Occasional email “blasts” regarding significant developments will be sent; routine updates will be included on the AMI/USA
website as well as in this newsletter.
2013 AMI International Congress
The AMI/USA board is pleased to support the 2013 AMI International Congress scheduled for Portland, Oregon
from July 31-August 3rd as a Cooperating Organization. Over the next year
and a half, details of the Congress will
be shared, as they become available,
through AMI/USA News as well as the
website: www.montessoricongress.org.
!
Jaye Espy
AMI/USA welcomes a new staff person, Jaye Espy
as our new Public Policy Project Manager. Jaye’s background and experience will serve Montessori well:
•
Worked at The College Board as the Director of
Outreach and Grants analyzing education policy.
•
Successfully lobbied for dual statewide AP legislation in 2006.
•
Assisted states proposals regarding federal
grants and lobbied for policy and strategy for
advanced learning programs in education systems, including serving on the “Race for the Top
Committee” for the state of Tennessee.
If her professional credentials weren’t impressive
enough, Jaye was introduced to Montessori as a
mother of a Montessori student! We are excited to
welcome Jaye to the AMI/USA staff, and we are especially thrilled about the work that she is doing
with us.
April 9, 2012
Dear Fellow Montessorians,
It is a pleasure to join AMI-USA as Public Policy Project Manager. The purpose of my role will be to help Montessori networks work together locally on issues of tremendous concern
to individual participants and organizations. A priority will be
creating a grassroots effect of growing unity and collaboration inside the larger Montessori community. We will focus on
helping networks identify key issues (i.e. safety, early learning, state recognition of Montessori credentials, charters, etc.)
with an eye towards developing an agenda of possible action.
We are excited to begin this new advocacy work so that your
voice will be heard by key stakeholders. Our strategic advocacy
plan will help you be connected, informed, and involved. You
will begin to see more communication from us over the next
few months explaining how we will roll out our plan. Some examples of what you can expect include:
·
·
Building key networks within your state coalition
Communicating with policymakers at appropriate times
·
Keeping the public aware of issues most important to the
Montessori community
·
Responding to issues critical to the Montessori community
We hope you find this new approach energizing. I am looking
forward to working with the Montessori community!
Jaye Espy
AMI/USA Public Policy Manager
Page 13
Page 11
Panel members from left to right: Adam Lewis, AMI/USA Board President, André Ruberfroid, AMI President, Virginia Goodwin McHugh, AMI/USA
Executive Director, Sharon Damore, AMS Board Secretary, Kathy Roemer, AMS Board President, Richard Ungerer, AMS Executive Director
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LEADERS FROM TWO MAJOR MONTESSORI ORGANIZATIONS COME TOGETHER
The Montessori community was delighted when key members of two of
the world’s most venerable Montessori
organizations—the Association Montessori Internationale (AMI) and the American Montessori Society (AMS)—met on
March 17, 2012, to develop a shared
understanding of the issues and challenges faced by the Montessori community in the U.S., and to strategize about
how they can work together to effect
common goals.
The occasion was a panel discussion,
“AMS & AMI: A Dialogue about the Future of Montessori Education,” which took
place during AMS’s Annual Conference,
held this year in San Francisco, California. It was the first time in AMI and AMS’s
cumulative 135-year history that leaders
from the organizations have met publically to develop a shared agenda—and
the mood was electric.
Representing the Association Montessori
Internationale were André Roberfroid,
president; Adam Lewis, president of AMI/
USA (the primary operational affiliate of
AMI in the United States); and Virginia
McHugh Goodwin, AMI/USA executive
director. AMS panelists were Kathy Roemer, president; Sharon Damore, Board
secretary and chair emeritus of the AMS
Page 14
Research Committee; and Richard Ungerer, executive director, who served as
dialogue facilitator.
the possibilities that it offers for growing
and strengthening the Montessori Movement in the U.S.
Ungerer started the event by welcoming
the panelists and thanking them for joining one another in conversation, which
he acknowledged as a vital step in collaboration. He then opened the field for
responses to prepared questions, which
focused mainly on ways the organizations can work together cooperatively
to ensure that Montessori education
is a growing and positive force in the
United States.
This is a first step in what is intended to be
a continuing conversation and dialogue.
Topics included research, public policy, Montessori in the public sector,
and raising the visibility of Montessori,
among others.
Overall, panelists expressed consensus
on central, unifying points, for example,
that a goal of both organizations is to
create optimal learning environments
for children; that a key to success is “one
voice, one message”; and that a Montessori Movement must be open to everyone. They also agreed on the value of
pooling resources.
Many members of the audience expressed their enthusiasm for the direction
being taken by the two organizations and
Montessori is a holistic, child-centered form
of education, developed in Italy more than
100 years ago by educational pioneer Dr.
Maria Montessori, and based on scientific observations of children from birth to
adulthood.
The Association Montessori Internationale,
headquartered in Amsterdam, the Netherlands, was founded by Dr. Montessori in
1929 to maintain the integrity of her life’s
work, and to ensure that it would be perpetuated after her death. AMI/USA, an affiliate
of AMI, is located in Rochester, NY.
Based in New York City, NY, the American
Montessori Society was founded in 1960
by educator Nancy McCormick Rambusch,
PhD, with the backing of key parents from
Whitby School (Greenwich, CT), to adapt
Montessori for an American culture, and
to strengthen the Montessori Movement in
the United States.
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Consultants’ Training
Omni Fort Worth Hotel | February 15-17, 2012
MONTESSORI LEADERSHIP CONSORTIUM MEETING
The consultant training course for North American
trainers took place in Fort Worth, Texas at the OMNI
Fort Worth Hotel on February 15-17, 2012. The
training course welcomed 16 new AMI trainers, 1
from Canada, and 4 from Mexico.
A group of Montessori advocates and leaders (Montessori
Leadership Consortium) from AMI, AMS, and other organizations
met at the AMS conference in San Francisco. This is the second
meeting of this particular group. We shared ideas for how the various
Montessori organizations could work together on specific projects.
Areas discussed were data collection, research coordination,
mapping state collaboration, and messaging. We agreed on the
need for regular meetings in the future to continue to find ways to
collaboratively support the Montessori movement.
The coursework was presented by consultation
committee members: Carol Alver, Kay Baker, Virginia
McHugh Goodwin, Janet McDonell, Phyllis PottishLewis, and Allyn Travis. Coursework included an
introduction to consultation work, in addition to
reviews on standards and theory, application of
theory, observation, and administrative logistics.
The annual consultant retreat, which was held on
Friday, February 17th, brought the AMI consultants
and trainers together with the new trainees in
a valuable meeting of experienced and novice
consultants.
Participants at the December MLC meeting—front row: Sue Pritzker, David
Kahn, Mark Powell; middle row: Marianna McCall, Ginny Riga , Janet McDonell,
Virginia McHugh Goodwin, André Roberfroid, Stephanie Miller, Laurie
McTeague; back row: John Snyder, Rich Ungerer, Trevor Eissler, Steven Hughes
Page 12
Page 15
TRAINING CENTER NEWS
CHANGES AT WASHINGTON MONTESSORI
INSTITUTE AT LOYOLA UNIVERSITY
The beginning of the 2012-2013 academic year will
bring faculty changes at the Washington Montessori
Institute at Loyola University. Kay Baker is stepping
down as Director of Elementary Training, after a
long, admirable, and successful career at WMI. We
are grateful for Kay’s many contributions to AMI
elementary teachers and classes throughout the U.S.
WMI at Loyola is pleased to announce that Carol
Hicks has been appointed Visiting Director of
Elementary Training starting in Fall 2012. Carol is an
AMI teacher trainer at the elementary level, as well
as a school consultant and examiner. She is past
chair of the AMI Elementary Alumni Association, and
has many years of experience in public and private
Montessori schools in the Milwaukee area. She has
served as a trainer at The Montessori Institute of
Milwaukee and directed an AMI elementary course
in Kansas City. Carol says, “I am looking forward to
joining the staff at WMI in Columbia, Maryland for
the coming year. I have fond memories of my own
elementary training at WMI when it was on S Street
in Washington, DC and feel like this will be a return
to my roots.”
March 20, 2012
Dear Friends in the AMI community,
Little did I know when I enrolled my oldest son in the
Montessori class at Ursuline Academy in 1968 that I was starting
the work of my call to service in education. I had been led to
the idea of service at the College of New Rochelle under the
guidance of the Ursuline religious. Since elementary school, I
had always wanted to be a teacher. The Montessori teachers at
Ursuline trained at the Washington Montessori Institute under
Margaret E. Stephenson and I realized that they were models
of what a teacher could and needs to be. In 1971 I enrolled at
WMI in the primary course. During the first few days of that
course, in the lecture on the second plane of development, Miss
Stephenson captured my interest in the elementary child. As they
say, the rest is history. I have been fortunate to have found such
a joyful career. It is now time to leave WMI behind. I am not
retiring but rather enlarging my opportunities to continue work
on behalf of the child. Keep in touch, as I will with all of you.
In addition, Janet McDonell, Director of Primary
Training, will serve as the Director of the Washington
Montessori Institute starting in 2012-2013.
Kay Baker, Ph.D.
A Visitor to the AMI/USA Office
Lilian Bryan, AMI trainer and consultant, visited the AMI-USA office to bring a gift of a beautiful sculpture
of Maria Montessori. Lilian received this gift from a Czech sculptor when she spoke at a conference in
Prague last year and felt that this fine work of art would be enjoyed and appreciated by more people at
the AMI/USA office than it would in her home. We are delighted to have this excellent likeness of Maria
Montessori on display in our office.
Lilian Bryan presents Virginia McHugh
Goodwin with a bronze bust of
Maria Montessori
Page 14
Lilian Bryan visited the office between her busy travels for consultations, as well as for directing
a training course in Zurich, Switzerland. Lilian is also setting up a primary course in Vienna
Austria, her homeland, to run from October 2012 to July 2013. This course will be offered in
English to serve candidates from all over the world who wish to spend a year in beautiful Vienna.
(www.amicoursevienna.com)
New From The BOOKSTORE
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PARENTING FOR A NEW WORLD
A beautifully boxed set of 19 parent supplements
Interested in learning what
else is in the bookstore?
Go online and check it out!
http://www.amiusa.org/
products-page/
70
MARIA MONTESSORI PLAY
¿QUÉ ES MONTESSORI?
Her Life as Told by the Children
Spanish version of the popular
brochure, What is Montessori?
AMI/USA’S ONLINE BOOKSTORE is currently stocked with over 100 books, brochures, media, merchandise, and
publications. It is consistently updated as new books, publications, and merchandise become available.
FEATURED BOOK
Parent supplements, featured with each quarterly newsletter, are now beautifully bound in this set of 19
pocket-sized books and matching collector’s box.
Each article provides practical information for parents to more fully understand the theory behind a
Montessori education. This selection of the most requested supplements is a great way to start—or add
to—a Montessori library.
Titles included in the set are:
The Greatest Love: Separation and Letting Go
by Mary Zeman
The Technology Screen
by Long, Montanaro, M.D., Healy, Ph.D.
The Power of Conscious Parenting: Interconnecting
Home and School
by Dunlap, Miller, Ph.D.
A Montessori Dictionary
by Annette Haines, Ed.D.
Freedom and Responsibility, Part 1
by Phyllis Pottish-Lewis
Freedom and Responsibility, Part 2
by Phyllis Pottish-Lewis
Raising Generous Children
by Jennifer Rogers
The Art of Observation
by Mary Caroline Parker
What is Montessori?
By Wendy Calise
Creating a Culture of Community Service
by Maura Joyce
Failure Is a Better Teacher Than Success
by John Long
Neuropsychology and Montessori
by Steven Hughes, Ph.D., L.P.
A Classroom Made of Dirt
by Connie Evers, M.S., R.D.
The Art of Montessori in the Home, Part 1
by Margaret E. Stephenson
Practical Applications for Montessori in the Home
by M. Shannon Helfrich
The Art of Montessori in the Home, Part 2
by Margaret E. Stephenson
Testing Mania
by Angeline Lillard, Ph.D.
Cyberbullying: The New Bully on the Block
by Gary C. Goodwin
Page 17
Summer Ideas for All Ages
by Stephenson, Kasper, Goertz
JOB OPPORTUNITIES
Find many additional employment postings on the AMI/USA website!
www.amiusa.org/jobs & www.montessori-ami.org/jobs/international
ARIZONA
Faith North Montessori School
AMI primary, lower and upper elementary
positions. Faith North Montessori School
seeks AMI primary & elementary teachers to
lead 3-6, 6-9 and 9-12 classrooms beginning
in August 2012. FNM serves 450 students,
primary through middle school in beautiful,
well-appointed environments. Art, music,
instrumental music, physical education,
after school care, after school enrichment
classes and a seed to table curriculum are
also offered. Located in the heart of sunny
Phoenix, we are close to the beaches of
Page 18
Mexico and California. Faith North Montessori is a part of a progressive public school
district. We offer a very competitive starting
salary and an excellent benefits package. If interested, complete an on-line application at:
www.phxschools.org Applicants must hold
an Arizona Teaching Certificate (Reciprocal,
Standard, or Intern) and meet NCLB requirements prior to being issued a contract. Please
submit resume with references to: Susan
Engdall,
[email protected],
Principal, AMI Trained, 910 E. Washington,
Phoenix, AZ 85034, phone: 602-257-4069.
Keystone Montessori School
XAMI
Keystone Montessori in Phoenix, Arizona
is accepting applications for an adolescent
guide with a specialty in language arts for
the 2012/2013 school year. Applicants must
have a Bachelor’s degree. The ideal candidate will have AMI 6-12 training and NAMTA
adolescent training or the willingness to
attend the training. Experience teaching in
a Montessori environment is preferred. The
adolescent program was established in 2004
and is thriving under strong leadership. We
are looking for teachers with the educational
leadership skills to help fully realize Maria
Montessori’s vision. Our mission is: To inspire
a passion for learning, to nurture curiosity,
creativity, imagination and excellence, and
to awaken the human spirit of every child.
Keystone Montessori is committed to creating
an authentic Montessori environment. Our
culture includes a joyous school community,
a creative and active parent body and an
enthusiastic staff. We also offer competitive
salaries and benefits. Keystone Montessori is
located on a beautiful campus in Ahwatukee,
a suburb of Phoenix. With over 300 students
enrolled, Keystone inspires children from 18
months through 16 years old. Check out our
website for more information. Come and be
a part of our team and experience the satisfaction of working in sunny Arizona! Please
send or e-mail your resume and cover letter
to: Sherri Sampson, Head of School/Founder,
1025 E. Liberty Lane, Phoenix, AZ 85048,
[email protected].
Keystone Montessori School
XAMI
Keystone Montessori in Phoenix, Arizona is
accepting applications for AMI trained elementary teachers for the 2012/2013 school
year. Applicants must have a bachelor’s
degree and an AMI teaching diploma. The
ideal candidate will also have experience
teaching in a Montessori environment. We
are looking for teachers with the educational
leadership skills to help fully realize Maria
Montessori’s vision. Our mission is to inspire
a passion for learning, to nurture curiosity,
creativity, imagination and excellence, and
to awaken the human spirit of every child.
Keystone Montessori is committed to creating
an authentic Montessori environment. Our
culture includes a joyous school community,
a creative and active parent body and an
enthusiastic staff. We also offer competitive
salaries and benefits. Keystone Montessori is
located on a beautiful campus in Ahwatukee,
a suburb of Phoenix. With over 300 students
enrolled, Keystone inspires children from 18
months through 16 years old. Check out our
website for more information. Come and be
a part of our team and experience the satisfaction of working in sunny Arizona! Please
send or e-mail your resume and cover letter
Page 19
to: Sherri Sampson, Head of School/Founder,
1025 E. Liberty Lane, Phoenix, AZ 85048,
[email protected].
Mission Montessori
Mission is a well-established North Scottsdale
school with primary, elementary and middle
school programs. We have an opening for the
2012-2013 school year. Candidates need to be
experienced, highly qualified with a minimum
of a bachelor’s degree, and Montessori certification. We offer competitive salaries, and
outstanding opportunities for professional
growth and advancement. If you are interested in knowing more about our school go to
www.missionmontessori.com. Location : Scottsdale; compensation: to be determined based
upon experience; principals only: recruiters,
please don’t contact this job poster; please, no
phone calls on this job! Please do not contact
job poster about other services, products or
commercial interests. Contact Mary Wilson at
[email protected].
Montessori Kingdom of Learning
XAMI
Montessori Kingdom is an AMI school in
need of lower elementary teacher, immediately or 2012-13 school year. Montessori
Kingdom is a sixteen year old school with a
very dedicated staff. We offer a program for
Infants thru 8th grade. We have wonderful
families and we have a strong parent group
that aids our classes in many areas. We are
looking for a long term teacher to complement the program and preserve the high
values and philosophy of Maria Montessori.
Please fax or email your resume to Betsy.
[email protected], Fax: 623-876-1465.
Tempe Montessori School
XAMI
Starting August 1, 2012, Tempe Montessori
School would like to employ an experienced
AMI Elementary teacher to start a new class
for ages 6-7 yrs. This will begin as a small
group of about 10 students all with prior
Montessori Primary experience. Our goal is to
grow into a full 6-12 class. Please email your
resume to [email protected] and
visit our website at www.tempemontessori.
org for more information about TMS.
CALIFORNIA
Bergamo Montessori School
XAMI
Join our team of dedicated professionals! The
Bergamo Montessori School, an AMI school
in Sacramento California, has an opening for
an Assistants to Infancy guide. The classroom
offers a full day program for children ages 18
months to 3 years of age. Our school is a good
match for those who wish to teach according to their training. We are the oldest Montessori school in the Sacramento area with
programs for toddler age children through
middle school. We seek a loving, curious
and self-motivated guide who is committed
to professional development and dedicated
to creating a classroom that embodies Dr.
Montessori’s vision. Nice people only please.
Sacramento is a great place to live. A temperate climate allows for year round outdoor
activity and we are close to many areas of
interest including San Francisco, the Napa
Valley, Lake Tahoe and Yosemite. Our community is very diverse and we enjoy a relatively low cost of living. We offer a generous
compensation package including a competitive salary, medical/dental/vision insurance,
a professional development stipend and a
retirement program with a yearly employer
match. Interested candidates should email a
resume and cover letter to Matt Hillis, Executive Director, at [email protected].
Centennial Montessori School
XAMI
Centennial is a small but close-knit and
passionate community of children, staff,
and parents. We are AMI recognized and
located 20 miles south of San Francisco.
In addition to our to our young children’s
community and children’s house programs
we are expanding to add a lower elementary and we are really excited to welcome
an AMI-trained elementary teacher. We are
looking for someone who is confident, enthusiastic, compassionate, and inspired to
teach the cosmic curriculum faithfully and
with great passion. The ideal candidate
would also have prior teaching experience
and be willing to take on the challenges and
joys of a beginning classroom. Please send a
resume and cover letter to Kristi McAlisterYoung, Centennial Montessori School, 27
Tenth Ave., San Mateo, CA 94401 or by email
[email protected].
Irvine Montessori School
Irvine Montessori School sits on a 1-acre lot
and is strategically located in the heart of the
Irvine Business Center, we have a capacity of
180 students and cater to children 18 months
through 7 years of age. Our campus has 8 wellequipped beautiful classrooms. We are a yearround school and offer a summer program as
well. Our dedicated staff is devoted to guide
and challenge each child’s potential. Irvine
Montessori School is now hiring AMI certified teachers at the toddler and primary level.
We are looking for an inspired, passionate
guide to create a well-organized environment for the children. Candidates must also
have classroom management skills and be
proficient in oral and written communication.
Irvine Montessori School offers a supportive
and collegial atmosphere. We are ready to
sponsor those already applying to take Montessori training or those with plans for doing
so. We are looking to interview candidates
to join our team. If you are interested, please
email your letter of interest and resume to
Melissa Noble at irvine.montessori@yahoo.
com or fax to 949-752-7862.
St. Helena Montessori School
XAMI
St. Helena Montessori has openings for adolescent program (7th & 8th grades). 5-day
and 7-day boarding opportunities available.
Please contact Michelle at (707) 963-1527 or
[email protected].
Kinderhouse Montessori School
XAMI
Kinderhouse Montessori School in beautiful
San Diego is looking for AMI certified A to I
guides, primary guides, and lower and upper
elementary guides. Head guides must have
Page 20
an AMI diploma and a bachelor’s degree. A
peaceful environment, supportive staff, enthusiastic parents, and amazing (of course!)
children make for a magnificent place to
work. Please submit resume and cover letter
by fax (858) 550-0078 or by email to jobs@
kinderhousemontessori.com.
LePort Montessori
LePort Montessori in Southern California
is hiring trained, experienced Montessori
teachers! We have a need for: toddler teachers
(starting at 18 months), infant teachers
(starting at 4 months), primary teachers
(3-6 years) and lower elementary teachers
(1st – 3rd grade). The ideal candidate will
possess: (1) bachelor’s degree, (2) AMI Montessori training, (3) experience working with
the relevant age group, (4) strong written
and verbal communication skills. To apply,
visit www.leportschools.com/careers/ and
complete the web form. Attach your resume,
a cover letter explaining your interest in
Montessori, and your salary history. Or, email
resume, cover letter, and salary history to
[email protected]. While all applicants
are thanked for their interest, only those
chosen for interviews will be contacted. No
phone calls, please.
Montessori at the Park
Immediate opening for experienced Montessori teacher in lovely, established Montessori preschool. The successful applicant will
possess initiative, leadership, management,
and organizational skills. In addition, the
ability to problem solve and communicate
effectively with staff, parents, children, and
director. Position requires an AMI diploma,
and at least 2 years experience. Salary commensurate with experience. Contact Roxie
Filsoof, [email protected].
Pacific Rim International School
XAMI
Pacific Rim International School (PRINTS) is
seeking teachers at the primary and elementary levels. The position is ideal for teachers
who enjoy working within a multi-lingual, international, and close-knit school community
that is deeply committed to Dr. Montessori’s
philosophy. Our AMI-accredited school offers
Mandarin-English and Japanese-English
language environments from kindergarten
Page 21
to grade 12; individuals with experience
and fluency in one of these languages are
strongly encouraged to apply (bilingualism is
not required). We are ready to sponsor those
already applying to take Montessori training
or those with plans for doing so. We have two
campuses, one in Emeryville (East Bay) and
one in San Mateo (Peninsula). Please send
resume to: Pacific Rim International School,
454 Peninsula Ave., San Mateo, CA 94401,
Tel. (650) 685-1881, Fax: (650) 685-1820,
www.pacificriminternationalschool.org,
[email protected]
Urban Montessori Charter School
Seeking experienced, dynamic, and passionate lead teachers for our new Oakland-based
Montessori charter school, opening as a K-2
and growing into a preK-8 school. Our school
integrates the arts and design thinking to
complement the Montessori foundation. As a
founding teacher, you will be part of the leadership team that demonstrates the power of
the Montessori approach, design thinking
and the arts in delivering 21st learning and
preparation for all children and creates a
paradigm shift in the education reform
space, that pushes all of us around what
excellent teaching and learning in the 21st
century looks like. It is our intent that your
classroom become a model for both future
UMCS schools and for the education reform
community at large. Go to www.urbanmontessori.org to learn more about the school
and the position. Contact Hae-Sin Thomas,
[email protected].
COLORADO
Gilpin Montessori Public School
Montessori primary, lower elementary and
upper elementary positions available for
the 2012-13 school year at Gilpin Montessori Public School in sunny Denver, Colorado
with an AMI-trained and experienced principal. Consider joining our supportive Montessori community and living in the “Mile High
City,” well-known for its quality of life, 300+
Michael Olaf Montessori
Over 40 years of
helping parents around
the world understand
and appreciate the
Montessori philosophy,
and their child’s school.
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fo u n d i n g m e m b e r : w w w. m o nt e s s o r i . e d u
days of sunshine a year, the largest city park
system in the country and the Rocky Mountains less than an hour away. If needed, the
state of Colorado offers alternative certification, which allows completion of public
school certification while teaching in one
of our Montessori public schools. Denver
Public Schools has five Montessori elementary schools, with some additional openings
possible. Please inquire if interested. The
district offers competitive pay, an attractive
benefits package and professional development in Montessori. BA and Montessori certification required. Contact Frank Vincent,
[email protected].
CONNECTICUT
The Montessori School
XAMI
The Montessori School in Wilton, Connecticut seeks an experienced AMI-certified elementary teacher to begin in August 2012.
We welcome a dedicated, fun loving, hard
working individual to bring their talents and
skills to our children and families. Committed
to diversity, The Montessori School community is inclusive and depends on the tenets
of collaborative relationships and respect.
The school believes in sharing what we have
with those in need and encouraging children
to learn to live responsibly in the world.
Located in Lower Fairfield Country, we offer
a competitive salary package. Please visit
our website www.themontessorischool.com
for more information about our school. Interested candidates may send their resume
to the attention of Mary Zeman via e-mail to
[email protected].
DISTRICT OF COLUMBIA
Christian Family Montessori School
XAMI
Christian Family Montessori School (CFMS)
seeks AMI certified director of education to
oversee educational programs. CFMS serves
a culturally and economically diverse community in Washington, DC with a Montessori curriculum from primary through grade
6. We also offer the Catechesis of the Good
Shepherd, a unique spiritual formation
program using Montessori principles. One
level AMI Montessori training and minimum
five years teaching in a Montessori classroom
required. Ideal candidate is both primary
and elementary trained. Must have ability
to work as a team member. Position is 25-30
hours a week. Staff is supportive and collegial. Parent body is involved and engaged
through a parent cooperative and ongoing
parent education. Send resume/cover letter
to [email protected]. Visit our website
at: www.cfmschool.org
District of Columbia Public Schools
The District of Columbia Public Schools is
seeking AMI certified primary candidates for
the 2012-2013 academic year. Montessori
education in the DC Public School system
presents an exciting opportunity to provide
quality, research-based educational practices
in our nation’s capital. DCPS offers competitive salaries and quality benefits to employees. Experience preferred. Click the following link to learn more about the application
process: www.dcps.dc.gov/DCPS/ApplyNow,
or contact Bonnie Beste at bonnie.beste@
dc.gov.
Shining Stars Montessori Academy Public
Charter School
Shining Stars Montessori Academy Public
Charter School’s mission is to offer a quality
Montessori education infused with culturally inclusive principles to guide children to
Page 22
develop to their fullest potential. The classroom assistant supports this mission by preparing and maintaining the environment in
which the Montessori approach to education
is implemented. Basic qualifications - the
primary assistant must: have a high school
diploma, CDA or associates degree preferred,
and a willingness to meet highly teaching
requirements for paraprofessionals; have a
demonstrated track-record of serving as a
classroom assistant in a diverse early childhood environment, Montessori preferred;
have the ability to work with students of
various abilities, including those with various
identified exceptionalities; demonstrate a
commitment to cultural empowerment and
culturally inclusive practices; and submit necessary documents for a completed personnel
file. For a complete job description, please
visit www.shiningstarsdc.org. Interested applicants should submit a cover letter and
resume to [email protected].
Shining Stars Montessori Academy Public
Charter School
Montessori guide. Shining Stars Montessori
Academy Public Charter School’s mission is to
offer a quality Montessori education infused
with culturally inclusive principles to guide
children to develop to their fullest potential.
The Montessori guide supports this mission
by guiding the child, spiritually, academically, physically and emotionally in a carefully prepared Montessori environment in
accordance with Montessori philosophy and
principles, at the level for which she/he is certified. Basic qualifications - the primary guide
must: possess primary certification in Montessori education from the Association Montessori Internationale, preferred; have a bachelor’s degree, preferably a valid state-issued
teaching, and passing scores on Praxis I & II;
have a demonstrated track-record of three
or more progressive years of teaching experience in a diverse setting, preferred; have
the ability to work with students of various
abilities, including those with various identified exceptionalities; demonstrate an interest
in curriculum and program development;
demonstrate a commitment to cultural empowerment and culturally inclusive practices;
submit necessary documents for a completed
personnel file. For a complete job description,
please visit www.shiningstarsdc.org. Interested applicants should submit a cover letter
and resume to [email protected].
FLORIDA
La Prima Casa Montessori School
Prestigious Montessori school in sunny
Miami, Florida is seeking AMI-trained assistants to infancy, primary and elementary
teachers. We offer a competitive salary and
benefits package. If you are a bright, energetic, and dedicated individual with a passion
for Montessori, kindly submit your letter of
interest and resume to Angela Ciocca, Head
of School, [email protected].
Little Flower Montessori School
Little Flower Montessori School, in sunny
Fort Lauderdale, invites AMI guides/teachers
to apply for positions at the primary and elementary level for the academic year commencing August 2012. We are committed to a
culture that fosters respect and compassion,
while honoring the spirit of childhood. A love
of learning is key. We are seeking teachers/
guides with a positive outlook, as well as excellent communication and organizational
skills. The ideal candidate will be dedicated
to the ideals of authentic AMI Montessori
pedagogy, as well as have passion for parent
education. This person must communicate
effectively and positively with parents, staff
and students alike in order to preserve the
serene and joyful atmosphere of our school.
We are pursuing our AMI-accreditation, and
value experienced obtained within an AMIaccredited school environment, as well as
recent AMI training. We are a small, friendly
Montessori school situated within a community of supportive and involved parents.
More information can be obtained about our
school by going to our web site: littleflowermontessori.org. Thank you for your interest.
Please send resumes, and cover letters to:
[email protected].
Montessori Children’s House of Hyde Park
XAMI
The Montessori Children’s House of Hyde
Park is looking for AMI trained directresses
for our classrooms. We are located in Tampa,
Page 23
Florida, only 30 minutes from Gulf beaches
and 90 minutes from Orlando. We are a
school of 70 children, with one primary, one
lower elementary, and one upper elementary class. We are looking for enthusiastic
individuals who enjoy working as a team
in a small school environment. We offer
a competitive salary, health benefits and
a pension plan. Contact Amanda LintonEvans at 813-354-9511. Please email your
resume to [email protected] or fax to
813-354-1902.
Montessori Institute of Broward
XAMI
New branch of Montessori Institute of
Broward opening in Miami, Fall 2012!
Seeking 2 AMI certified primary teachers
and 2 assistants to infancy guides for a
warm and enthusiastic work environment.
Great opportunity to grow with us and
commit to a long-term career. Email resume:
[email protected] or fax to: 954/424-2898.
www.MontessoriInstituteofBroward.com.
GEORGIA
Montessori School at Emory
XAMI
Our school has an immediate opening
(February 2012, due to a family emergency) for
a primary guide in an established AMI classroom of 28 children. We are also accepting
applications for FT and PT elementary guides
for the 2012-2013 school year. Our wonderful school is located just outside downtown
Atlanta in Decatur, Georgia. We have a superb
facility dedicated to the children through the
Montessori pedagogy in toddler, primary, and
elementary environments. Montessori School
at Emory provides a supportive work environment, highly competitive salary, medical
benefits, and a matching 401k. Come see
why Atlanta is an exciting and vibrant place
to live both professionally and personally.
Contact us now confidentially by sending your
cover letter and resume to Trayce Marino at
[email protected] or call
404-634-5777.
Old Peachtree Montessori School
XAMI
A variety of positions open for established
growing school. We are expanding our elementary program and starting a middle
school program. We are seeking both AMI
trained primary and elem teachers along with
public middle school teachers that would
be interested in taking Montessori training.
See the school at www.opmontessori.com.
We look forward to hearing from interested
teachers and can be contacted via phone,
email or letter. Contact Katherine Thilo,
[email protected], 770-963-3052.
Riverstone Montessori Academy
XAMI
AMI primary and AMI elementary teacher
needed. Join the thriving Montessori community of Atlanta, Georgia with its AMI
training center and over 15 AMI schools.
Riverstone Montessori Academy is an AMI
recognized school, privately owned, with no
board of trustees. RMA is an academically and
fiscally strong school that holds a clear AMI
vision for the future. We are located on five
acres of wooded land in Marietta, minutes
from metro Atlanta, with a low cost of living
and all the benefits of diverse city life. RMA
boasts an extraordinarily supportive parent
and staff body - with beautiful, spacious, fully
stocked classrooms and an administration
that stands behind its teachers. Our salaries
are competitive; we offer benefits and
tuition scholarships for teachers with school
age children. RMA seeks an AMI primary
and an AMI elementary trained teacher for
the 2012-2013 school year; we are 7 years
old with an AMI elementary and middle
school program. Experience a dynamic,
peaceful Montessori environment! Check
us out: www.RiverstoneMontessori.com,
you’ll be glad you did! Please send resumes
to: [email protected] or
455 Casteel Road, Marietta, GA 30064, Attn:
Korinne Akridge.
Page 24
ILLINOIS
Flossmoor Montessori School
XAMI
Suburban Chicago. Beautiful suburb and
school facility. One of early US AMI recognized
schools. Infant, 3-6 yr, el. 6-9 yrs. 80 children.
Montessori trained administrator. Openings:
3-6 yr. class, elem. Please call Larry Lewis,
708-798-4600 days; 312-819-1018 evenings;
email: [email protected].
Intercultural Montessori Language School
Seeking lower elementary teachers for September 2012. Help us prepare children for
the interconnected world of the future! We
are a growing multicultural, multi-language
Montessori school unique in using the Montessori method to teach Japanese, Chinese
and Spanish in primary as well as elementary.
Located in downtown Chicago, The Intercultural Montessori Language School reflects the
dynamic diversity of the city. All our language
teachers are Montessori trained native
speakers and we are seeking two guides as
the English language co-teachers in lower elementary. Being able to work as part of a team
is an important qualification. Come share
our vision and join our community of dedicated parents and teachers. E-mail resumes
to Edina McGivern, Executive Director, Intercultural Montessori Language School,
[email protected].
Montessori High School Project
Montessori High School in Chicago seeks
founding head of school. Applicants should
possess a minimum of five years teaching/
admin experience at the high school level
and extensive experience and knowledge
of Montessori education, sound leadership
skills (marketing, communication, fundraising, building/site development and design),
an entrepreneurial spirit, and the ability to
recruit and develop a professional faculty.
Position to begin summer 2012 with the
possibility of part-time/distance engagement through spring 2013. This new high
school anticipates opening in September 2013 with 25-35 students, reaching
maturity in 3-5 years with 225 students. Interested applicants: please send resume to
[email protected].
Montessori Pathways School
We are looking for an early childhood directress for 3-6 classroom for 2012/2013
school year (possible to begin at summer
time) within a very friendly & supportive
school community. Full time employees are
eligible for paid holidays and personal days.
There is some flexibility with the hours if
necessary. Tuition reimbursement & discounted childcare, continuing education
& training funds, options for summer employment are also offered. Contact Alena
Baradzina, [email protected],
815-459-6727.
School For Sale
XAMI
Rare opportunity! School enjoys an outstanding reputation for over 35 years. Located
in an attractive Chicago suburb. Beautiful,
purpose-built building, environments and
grounds. AMI recognized. Programs: infant,
3-6 yrs., elementary 6-9 yrs., early arrival and
after school programs, and summers. Easy
access to Central City. For further information, please contact Montessori Center, P.O.
Box 81124, Chicago, IL 60681.
Page 25
MARYLAND
Baltimore
School
Montessori
Public
Charter
Baltimore Montessori Public Charter School
was founded in 2008 to bring Montessori
education to more children and families in
Baltimore. We are located in the heart of
Baltimore City, providing a nurturing environment for children ages 3-14. We are
looking for experienced, enthusiastic, and
flexible individuals willing to work toward
our mission to build a diverse and respectful community of joyfully engaged learners.
We strive to provide a holistic Montessori
environment that supports the individual
needs of each student. Interested candidates
must be committed to working as part of a
team and dedicated to bringing Montessori
education into the public schools. We are
seeking creative, energetic and patient individuals who have a strong understanding of
the Montessori philosophy, child development and literacy. We are currently accepting
resumes for guides (teachers) and assistants
for our children’s house, lower and upper
elementary classrooms for the 2012–2013
school year. We are also looking for guides for
our adolescent program. To be considered,
please send a letter of interest, resume and
three references to Allison Shecter, founder
and director at [email protected].
Baltimore Montessori Public Charter School
We are looking for innovative, energetic,
creative and flexible individuals who are
interested in working collaboratively with
other adults in a newly created public Montessori middle school adolescent program
in Baltimore City. We are located in the heart
of Baltimore City, in a diverse neighborhood
which is part of the Arts District. Our adolescent program will be in its second year of operation, serving 7th and 8th grade students,
and offering a continuation of Montessori
education for students in our Montessori elementary program. The qualified candidate
will have a deep love and understanding of
adolescents and experience working as part
of a middle school team. We are building
a multidisciplinary team focused on developing authentic, integrated and meaningful curriculum experiences along with
a respectful and cohesive social structure
where students feel connected and can grow
personally and intellectually. We are seeking
experienced teachers who have the ability to
engage young adolescents, develop strong
connections with each student and build
inquiry-based, active-learning curriculum experiences based on state standards, Montessori philosophy and students’ interests and
needs. The ideal candidate will have Montessori certification and state certification
along with a passion and deep knowledge of
math/science or language arts/humanities.
Responsibilities will include developing and
teaching 7th and 8th grade science/math or
language arts/humanities curriculum as well
as participating in the development and implementation of a small business and related
experiences in the community. To be considered, please send letter of interest, resume
and three references to Allison Shecter,
founder and director, at [email protected]. Minority candidates
are encouraged to apply. Baltimore Montessori Public Charter School(PCS) is committed
to diversity and equality. Accordingly, the
school admits students and conducts all educational programs, activities, and employment practices without regard to race, color,
religion, sexual orientation, marital status,
ancestry, disability or any other legally protected classification.
Chesapeake Montessori School
XAMI
Montessori International Children’s House
XAMI
Chesapeake Montessori School, a well-established AMI Montessori school in Annapolis,
Maryland, seeks a program developer and
teacher for a new adolescent program to be
created to serve the Annapolis area. CMS is
working with other well-established AMI
Montessori schools in the area to develop
an adolescent program. We are anticipating a day program with connections to both
the land and water. CMS has 135 students
in programs for young child community
through upper elementary, an AMI-trained
head of school, an active board of trustees
and parent organization; we will celebrate
our 35th anniversary in the 2012-13 school
year. Annapolis is an exciting area to begin an
adolescent program with state government,
St. John’s College, the Naval Academy in the
city; land for agriculture and a rich history of
watermen due to its location on the water;
close proximity to Washington, DC and Baltimore; easy travel to historical and environmental resources; many opportunities for
work, study, and recreation. Please contact
Deborah Bricker at Chesapeake Montessori
School, 30 Old Mill Bottom Rd. N, Annapolis,
MD 21409; phone 410-757-4740, [email protected].
Montessori International Children’s House
(MICH)is seeking a Lower Elementary Directress for the 2012-13 school year. An ideal
candidate should have an AMI elementary
diploma, teaching experience, effective communication skills, a desire to work in a collaborative environment and a strong committment to Montessori education. MICH,
established in 1985, is an independent not
for profit AMI recognized school. MICH serves
approximately 150 children ages 18 months
through 6th grade. Our beautiful four acre
campus is located in Annapolis, Mayland.
Please send resume and letter of interest to
[email protected].
Practical Life Specialists
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MASSACHUSETTS
Adams Montessori
XAMI
Adams Montessori School in Quincy, Massachusetts seeks an AMI-certified lower elementary guide for the 2012-2013 academic
year. An ideal candidate displays energy,
confidence and willingness to work collaboratively in a warm environment that is
supported by the upper elementary guide,
assistants, and administration. Come join
us at our lovely new facility! Adams Montessori is a diverse community of students
with an active and supportive parent body.
Since its founding in 1969, our school has
established an excellent reputation on the
South Shore of Massachusetts. The school is
within walking distance of public transportation and minutes from Boston. We offer
competitive salaries, health insurance, retirement benefits and professional development
funds. For more information visit our website
at www.AdamsMontessori.org. Interested
candidates may send their resume to Rosine
Hekmat-Afshar, [email protected].
Adams Montessori
XAMI
FREE CATALOG 800 r214 r 8959
Your Resource for Preparing the Child’s Environment since 1976
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Page 26
Adams Montessori School in Quincy, Massachusetts seeks an AMI-certified primary guide
for the academic 2012-2013 year. An ideal
candidate displays energy, confidence and
willingness to work collaboratively in a warm
environment. Come join us at our lovely new
facility! Adams Montessori is a diverse community of students with an active and supportive
parent body. Since its founding in 1969, our
school has established an excellent reputation on the South Shore of Massachusetts.
The school is within walking distance of public
transportation and minutes from Boston. We
offer competitive salaries, health insurance,
retirement benefits and professional development funds. For more information visit our
website at www.AdamsMontessori.org. Interested candidates may send their resume to
Rosine Hekmat-Afshar, [email protected].
Adams Montessori
XAMI
Adams Montessori School in Quincy, Massachusetts seeks an AMI-certified upper elementary guide for the 2012-2013 academic
year. An ideal candidate displays energy,
confidence and willingness to work collaboratively in a warm environment that is supported by the lower elementary guide, assistants, and administration. Come join us
at our lovely new facility! Adams Montessori
is a diverse community of students with an
active and supportive parent body. Since its
founding in 1969, our school has established
Page 27
an excellent reputation on the South Shore of
Massachusetts. The school is within walking
distance of public transportation and minutes
from Boston. We offer competitive salaries,
health insurance, retirement benefits and
professional development funds. For more
information visit our website at www.AdamsMontessori.org. Interested candidates may
send their resume to Rosine Hekmat-Afshar,
[email protected].
Austen Riggs Center
Early childhood education director (yearround). Full time M-F 9 AM – 5 PM. The Austen
Riggs Center, a private, non-profit psychiatric center providing intensive treatment in
an open setting, is currently seeking an early
childhood education director. The director
develops and manages an education program
for young children age 2.9 to 6 years of age and
structures an educational program for psychiatric patients who wish to learn and work
with children. The director will work collaboratively with our activities department staff
to provide a space that is separate from the
clinical environment to facilitate and promote
self-establishment and will be attentive to
the uniqueness of the patient/student and
to strive to help them enhance their inherent
strengths, develop skills and the capacity for
creative work. Qualifications include: B.S. in
education. Montessori training is preferred.
Massachusetts Department of Early Education
and Care—Director Level qualified, minimum
5 years experience teaching in early childhood
education with experience in supervision of
staff and teacher’s aides, excellent communication skills, with demonstrated ability to effectively work independently, as well as with
diverse staff and adult psychiatric patient
population of various ages, Ability to plan,
organize and present curriculum to up to 20
students, experience with Massachusetts’
school licensing regulations. In exchange for
your talents and teaching skills, we offer an
excellent benefit and competitive compensation package. For consideration, please
forward resume to Bertha Connelley, Director
of Human Resources, Austen Riggs Center,
25 Main Street, P.O. Box 962, Stockbridge,
MA 01262 Fax: (413) 298-4020 or email:
[email protected] EOE. To
learn more about the Austen Riggs Center or
download our employment application, visit
our website: www.austenriggs.org.
Barat Montessori School
XAMI
Barat Montessori School seeks an AMI primary
trained guide and an assistant. Located 17
miles west of Boston, our beautiful small
school has been serving children ages 3-6
since 1974. A peaceful environment, highly
competitive salary, supportive staff, enthusiastic parents, and amazing children make for
a magnificent place to work. Contact Aman
Purewal at [email protected].
CA Montessori Children’s Center
The CA Montessori Children’s Center is
onsite at CA Technologies in Framingham,
Massachusetts. We are seeking an infant/
toddler teacher (ages 0 – 3). Prefer AMI certification; but could support right candidate
in training. This full-time position (8 hours
plus one hour lunch) involves working with
two supporting teachers and opens April 1.
Candidates should be experienced and be
eligible for Massachusetts Early Education
and Care certification. As CA employees, our
teachers have generous benefits including:
a competitive salary, 401(k), profit sharing,
medical, vision and dental coverage, tuition
reimbursement, fitness center, and discounts.
Motivated, serious candidates please send
resume to [email protected] or Michelle.
[email protected].
Old Colony Montessori School
XAMI
AMI primary teacher needed. Located
between beautiful South Shore beaches
and
metropolitan Boston, Old Colony Montessori
School in Hingham, Massachusetts seeks an
AMI primary trained teacher for children aged
3 – 6 years to start in September 2012. Established in 1963, our non-profit is one of the
oldest AMI Montessori schools in the country.
We offer an excellent salary and benefits
package, which includes health, dental,
retirement, and disability insurance. All is
offered in a warm and beautiful Montessori
environment. OCMS pays for tuition, airfare,
and hotel accommodations to encourage
full school participation in AMI’s annual refresher course. Our welcoming and experienced staff makes our school the perfect fit
for a newly trained teacher. Currently serving
107 children, we love our small and nurturing
community and welcome the right person to
our team. Recently, we completed a beautiful renovation of our outdoor play space,
expanded our parking area for teachers and
parents, and designed a new building for our
elementary students. We look forward with
excitement to celebrating 50 more years of
Montessori with our community! For more
Page 28
information about our school, please view our
website at www.oldcolonymontessori.org.
Resumes and references can be forwarded to:
Ms. Michael J. Walker, Old Colony Montessori
School, 247 Gardner Street, Hingham, MA
02043. e-mail to Mikeydwalker@comcast.
net. Thank you!
MINNESOTA
Bright Water Elementary
XAMI
Bright Water Elementary, a public Montessori charter, serving grades K-6 in North Minneapolis, is looking for an upper elementary
trained Montessori teacher who is licensed
to teach in public schools. Bright Water Elementary is an urban-based Montessori
program designed to inspire students to
be passionate, life-long learners, respectful
of the environment and all humanity and
lead North Minneapolis students in closing
the achievement gap. Our current program
consists of three children’s houses and three
lower elementary classrooms, and one
upper elementary classroom. We will open
another upper elementary classroom in the
fall of 2012. A qualified candidate has Montessori training, is licensed in Minnesota or
able to be licensed, great communication
skills, is friendly and is committed to serving
diverse as well as disadvantaged populations. People of color, Spanish speakers,
and those from diverse backgrounds are
strongly urged to apply. Contact Ann Luce at
[email protected].
Lake Country School
XAMI
Lake Country School seeks an AMI-trained
primary guide for a p/t (8am-2pm, M-F) coteaching position in one of three children’s
house classrooms beginning 8/2012. Serving
300+ students, ages 3-15, we are celebrating our 36th year of excellence, commitment, and collaboration in the heart of Minneapolis. We offer beautiful and complete
environments, an outstanding and collegial staff, amazing students and families,
along with competitive salaries and a full
range of benefits. Please visit our website:
http://www.lakecountryschool.org for more
detail about our school. Send inquiries, cover
letter and resume to Paulette Zoe, Principal,
LCS, 3755 Pleasant Avenue, Minneapolis, MN
55409 or to [email protected].
We look forward to hearing from you!
Montessori Training Center of Minnesota
XAMI
Centro’s Siembra Early Childhood Education
program, located in Minneapolis, is pleased
to announce a position for a bilingual/bicultural (Spanish/English) AMI primary trained
teacher, to begin August 2012. In addition
to the AMI credential, qualified candidates
will possess knowledge of the local Latino
community and the ability to relate well
with Latinos of diverse ancestry, familial,
and socio-economic status. In addition,
the candidate must be able to work sensitively with diverse children and maintain
successful relationships with their parents.
Dedicated to supporting Latino families,
Siembra’s mission is to build not only the
academic skills and knowledge–base of
each student, but also their social skills and
capacity to function within a public school
setting. Siembra offers monthly parent education workshops that teach parents how to
encourage independence, as well as literacy
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D/WƌŝŵĂƌLJ>ĞǀĞů;ϯͲϲͿdƌĂŝŶŝŶŐ
ǁŝƚŚ'ƌĂĚƵĂƚĞĞŐƌĞĞKƉƚŝŽŶƐ
EŽǁĂĐĐĞƉƚŝŶŐĂƉƉůŝĐĂƚŝŽŶƐĨŽƌ
ϮϬϭϮĐĂĚĞŵŝĐzĞĂƌŽƵƌƐĞ
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ǁǁǁ͘ŵŽŶƚĞƐƐŽƌŝͲŝŵƚŝ͘ŽƌŐ
and learning at home. Siembra is open to all
children of the community, preparing them
for mainstream education. Through a partnership with Montessori for All, under the
auspices of the Montessori Training Center
of Minnesota and the able guidance of Molly
O’Shaughnessy, Director of Primary Training,
Siembra is transitioning to Montessori education. Siembra Montessori will open Fall 2012!
Interested, qualified candidates should send a
resume, cover letter and references (including
contact information) by April 6 to the attention of Molly O’Shaughnessy at the Montessori Training Center of Minnesota, 1611 Ames
Ave., St. Paul, MN 55106 or email materials to
[email protected].
MISSOURI
Villa di Maria Montessori School
XAMI
Villa di Maria is looking for a new Head of
School for 2012-2013 school year. We are a
90 student AMI-accredited program serving
students from 3-12 years of age in Kirkwood,
Missouri, a city in Saint Louis County known for
its down-home charm, community pride, nationally recognized schools, vibrant business
community, and involved residents. The
school is unique, tucked away on six acres of
wooded and grassy commons. It was founded
in 1971 by Pearl Vanderwall, an AMI teacher
trainer and student of Maria Montessori, and
has been closely associated with the Montessori Training Center of St. Louis since that time.
We are looking for someone with exceptional
communication skills, solid leadership ability,
and strong business acumen. He or she should
be AMI trained, at either the primary or elementary level or both—passionate about
Montessori, and able to transmit that passion
to inspire staff, parents and the community
at large. The ideal head of school is a good
listener and can build productive relationships
between staff, parents, students and board
members. This person must be able to plan,
budget, and manage the affairs of the school,
and should be able to delegate responsibility and make sound decisions with regards to
strategic, operational, and human resources.
Applicants should submit a C.V., three letters
of reference, and a statement of their professional purpose and philosophy. This can be
done electronically and can be directed to the
Search Committee at [email protected].
Page 29
Information about Villa di Maria can be found
at http://www.villadimaria.org.
NEW JERSEY
Matawan Montessori
Matawan Montessori, age 2-8 yrs. 2 positions
available: seeking one certified AMI lower elementary and one AMI primary teacher with
at least 2 years of experience in the classroom.
Teachers are responsible for curriculum, classroom management and parental relations.
Teacher must recognize school as a joint
community where educators work together
to support students, and family. Please send
letter of interest and resume to: Angela Wang
at [email protected] or contact
us at 432 Route 34, Matawan, NJ 07747.
(732)-970-4670.
NEW YORK
Montessori School of Syracuse
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.org.
The Maria Montessori School
XAMI
Immediate opening for an administrator in an
established AMI school supporting primary,
elementary and middle school programs. The
successful candidate will possess initiative,
leadership, management and organizational
skills. In addition, the ability to problem solve,
communicate effectively with the board of
directors, parents, staff, children and community is imperative. The position requires
a bachelors degree with a preference for a
master’s degree, proven leadership, experience with business skills such as management. Salary is commensurate with experience. Send cover letter and resume to Claudia
Gisonda [email protected], mmschool@
optonline.net or The Maria Montessori School
5 North Village Green Levittown, NY 11756.
Please visit our website for more information
www.themariamontessorischool.com.
The Maria Montessori School
XAMI
Our centrally located Long Island suburban
school is currently accepting resumes for
the positions of 1 elementary guide and 1
primary guide. The school has been AMI certified since the 1960s. Please come and see our
school that is culturally rich and minutes from
all the NYC has to offer. We offer benefits and
competitive compensation package. Send
cover letter and resume: Claudia Gisonda
[email protected], [email protected] or The Maria Montessori School, 5
North Village Green, Levittown, NY 11756
www.themariamontessorischool.com.
Griebel at principal@webstermontessori.
org; mail to Webster Montessori School, 1310
Five Mile Line Road, Webster, NY 14580; or fax
to 585-347-0057.
Webster Montessori School
XAMI
Hershey Montessori School
XAMI
Webster Montessori School is seeking an
AMI trained directress to guide our existing
toddler classroom beginning in the Fall
of 2012. In addition to an AMI assistants
to infancy diploma our ideal candidate
has classroom experience and the ability
to build relationships with children and
their families. Webster Montessori School
is a diverse and growing school located in
Webster, NY a suburb of upstate Rochester,
NY. Our school was founded in 1967 and
offers an AMI curriculum for children 18
months to 12 years of age. Please visit our
website to learn more about our school.
www.webstermontessori.org. Interested applicants please email a resume to Jacqueline
Hershey Montessori School seeks an experienced junior high school teacher to begin
August 2012. Montessori teacher training is
preferred but future sponsorship opportunities for the 5-week summer course, Orientation to Adolescence, will also be considered.
Our Montessori farm school model, one hour
east of Cleveland, is entering its twelfth year
as a boarding and day school. Join a highly
motivated, experienced and collaborative
team of Montessori teachers in our adolescent community for 7th through 9th grade
students. The position requires the skills for
teaching project-based subjects in the following areas: science, history, literature,
and mathematics. Having a specialty in one
OHIO
of these areas is desired but the position
requires an openness to integrate the other
subject areas also. All faculty members participate in some residential duties, such as rotational study hall and some weekend duties.
Contact Paula Leigh-Doyle, Head of School,
[email protected]
or
440-357-0918 www.Hershey-Montessori.org.
Hershey Montessori School
XAMI
Hershey Montessori School seeks a house
parent to begin August 2012. Our Montessori
farm school model, one hour east of Cleveland, is entering its twelfth year as a boarding
and day school. Join a highly motivated and
collaborative team of Montessori teachers
and residential staff in our adolescent community for 7th through 9th grade students.
The full-time salary includes benefits, room
and board and many opportunities for
career and staff development. Position requirements: experience with adolescents is
required. Montessori teacher training is preferred but future sponsorship opportunities
!#"#
" ! !
! !#
Page 30
for the 5-week summer course, Orientation to
Adolescence, will also be considered. Commitment to and experience in the developmental
issues of adolescents, as well as a high level of
personal maturity and moral grounding is a
fundamental qualification. The house parent
provides guidance and support to twentyfive adolescents for afterschool hours, meals,
household chores, community building experiences, evening and weekend periods. The
House Parent’s rooms are on the dorm floors.
Contact Paula Leigh-Doyle, Head of School,
[email protected]
or
440-357-0918 www.Hershey-Montessori.org.
and commensurate with experience. Benefits
include health and dental insurance, professional development, and retirement.
Head of school is AMI trained in primary and
elementary. Interested candidates should
send a cover letter and resume to: Adele
Make a difference in education:
Make a
difference
in the world!
OREGON
Childpeace Montessori School
XAMI
Metro Montessori Middleschool, the adolescent program of Childpeace Montessori, is
looking for an addition to our teaching team!
Join us in beautiful Portland, Oregon this
August as our program grows in its 4th year
to about 24 students. The priority candidate
will have taken the NAMTA Orientation and
be AMI-trained and experienced at another
age level. Skill in guiding science explorations is the most attractive specialty area to
add to our team of 3.25 teachers. We are a
35-year-old, certified AMI school in an urban
location, with toddlers through middle school;
visit www.childpeace.org. If you would like
to know more about this opportunity, please
email a letter of interest and your resume to
Merri Whipps, [email protected].
Corvallis Montessori School
XAMI
Montessori elementary guide, Corvallis Montessori School, Corvallis, Oregon. The Corvallis Montessori School is seeking a trained and
experienced elementary Montessori guide
for our lower elementary program for the
academic year 2012 – 2013, and beyond. This
position begins mid August, 2012. Candidates
must demonstrate; excellent communication skills, the ability to work collaboratively
with staff and parents, and the willingness to
follow the Montessori pedagogy. The Corvallis Montessori School was established in 1967.
Programs at the school include one toddler
program, three primary classrooms, and one
elementary classroom. Salary is competitive
Page 31
Carey, Head of School, Corvallis Montessori School, 2730 NW Greeley Avenue, Corvallis, OR 97330. Phone: 541-273-2513.
[email protected].
Now accepting
applications for these
upcoming AMI
Primary & Elementary
training courses:
W 3-Summer Primary Course
NE
2013–2014–2015
Naoko Ogawa, Director of Training
Academic Year Elementary Course
*September 2012–June 2013
Allyn S. Travis and J. McKeever, Co-Directors of Training
*Required 5-week Foundation Course (for applicants who do not have an AMI Primary
diploma) takes place immediately prior to the commencement of the Elementary Course.
We are pleased to offer the Loyola University Maryland M.Ed. in
Montessori Education option to qualified students.
Financial aid options are available.
Montessori Institute of Milwaukee is MACTE accredited.
ASSOCIATION
MONTESSORI
INTERNATIONALE
AMI
Montessori Institute of Milwaukee
3195 S. Superior St. #428 / Milwaukee, WI 53207
414-481-5050
Visit www.montessori6-12ami.org for more information.
Montessori Institute of Milwaukee is a well-established training center, dedicated to
upholding the highest AMI standards and traditions in our teacher-training courses.
Graduates of more than 25 courses are serving children across the country and internationally.
YOU can join their ranks!
Let us help you turn your dream into reality:
You CAN make a difference!
The NAMTA Journal
205
Lewis and Clark Montessori Charter School
Lewis and Clark Montessori Charter School
seeks a Montessori upper elementary guide
for the school year 2012-13, and beyond. This
is a full-time, permanent position to begin
August, 2012. Now in its fourth year, LCMCS
is an Oregon Public Charter School serving
children in the east of the Portland, Oregon
area with a high-quality, tuition-free Montessori program. Located in the beautiful agricultural area of Damascus, just 30 minutes
both from Portland and from Mt. Hood, our
school includes a kindergarten, lower elementary and upper elementary classrooms.
We also have a fee-based children’s house
program. We need a trained upper elementary guide to develop a new classroom for
our growing program. LCMCS has a warm,
positive staff culture that encourages professional learning, with an AMI Montessoritrained administrator. The school’s sponsoring school district is very supportive of the
school, and classrooms have a full complement of beautiful new Montessori materials and furnishings. The ideal candidate has
three or more years of Montessori Eelementary experience and Oregon State Licensure,
or the eligibility to obtain this credential or
Oregon Charter School Registry. Salary is
commensurate with the school district scale,
and the compensation package includes
professional development opportunities,
medical/dental insurance, and enrollment in
the excellent Oregon PERS retirement fund.
Interested candidates should provide a cover
letter and resume to: Melissa Harbert, Administrator, Lewis and Clark Montessori Charter
School, PO Box 365, Gresham, OR 97030.
Phone: 503.427.0803 - Fax: 503.855.3017.
Email:
[email protected]:
http://LCMCS.org.
care. The wooded campus was designed
especially as a Montessori environment.
The ideal candidate must have a bachelor’s
degree and an AMI diploma, either primary
or elementary, preferably with several years
of teaching experience to understand the
rigorous task of Montessori work & be a supportive resource to the staff. To blend with the
culture of our school, the asst. HOS should be
a people person with a collaborative working
style. Some evidence of administrative skills
& capabilities must be demonstrated, as well
as excellent verbal & written communication
skills. If you are looking for an opportunity to
assist in the leadership of a school designed
to support real Montessori work, send your
resume to Carol P. Bennett, [email protected].
PENNSYLVANIA
Valley Forge Kinder House Montessori
School
XAMI
Valley Forge Kinder House Montessori
School (VFKH) is an AMI school located in the
suburbs of Philadelphia. Through the last 35
years, VFKH has been gifted with an exceptional faculty. We are looking for an outstanding AMI elementary guide. This experienced
AMI guide would join us in our elementary’s
10th year starting fall 2012. The ideal candidate will have a minimum of 3 years teaching
in an AMI elementary program, a dedication
to and passion for the Montessori philosophy with a particular interest in the upper elementary. VFKH has two beautiful campuses
with a supportive and enthusiastic faculty
and parent group. To learn more about VFKH,
please visit our website at www.vfkh.org.
Contact Susan Kelly, [email protected].
TEXAS
Montessori School of Beaverton
XAMI
Austin Children’s Montessori
Assistant head of school, Montessori School
of Beaverton in Portland, Oregon. In its 35th
year, the Montessori School of Beaverton
(MSB) is committed to the very highest Montessori ideals & is looking for an assistant
head of school rooted in those same ideals.
MSB consistently has full enrollment with
waiting lists. The school serves 185 students
in 3 primary, 2 lower & 2 upper elementary
classes. We provide no before or after-school
Austin Children’s Montessori offers an AMI
infant toddler and a primary lead position to
applicants interested in working in Austin,
Texas. ACM is a well-established private Montessori school that offers each staff member
the opportunity to help children become
contributing members of our world. Our
small school is in South Austin, located on
a beautiful shady lot. Our unique building
is a large home that has been remodeled to
fit the needs of the Montessori school. Our
Page 32
new staff member will have the enthusiasm
for leading a group of children, willingness
to help families grow and understand the
Montessori method and a willingness to be
flexible when following the needs of children.
The State of Texas requires that all background
checks be cleared before applicants can be
considered. Experience managing a classroom, bilingual abilities and creative planning
skills, will enhance an applicant’s skill set. Send
your resume, photo and cover letter detailing
salary needs, availability and philosophy to
[email protected]. Salary is commensurate with experience and certifications. Visit
our website at www.acmontessori.org.
Cedars Montessori School
Lower elementary teacher, Cedars Montessori School, Austin, Texas. Cedars Montessori,
ages 3-12 yrs, is seeking a certified AMI lower
elementary teacher with at least 2 years of experience in the classroom. Cedars is located
12 miles from downtown Austin on 16 acres
of land in the beautiful Texas hill country.
Our program utilizes the land to enhance
and extend the lessons while providing enriching experiences on a daily basis. Please
send letter of interest and resume to: Sarah
Critchfield at [email protected]
or contact us at 9704 Circle Drive, Austin, TX
78736, 512-288-2776. See us on the web at
www.cedarsmontessori.com.
The Clariden School of Southlake
XAMI
Upper elementary teacher wanted. Are you
ready to work in a world class Montessori environment in a classroom that is large, sunny
and fully equipped with all the best Montessori materials and tools? Are you eager to join
a team that is not simply focused on their
school, but is focused on making a significant
contribution to the educational landscape in
this country? Are you interested in working
with a leading educational expert and author
who will help you advance in your career more
quickly than anyone else? Does a starting
salary of between $40,000-$50,000 plus health
and 401k benefits appeal to you? How about
year-round mild weather and a lower cost of
living? Want to spend each day on a beautiful
23-acre campus that includes well equipped
classroom environments, gardens and a
gymnasium and is located just 10 minutes
VIRGINIA
part of a new upper elementary program. This
position requires a minimum of a bachelor’s
degree and Montessori certification for elementary level education. Montessori teaching
experience is preferred and Spanish-speaking skills are greatly appreciated. Our school
culture is one of thoughtfulness and support.
We actively partner with arts programs and our
elementary students are out and about almost
every week or so for various go-trips and walkabouts. Please check our web site to find out
more about our school. www.centralmontessori.com. We offer a competitive salary that is
negotiable and based on experience. We do
not currently offer insurance. We provide about
30 paid days off each year and lead teachers
receive one hour of preparation time each
day in addition to a full hour lunch break. Ten
month contracts are available to lead teachers.
Interested candidates should submit a cover
letter, resume, and references to Anita Pishko
at [email protected].
You may also call 804-447-7493.
Central Montessori School of Virginia
Freedom Montessori School
elementary class in the fall of 2012. We have
been in operation for 45 years and serve
children ages one year through the 9th year.
The school has 250 students and is housed
in a beautiful LEED certified building located
on 10 and a half acres where the students
manage a large organic garden and orchard as
well as take the produce to market. Please visit
our website at www.stcathmont.org. Contact
Susan Tracy at [email protected].
U.S. VIRGIN ISLANDS
Spell Well Montessori School
St. Croix Montessori-House of Children
Position open for experienced elementary
Montessori administrator in a lovely
established Montessori school in Spring,
Texas. Our school has been serving the North
Houston Area families since 1984. We have
now added elementary classes and would
welcome applications from Montessori
elemenatary teachers. The successful
applicant will possess initiative, leadership,
management, and organizational skills.
In addition, the ability to problem solve
and communicate effectively with staff,
parents, children, and board of directors is
imperative. Position requires a Montessori
diploma, undergraduate degree, and at least
2 years experience. Salary commensurate
with experience. Please send your resume
to nilosidd@aol. Please visit our website
www.spellwellmontessori.com for more
information
St. Croix Montessori School on the beautiful
island of St. Croix in the United States Virgin
Islands is seeking an AMI elementary guide
for fall of 2012. St. Croix Montessori was established in 2006. We currently have a primary
and elementary program. stxmontessori@
gmail.com, 340-718-2859.
We are located in a dynamic urban setting
with the beautiful James River within walking
distance. Central is very involved in our local
community and maintains strong parent
support and volunteerism. We provide a
complete, seamless day of Montessori instruction from 8:00 am to 5:00 pm. We are a year
round program as well. Central offers a duallanguage (English/Spanish program) and has
St. Catherine’s Montessori
been open for four years. We currently have
XAMI
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100 enrolled children between the ages of
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Inviting AMI trained
primary and elemen16 months and 9 years of age. We are looking
tary guides to join our vibrant community.
for a full-time teacher who is able to progress
St. Catherine’s Montessori in Houston, Texas,
children academically while embracing their
is adding an additional lower and upper
unique personalities and who would like to be
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from the Dallas/Fort Worth airport? Do you
have a student loan you’d like help paying
off? Or moving expenses to Southlake paid?
Would you like to choose your assistant? The
Clariden School of Southlake has a job for
you if you are interested in any of the above,
and have your AMI elementary diploma! To
find our more, contact: Jennifer Fox, Head
of School at [email protected], or
Debby Riordan, Assoc. Head of School at
[email protected].
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Page 33
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Freedom Montessori School in Chantilly,
Virginia is looking to hire a Montessori-trained
primary teacher for children 3 to 6 years old
and a Montessori-trained toddler/primary
teacher for children 2 to 3.5 years old. Strong
growth opportunity. Please send your resume
to Gordon at: [email protected].
WASHINGTON
Skinner Elementary Montessori School
Skinner Elementary Montessori School in
Vancouver, Washington is seeking two AMI
teachers to start in the fall of 2012. Located
in the beautiful Pacific Northwest, we are just
minutes from Portland, Oregon, which is home
of Montessori Institute NW training center.
Our school is committed to AMI standards and
has an experienced and dedicated staff whom
work together to create a school known for its
exemplary program since 1973. Skinner enjoys
a diverse student population and supportive
parents. With the upcoming 2012/2013 school
year, our program will include one bambino/
toddler class, three primary classes, one
lower elementary and one upper elementary
class. For more information call our school
at 360-696-4862 or email your resume to
[email protected].
WEST VIRGINIA
WYOMING
Don Bosco Montessori
Montessori School of Casper
XAMI
Don Bosco Montessori is pleased to announce
an opening for an AMI primary guide! We are
located in Charles Town, a quaint, small town
nestled in the foothills of the scenic Appalachian mountains of West Virginia, only an
hour from our nation’s capital, Washington,
D.C. If you are searching for an environment
where you can not only teach authentic Montessori but also be nurtured in your Catholic
faith, consider joining our closely knit community of staff and families at Don Bosco
Montessori. Send cover letter and resume
to: [email protected]. Visit our
website at www.donboscomontessori.org, or
on Facebook.
WISCONSIN
Milwaukee Public Schools
Milwaukee Public Schools - Applications
are being accepted for all levels, primary,
lower elementary, upper elementary and
adolescent (3 years to 15 years). The district
strongly supports Montessori education. All
classrooms have a full complement of materials and assistant support. There are now
five public K-8 Montessori schools, a K-3 to
12th grade Montessori IB High School in the
Milwaukee Public School System (MPS) with
over 80 trained Montessori teachers serving
over 3,000 students. Teachers are continually
involved in a variety of staff development opportunities with national Montessori teacher
trainers. Come to a Great Place on a Great
Lake that offers a supportive environment
for Montessori teachers! Minimum starting
teacher salary is $36,801 including an attractive health and dental benefits and a state retirement package. Additional experience and
course work increases the salary base. AMI
Montessori certification is required as well
as a willingness to participate in a Wisconsin
state certification program tailored for only
Montessori teachers. Qualified individuals
may obtain additional information by contacting Phil Dosmann, Principal at Craig Montessori, 414-393-4205 or e-mail dosmanpj@
milwaukee.k12.wi.us. Milwaukee Public
Schools. An Equal Opportunity Employer.
Page 34
Montessori School of Casper seeks an AMItrained primary guide. MSC has been in continuous operation for almost 40 years and is
the only AMI school in Wyoming. MSC has
one primary classroom with 29 students
and has maintained a waiting list. Because
of demand, the MSC board and parents
have secured and are remodeling a building
in Casper’s historic district. This will add a
second classroom in the fall of 2012. MSC
provides medical and retirement plans, and
pays for AMI conferences. Salary is competitive. In a recent Forbes article, The Best
Small Cities To Raise A Family, Casper was
the highest-ranked family-friendly city in the
West. The city has tremendous cultural assets
including a symphony, museums, festivals
and performing arts series. For those seeking
outdoor opportunities, the local region is
a goldmine with year-round opportunities
within a short drive from any Casper neighborhood. For those seeking weekend adventures, within a day’s drive of Casper are the
assets of the metropolitan areas of Denver
and Salt Lake City, as well as the best mountains and parks in the West. Contact Deborah
Savini at [email protected] or
307-265-0249.
Outside the U.S.
CANADA
Humberside Montessori School
Position for adolescent Montessori teacher
– September 2012. Humberside Montessori
School is looking for a passionate adolescent
teacher with elementary Montessori diploma,
NAMTA Adolescent Orientation, and preferably experience in working with 6-12 students
and adolescent students. Humberside Montessori School was founded in 1987. The
school is located in a heart of a very vibrant
community of Bloor West Village – the lovely
High Park area of Toronto. The school building,
with beautiful, spacious classes, gymnasium, has been redesigned by an architect to
accommodate Montessori programs. We
have five primary classes, three lower elementary, two upper elementary classes,
and one adolescent program. We are privately owned school with a strong commitment to the AMI Montessori principles.
Humberside Montessori School holds the
AMI Certificate of Recognition for ages 3
to 12. We offer a competitive salary with
health and dental plan. Please send your
resume to: Felix Bednarski, Principal, Humberside Montessori School, 121 Kennedy
Avenue, Toronto, Ontario, Canada M6S
2X8, Telephone: (416) 762-8888, Fax: (416)
762-1211, info@humbersidemontessori.
ca, www.humbersidemontessori.ca.
ISRAEL
Amotat Derech Hayeled
Derech HaYeled Progressive Elementary
School near Tel-Aviv, Israel, seeking to
employ an experienced Montessori teacher
starting 9/1/2012. Hebrew language skills
and experience teaching English as a
foreign language - an advantage. Please
send resume to Ms. Hila Neumann at
[email protected].
Southwest Institute of 4ɄȽɜȐɕɕɄɑȨStudies
Now Accepting Applications for Fall 2012
Academic Year Primary Course!!
“Within the child lies the fate of the future.”
Maria Montessori
Become an AMI Primary Trained Teacher and Be a Positve Influence of the Future
Director of Training
Rita Schaefer Zener, Ph.D. is an
internationally recogized lecturer, examiner,
consultant and trainer for the
Association Montessori Internationale.
Located at Keystone Montessori School
1025 E. Liberty Lane
Phoenix, Arizona 85048
480-460-7312
[email protected]
sims-ami.org
AMI Primary
(Ages 3-6)
TEACHER TRAINING COURSE
In Affiliation with
Association Montessori Internationale
WASHINGTON MONTESSORI INSTITUTE
AT LOYOLA UNIVERSITY MARYLAND
MINDS
ABSORB &
EXPLORE
DEVELOPING MINDS THRIVE THROUGH SPONTANEOUS INTERACTION WITH THE
ENVIRONMENT. DISCOVERY OCCURS THROUGH THE SENSES AND THE IMAGINATION.
WE ARE PREPARING THE NEXT GENERATION OF MONTESSORI EDUCATORS TO MAKE A
DIFFERENCE IN THE LIVES OF CHILDREN.
LEARN MORE ABOUT OUR PRIMARY AND ELEMENTARY ACADEMIC YEAR PROGRAMS
MMM$BEOEB7$;:K%CEDJ;IIEH?š410-617-7777
School of Education
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www.nienhuis.com
Consistency
is quality.
In a tradition that spans over 80 years, we have consistently focused on one major aspect: the quality of our products. This
combination of quality and educational value has lead to a product line that sets the global standard in every respect. Consistency
is an essential element when producing Montessori materials. Machines must be fine-tuned to create exacting replicas of each
particular product. The various cubes, boxes, rods, beads, not to mention the colors of the materials, must be consistent in every
respect to obtain the quality that we demand at Nienhuis. Take for example, The Pink Tower and The Brown Stair. Ideally these items
work together. As such they must be created with stunning precision so that each prism and cube fit perfectly together. This essence
is the heart of every Nienhuis product. Consistency is quality.
Nienhuis Montessori. The global standard.
150 S. Whisman Road, Mountain View, CA 94041-1512 T 1-800-942-8697 or 1-650-964-2735 F 1-650-964-8162 E [email protected]
Zoom in using the navigation
in your PDF viewing software
AMI/USA Training Center Locations
Montessori Training Center of Minnesota
1611 Ames Avenue
St. Paul, MN 55106
(651) 298-1120
www.mtcm.org
Montessori Institute Northwest
4506 SE Belmont, Suite 101
Portland, OR 97215
(503) 963-8992
www.montessori-nw.org
I
B M
P
P E
I
Montessori Training Center of St. Louis
14000 Ladue Road
Chesterfield, MO 63017
(618) 667-4736
www.ami.edu/mtcstl
Montessori Institute of San Diego
8745 La Jolla Scenic Drive North
La Jolla, CA 92037
(858) 535-0500
www.misdami.org
Southwest Institute of Montessori Studies
Phoenix, AZ
(480) 460-7312
[email protected]
P M
P
Montessori Institute of North Texas
9304 Forest Lane, Suite S-215
Dallas, TX 75214
(214) 503-6802
www.montessori-mint.org
I P E
P E
M
Hershey Montessori
Training Institute
10924 Magnolia Dr.
Cleveland, OH 44106
(206) 779-0495
www.montessori-hmti.org
M
P
B Bachelor’s degree option
M Master’s degree option
I A to I Courses
P Primary Courses
E Elementary Courses
P E
Montessori Training
Center of New England
43 Vernon Street
Hartford, CT 06106
(860) 757-6139
www.crec.org/mtcne
M
M
The Montessori Institute
700 Knox Court
Denver, CO 80204
(303) 832-6781
www.tmidenver.com
Montessori Teacher Training
Center of Northern California
317 Moorpark Way
Mountain View, CA 94041
(650) 967-6695
www.montessori-training.org
I
The Montessori Institute of Milwaukee, Inc.
3195 S. Superior Street,
Suite L 428
Milwaukee, WI 53207
(414) 481-5050
www.montessori6-12ami.org
P
Washington Montessori Institute at Loyola
8890 McGaw Road, Suite 201
Columbia, MD 21045
(410) 617-7777
http://www.loyola.edu/Graduate/
School-of-Education/graduate-programs/
montessori.aspx
E
P E
International Montessori
Training Institute
1975 N. Park Place,
Atlanta, GA 30339 (770) 953-4684
www.montessori-imti.org
P
M
Montessori Institute of Atlanta
1970 Cliff Valley Way, Suite 250
Atlanta, GA 30329
(404) 325-7264
www.montessori-mia.org
E M
M
Not all levels are offered concurrently.
Courses offered rotate from year to year.
Please see the chart on the reverse for a full
list of levels and instructors for 2009 courses.
Levels and Formats
AMI offers academic year and summer training formats that cover the
same content. Academic year programs are completed in one year,
typically from September to June. Summer programs are spread over
two to four summers with interim work.
Not every training center offers courses in each level or format. Some
training centers also offer a master’s degree option. Please contact
individual training centers for their tuition costs, application process,
trainers, and full list of all future courses.
Get more information about
teacher training at www.amiusa.org!
Financial Aid
The Margaret Elizabeth Stephenson Fund, Inc. (MES Fund, Inc.) is
a financial aid fund established exclusively to benefit AMI teacher
trainees. Check the AMI/USA website for the 2012 application.
First year prospective students who plan to attend an AMI training
center in the United States may apply for financial aid; those who meet
the criteria will be considered for partial tuition assistance.
© Association Montessori International/USA 2012. All rights reserved.
Page 38
AMI
PARENTING FOR A NEW WORLD
A S S O C I AT I O N M O N T E S S O R I I N T E R N AT I O N A L / U S A
TM
TOYS R US
DONNA BRYANT GOERTZ
This is an old but true story. The children in
it are not specific children but archetypal
children who have cast themselves in the
roles our culture offers through the world of
children’s play with its theme of violence as a
necessary solution to problems and its roles
of “good guys” and “bad guys.”
community life—most of the time. Thomas
hadn’t come that far yet. In his mind, he was
definitely “good” now, and Marco was “bad.”
Same coin, different side! Thomas became
the secret self-appointed community
defender and avenger, always on the lookout
for wrongs in need of righting through necessary violence. He found them—often—
thanks to Marco.
His first year, Thomas, six years old, entered
our classroom community as a self-assigned
“bad guy.” Thomas had internalized that role
from his good guy/bad guy toys, games, and
entertainment featuring violence as necessary. The first year he was sullen and self-hating. He hurt as many children as he could, destroying their work, the all-too-solid evidence
that they loved school and one another. He
jerked subtly around the classroom like a
robot, emitting quiet, high-pitched electronic sounds. Readily and often, Thomas
dropped his chin and muttered how much
he hated himself and school. Fortunately, he
was still healthy enough to feel ashamed of
how he saw himself as being “bad.”
The next year, partially transformed by his
experiences in the community, Thomas
switched roles and became “good.” He worked
hard and showed his work to whoever would
admire it. His once incomprehensible, jerky
scribbles became beautifully formed words.
He wrote and illustrated reports with colorful
charts. But for Thomas, an important part
of seeing himself as a “good guy” was juxtaposing himself to a “bad guy,” so he could
do what good guys do, mete out necessary
violence. So Thomas identified the bad guy,
the new boy Marco.
Most of the children with years of experience
in our community have absolute clarity about
the sickness of the “good guy/ bad guy” dyad
and can live within the new paradigm of our
The following year, we saw signs that Thomas
could become just a boy, neither bad nor
good but in process, who loved school,
himself, and his companions, who were also
neither good nor bad but in process. Some
days Thomas helped Marco find work and
gave him big hugs; others days he was nicely
oblivious to him. But when Marco, or another
child, bothered people and their belongings,
called names or shoved when things didn’t
go their way and had to be called aside for
a little centering comfort, Thomas could still
be electrified into regression. And so, slotted
in between Thomas’s spectacular work and
the natural rhythm of his life, would be a day
spent as good guy making sneak attacks on
Marco or another child, a bad guy, to set him
straight with necessary violence.
Thomas was in fact a kind and sensitive boy,
generous and solicitous of others. But with his
natural temperament of the hero combined
with his history of good vs. bad themes of
play, entertainment, and toys, Thomas had
been deeply socialized to identify bad guys
and to act swiftly to eliminate them when
they triggered him back to the old playculture of necessary violence. After all, it
wasn’t for naught that Thomas had spent six
good years playing with games and toys that
promote—even celebrate—the good guy/
bad guy opposition. And yet, in his third year
with us, and having lived, day in and day out,
according to our new paradigm, he could still
be sucked back into the old one, whereupon
he would let loose his righteous fury.
It was because Thomas was a person of
passion and integrity that he applied to
everyday life with such earnestness and
energy what he learned from his entertainment, toys, and games. So, even though he
was now living his third year within a community that practiced mediation and reconciliation, saw one another in process, and
worked for transformation, Thomas could still
be triggered back to his old ways of thinking
and behaving.
We were sensitive and cautious while dispossessing Thomas, now the good guy, of his
well-integrated culture of necessary violence
and good guy/bad guy archetypes. For
the sake of his well-being we had to affirm
Thomas’s core goodness sufficiently first, so
that he would not find himself at his core
abjectly vacant and bankrupt through losing
Page 1
the clarity of his old paradigm and its themes
and roles too abruptly. Slowly we examined
with him the competing principles by which
his play life had taught him to live. Slowly
we helped Thomas integrate a new, higher
set of principles, because, make no mistake,
Thomas’s passionate nature demanded that
he live by his principles.
Our next step was weaning Thomas from the
perverse joys and ugly thrills of violence as
the solution in playing and entertainment so
that he could look at the community within
the classroom and the world of humanity
without in a way that rang true for him. We
saw the beginning of this stage one day
when Thomas put his arm around Marco
several times and invited him to work just at
the moments he saw him becoming out of
sorts and edging toward conflict. Then, came
the times when conflict was in progress that,
instead of taking sides with the good guy
against the bad guy, Thomas stepped in and
led a mediation between Marco and another
child, treating both with an equal measure of
love and respect. He was beginning to invest
actively and skillfully in transforming a distressed child and integrating him into our
community, instead of attacking him to save
the community. Thomas began to develop
new skills that allowed him to see himself and
others in a different way than that created by
his years of indoctrination in “good guy fights
bad guy” entertainment, games, and toys.
Now he was ready to support other children
to do the same.
All children are healthier and happier when
they are helped to live by cohesive sets of
principles. They thrive on cognitive consonance and struggle under cognitive dissonance, which breeds depression, hyperactivity, and cynicism. Communities of children
cannot assimilate struggling or distressed
members when they themselves are already
sapped by the demands of compartmentalizing their own lives—their interior lives
of seeing in terms of good guys who must
punish and bad guys who must be punished
and their external lives in the Montessori
classroom of a range of children who work
together to transform themselves and one
another. The tension of this dissonance, this
divide at the core of self, asks too much of
young children.
Page 2
When we are young, we imagine and play
at what we will be when we grow up, and
when we do grow up we take on those
roles. Because as children we play at solving
problems with violence, that is how we as
a society solve our problems. Rather than
acting violently ourselves, though, most of us
find proxies to do it for us and arenas within
which they are to fight and kill for us, usually
far from home.
As adults we cannot yet see how to preserve a
peaceful and well-organized society without
turning to violence as a necessary solution.
Try as we may, we cannot yet seem to establish justice by nonviolent means alone.
The question must be raised—How can we
ever hope to reach that stage if we don’t
begin from our earliest years in our earliest
play to envision it, to enjoy it, to integrate it,
and assimilate it into our everyday living and
learning, working, and playing?
In our homes and in school we counsel the
children to use their words not their fists,
yet we give them toys to play at hurting
and killing—videos, computer games, and
movies promoting themes where violence
is ultimately “necessary.” Indeed, we train our
children to visualize human beings as “good
guys” and “bad guys” and make sure our
children take satisfaction in seeing violence
used against the “bad guys.”
With our background of playing at violence
in childhood, some of our children grow up
to be our “bad guys” and some our “avengers.”
They have prepared for it all their lives. Our
children have both withheld and unleashed
the violence they have watched and played
at, through cruel words, rejection, hitting,
and shoving. We strongly censure them
for this violence and strongly urge them to
use their words all the while continuing to
provide them with stories, pictures, toys, and
games to practice what we forbid them to do
in “real life.” Why? To what end? What is our
purpose? Or do we surrender to it as out of
our control?
Then we lament that a few of our children
grow up to act as proxies, carrying out the
murderous acts the rest of us only dream of
through our vicarious pleasures in thrillers,
crime films, and war movies. Those proxies
provide us with the guilt-free opportunity
to hate them and wish them a violent end.
Other proxies carry out the violent revenge
for us, providing us with the lip-smacking
satisfaction of identifying with the avenger
and the necessary violence put so thrillingly
to work.
When they become adults, our children
cannot wait to experience the violence to
which they have become acculturated and
conditioned—through news stories, movies,
and books of crime and war. We crave stories
of “good guys” killing “bad guys,” news of protracted violence pitted against violence. We
were fed on violence for so long as children
that we now have a powerful appetite for it
and that hunger will be fed.
Though we cannot yet see how to solve our
problems without violence, we can begin to
practice from earliest childhood playing with
nonviolent toys and games and enjoying
powerful entertainment that is of another
sort. We can explore themes and roles of
transformation and healing instead of killing
and destroying, themes of building up and
redeeming instead of tearing down and humiliating, themes of exploring, discovering,
and healing instead of capturing, torturing,
and breaking down. If we can’t yet do these
for real in the adult world, we can at least
begin to envision through our play. If it is
only play, we can afford to indulge. We have
nothing to lose and everything to gain.
Transforming, not killing, is a game to play.
Can we make it exciting enough?
Creating, not destroying, is a game to play.
Can we make it compelling enough?
Tools, not weapons, are toys. Can we make
them satisfying enough?
Inventing, not attacking, is a game to play.
Can we make it thrilling enough?
Exploring, not destroying, is a game to play.
Can we make it heart-stopping enough.
Rescuers, pathfinders, supporters, scientists,
coaches, valiant leaders with wise, strong,
and brave followers are role models—not
“good guys” and “bad guys.”
As a society we become what we play. Toys
are us. If we seek peace and justice in our
world, we must practice peace from our
earliest years of childhood, in every game,
with every toy, in all entertainment.
We need new entertainment, games, and
toys, ones that provide compelling but nonviolent action and conflict and require peace
force, soul force, peace action. Whoever has
the imagination and skill to design these
must think beyond the culture of cruelty
and the myth of redemptive violence. Our
children crave action and adventure. They
yearn to exercise power. They want to make
a difference, to effect changes. They long
for heroes to emulate and admire. How will
we provide for our children’s needs, not just
within our school walls but outside of as well,
outside in their homes, in their extended
families, in their neighborhoods?
© Donna Bryant Goertz and AMI/USA. © All
rights reserved. No part of this publication may be reproduced,
stored in a retrieval system, or transmitted in any form or by
any means, electronic, mechanical, photocopied, recorded,
or otherwise, without the prior written permission of
the publisher.
This is our challenge, one that may seem
amorphous, daunting to approach and disorienting to traverse—but worth all the
effort and possibly our last chance. What else
is left? And what do we have to lose? We have
done our best over time to save ourselves,
one another, and the planet by starting
with adults. That has gotten us to the brink
of oblivion. Let’s start with our children and
their play. Because toys are us.
Donna Bryant Goertz founded Austin Montessori School in Austin,Texas in 1967. She
directed the school and taught there for
thirty years. Now Donna acts as a resource
in parent education, staff development, and
new programs initiation. She received her
Montessori elementary diploma from the
Fondazione Centro Internazionale Studi Montessoriani in Bergamo, Italy and her Assistants
to Infancy diploma from The Montessori Institute in Denver, Colorado. Donna is also a
founding member of Educateurs sans Frontières, a select group of Montessorians from
16 countries dedicated to applying Montessori principles beyond school walls. She
has been published in several well-known
educational journals, consulted with schools,
and presented at conferences throughout
America and the rest of the world.
The Association Montessori International / USA
410 Alexander Street
Rochester, NY 14607
(585) 461-5920
Page 3