Parent Ideas...

Parent support is a key to a strong program. Here Public School Montessorian examines how schools can benefit from healthy relationships between teachers, administrators, parents and students.

The Educated Parent: The First Step

The Collaborative Parent: Middle School

The Activist Parent: District Issues

The Educated Parent: The First Step

PARENT EDUCATION IN THE PHILOSOPHY AND CURRICULUM OF MONTESSORI*

By Linda Kofa

Parent education benefits the child and it promotes Montessori education and the school.  It is not the same as voluntarism and it requires commitment from the school.  In my dealings with parents as administrative personnel and as teacher, I find parents to be great promoters of the Montessori experience.

American schools value parental involvement.  Schools are constantly finding ways to encourage parents to volunteer, from pizza parties to marketing committees. With so many activities available to parents, the line between parent involvement and parent education can easily become blurred.  Parent education means cultivating the parent in the knowledge and approach of the school’s philosophy towards education. Montessori schools have a real advantage here. Unlike traditional schools, where the philosophical approach is a combination of the works of several theorists such as Piaget, Vygotsky, Maslow, Erikson and Gardner, Montessori education is specific in its approach because its philosophy, curriculum, and practice resulted from the scientific work of one individual, Maria Montessori.

She did not envision contemporary parent involvement. She did, however, make references to the family’s role in educating the child. In Montessori, A Modern Approach (p. 121-122), Paula Polk Lillard described Montessori’s view:

It is important that his [the child’s] environment be saturated with human sounds from his earliest moments. He should not be kept apart from social life even as a tiny infant, but included in all the family does... He should be given the names of all the things in his environment, not just “tree,” but “oak tree,” “maple tree,” etc., for this is the period of the Absorbent Mind, when he learns these things naturally. Later, he will have to memorize them, which will be not only more difficult but not nearly so likely to stimulate a life-long interest in these things. Just as the family must surround the baby with language, so it is important to surround him with the written word. He should see people reading books in his home as well as being exposed to the signs and written communications of the outer world, for in this way he develops a natural awareness of another form of communication in his environment.

Montessori understood that education extends beyond the classroom and the school house. That is why, for the benefit of the child, we must educate parents.   Montessori parent education should include at least these four elements:

• Curriculum: because the curriculum is specialized, parents need clarity

The bulk of current parent education concerning the Montessori approach (ages: 21/2 to 6) tends to focus on the curriculum areas especially Math and Language. Perhaps the academic areas are the most attractive, easiest to convey, and requires the least personal adjustments to parents. It could also be due to the reading and math academic emphasis in our present day society. Montessori parent education, presented in workshop or orientation format, is generally intended to equip parents with understanding of the systematic order of the classroom curriculum.

• Key concepts / common language: because it provides stability and continuity between home and school

Although Montessori celebrates the differences of its teachers, Montessori schools adhere to the key concepts that are foundational to running any Montessori program. Key concepts such as value of process and awareness of sensitive periods become the compass that directs modeling, environment, and execution of curriculum.  Presenting key concepts in a seminar or orientation format helps create continuity between home and school.

• Modeling: because children absorb impressions from their environment and parents (adults) behaviors are part of the child’s environment

Modeling is probably the most difficult for parents. It requires self-awareness and perhaps lifestyle changes. It means parents must first become what they want their child to be. If you want the child to be polite, you must first be polite to the child and others. If you want the child to be respectful of teachers, you have to be respectful of teachers. Whatever you are going to ask of the child, must be integrated in your lifestyle. For example: the teacher speaks using a low tune. Therefore when the teacher tells the child to lower his voice, the child understands what the teacher is requesting primarily not by her words but by her modeling of the behavior.

• Environment: because for the child to receive maximum benefit from the Montessori principles, his environment has to be deliberately prepared so he can utilize the principles

The Montessori environment is prepared to accommodate the needs and tendencies of the child. The home environment does not need to look like a classroom but it can be design to facilitate the child’s journey towards healthy independence. Some examples are: putting items on low shelves for child’s access; allowing a child to clean up his toys; and providing child size utensils. Educators also should warn against over zealousness about additional academic work at home and against turning everything and every moment into a Montessori lesson. A child’s work is supposed to bring the child satisfaction not strain.

How can these four elements be integrated into a parent education program? Here are three paths.

See School from the Child’s Point of View

It is easy for an adult to look at a Montessori children’s house (age: 2 1/2 to 6) classroom and conclude it is cute.  It is also easy for the adult to miss the beauty of order and simplicity that carefully adorns every shelf and floor space in the classroom.

A parent education program should have parent experience the classroom as a child would.  Have parents spend time in the prepared classroom (without children) and receive lessons from teachers. They may kneel to assume the height of a child. They may ask questions a child would ask.  Parents will better understand how the Montessori environment honors order, the classroom community, the process of learning, the child’s natural development, and the individual child’s experience.

Some schools employ a “Journey and Discovery” approach. During the 2005-2006 school year, as the Admissions Director of an elementary Montessori school (toddler – 6th grade) in Pennsylvania, I was privileged to conduct this exercise. It was a Friday evening and Saturday morning event. Parents, in their evaluations, expressed how much more insight they gained from participating. The exercise also became a good point of reference for me when parents asked questions at future dates.

Observe in the Classroom

Think ahead. Observations can be insightful or confusing, depending on the parent and how it is handled.  Many approaches can work.

Observations can be conducted through observation windows or in the classroom. Some schools allow parents to ask teachers questions during observations and others schools forbid it. Some require advance appointment. Some set a minimum number of parent observations.  I favor using different kinds of observations.

I especially encourage a guided observation for new parents. It can give the parent a clear overview of the Montessori approach as well as an overview of the particular school.

When I conducted such observations, I began with a brief overview of Montessori education. It included mention of the prepared environment, sensitive periods, developmental phases, installing sense of discovery and awareness, mixed age classrooms, self-correcting materials etc. This brief overview provided parents some background to apply to the actual guided observation.

During the tour I would point out activities that may interest parents and I would provide explanations. Parents’ questions were readily answered and any misunderstanding was immediately cleared up.  After the tour, another short discussion included samples of the children’s work.

Remember: It Takes a Village

It takes a village to raise a child and an entire school to educate a parent.

Many facets of Montessori education, though equally important, yet do not receive the same visibility in the school as their academic counterparts. Montessori in the home is one such example. As Montessorians, we should be mindful to treat all aspects of Montessori education with equal importance. 

A workshop about Montessori in the home can encourage parents to continue promoting key concepts such as valuing process, allowing for discovery, peaceful living, thinking globally etc. Teachers and Montessori-knowledgeable school staff make good facilitators of such workshops.  This kind of discussion can also give parents better understanding of the teacher-student relationship and provide parents an avenue to express behavioral or other concerns.

Parents utilizing key concepts will promote a better classroom environment. If schools do not find the topic important enough to be worthy of a forum, then schools should have no expectation of parents incorporating Montessori principles in their homes. Remember, a child will spend three years with a teacher but a lifetime with a parent.

Conclusion

As Montessori educators, we educate the whole child.  Parent education programs should honor that breadth. It should not focus solely on one element that interests parents—which is usually the academics.

Well-informed parents are positioned to strengthen their children’s Montessori experience. They are also great promoters and marketers of the Montessori movement and schools.

Linda Kofa worked as an accountant in various industries before entering the field of education.  In addition to working in the classroom, she has worked in several schools in capacities such as business/administrative manager and admissions/marketing director.  She is a certified Montessori teacher.

She may be reached at ...@dextech.com

*This version of Linda Kofa's piece is the corrected version. Errors were made in the piece printed in the Winter issue of Public School Montessorian. We regret the inconvenience.

The Collaborative Parent: Middle School

By Alyssa Morishima Moore

In a district that had previously not considered schools with an elementary-through-middle-school configuration, a group of parents, teachers, and administrator made its case to district leaders and next fall all of us will break new ground for a Montessori middle school program at North Shoreview Montessori Music and Art Magnet School in San Mateo, CA.

For more than 25 years, North Shoreview has supported a K-5 Montessori program. In the past year it has offered a fee-based Montessori preschool. The Montessori middle school program plans to open in September 2008.

The middle school expansion concept was developed more than two years ago. It started as a grassroots effort from parents who were seeking a K-8 Montessori education as well as a small middle-school environment for their children.

It has been a collaborative effort between Parkside Montessori (another public elementary school that has a Montessori program in addition to its traditional program) and North Shoreview Montessori, with parents, teachers and administrators integrally involved.

The middle school team first approached the superintendent in the Fall of 2005 and then again in December 2006. The team presented the expansion plan to the school board in February 2007.

After that presentation, the trustees asked administration to conduct an independent feasibility analysis of the plan.

The team presented again to the School Board in May 2007, in response to the findings in the feasibility analysis. On June 7, the trustees voted unanimously to support the planning of the middle school program at North Shoreview.

The targeted date is to offer sixth grade for the September 2008 academic year, followed by seventh grade in 2009 and eighth grade in 2010.

What were the keys to our success and what did we learn along the way?

• Analyze your support. Identify interest, concerns, questions and desire to participate on the part of parents, teachers and administrators. It is critical to know not only the level of interest from all, but their apprehensions as well. We conducted a series of surveys and interviews with parents and the teachers. We collected data from parents of the children in the targeted first middle school class as well as parents whose children would be entering the middle school program in subsequent years. We surveyed every teacher in the school. Without the strong support of the teachers, not just the parents, it will be very difficult to mobilize the school to support the plan. Be prepared to address everyone’s inquires with realistic and accurate responses.

• Learn from others. Reach out to others who have done this. The American Montessori Society was instrumental in providing us with contacts to public schools that had already gone through this process. We interviewed many other administrators and teachers to get a clear understanding of what to expect.

• Identify your leadership. You need a person, or persons, willing to commit the time and effort (for at least two years) to lead the project and keep it progressing.

• Build a strong team. Formulate a project team that includes administration, teachers (both from lower elementary and those teachers potentially interested in the upper elementary grades), parents and PTA members. Like all formal projects, it is best to begin this project with a formal project charter that defines the scope of the project, the timeline, the risks, the costs, the members to be involved, etc. Set up meeting times for the core group of project members. Ensure that you are maintaining communications through meeting minutes that include decisions made and action items, following up with members between meetings to ensure action items are being pursued.

• Understand the decision-makers. Work with the principal to set up introductory meetings with the district superintendent and key officials to understand their interests, concerns and questions. Understanding the district’s appetite for this plan and what major obstacles are facing the district (e.g., financial constraints, political constraints), is important. Gaining administrative buy-in is essential. Without the strong support of the district superintendent, it is likely to be much harder. Ensure that the district office is provided with all relevant information and data on the advantages of Montessori education, the advantages of a small school environment (if your school intended to retain a small school configuration) and the advantages of a K-8 program.

• Collaborate. Work with all parts of the district office staff to ensure alignment and support. In our case, the district worked with us to conduct a detailed review of the proposed plan in the following areas:

—Educational Services Review–this included a review of the Montessori curriculum, legal requirements for public schools and a comparison of the Montessori program to traditional programs

—Facilities and Site Plan Review–the plan addressed the multi-year needs for facilities and site

—Enrollment Department Review–the plan included a realistic estimate of the number of students likely to enroll in the first year and subsequent years and a plan to address potential attrition, as well as an analysis of the potential impact of enrollment on other schools within the district

—Human Resources Staffing and Credentials Review–the staffing requirements and the necessary credentials to support the plan were reviewed.

• Present preliminary information to the school board. Recognize that the first meeting (and maybe even several meetings) is strictly to provide information and address trustees’ questions.

• Partner with the district office to address trustees’ questions.

• Ensure you are adequately communicating with parents and teachers throughout the entire process.

Above all, be patient but tenacious.

When we first started this project, it seems like an insurmountable, daunting task that may never come to fruition, but with perseverance, it has all paid off.

We are now in the process of developing the sixth grade curriculum. This will again require tremendous coordination and support from the district office, but we see the goal in sight and our parents, teachers, students and administrators are eagerly looking towards next September.

Alyssa Morishima Moore is Principal Project Manager in Product Portfolio Management for Genentech, Inc. and serves on the American Montessori Society board of directors as Treasurer and Parent Representative.

The Activist Parent: District Issues

By Seth Kirk

My experience as a public Montessori parent has led me to become more involved in my children’s school than I ever thought I would be. Starting out as an occasional participant in PTA events, I have ended up wading deep into district-level politics and processes, learning much about how our school system works, and about the basic elements that are necessary for the success of any school.

My quest to understand the inner workings of our school system started several years ago in response to a teacher staffing problem at our Montessori school. One of our teachers left our school halfway through a school year. A temporary replacement was found, but at the end of the year, it was clear that this teacher would not return, and no permanent replacement had been found. It was also clear that the new teacher would be my son’s teacher.

In previous years, I had noticed how surprising staffing changes occurred over the summer, so I started that summer determined to stay in touch with the school’s principal while my son’s potential teacher was located. I finally heard in late July that a teacher had been placed in the job, but she had no Montessori training. My principal said she would work to resolve this misplaced teacher before school started, but no progress was made by the time I left for a family vacation in early August.

Two weeks before school was to start, while heading home from vacation, I received a phone message from another parent saying that the teacher placement had still not been resolved, and that he and other parents were planning a protest at the upcoming School Board meeting. I returned home, and worked with the other parents in preparation for the Board meeting protest.

The day before the Board meeting, a deal was reached between the teacher union and the administration. A Montessori-trained teacher was found somewhere else in the district, and special arrangements were made to bring this teacher to our school.

As I talked to my principal and district administrators after the teacher placement had been resolved, I realized that this particular staffing issue may have been an unusual event, but it was really a symptom of a school system process that did not support schools like ours. I started to understand what “Montessori” meant in the Minneapolis Schools.

It became clear that the district administration and the teacher union leadership had no investment in Montessori education. The district essentially just allowed some schools to call themselves Montessori, and the teachers union had tolerated Montessori-trained teachers to collect in these schools, but neither the teachers nor the administration ever assured that Montessori training was a qualification to teach in Montessori schools.

But this issue did not affect just the Montessori schools in Minneapolis. We have many other intentionally designed school communities; International Baccalaureate schools, language schools, open schools and more. Every one of these schools needs essentially the same thing as our school—teachers who have qualities and qualifications that match the school.

In Minneapolis, the main thing that defines how teachers are placed in schools is the teacher union contract. The Minneapolis teachers’ contract allows for teachers to voluntarily transfer into any open teaching position, and awards the open teaching position to the interested teacher with the most seniority in the district. Teaching positions do require specific state licenses, but there is no licensure differentiation for any elementary school classroom teacher. Montessori training is not recognized by the State with a separate licensure, which ultimately means that there is no staffing rule for the Minneapolis schools that mandates Montessori-trained teachers teach in Montessori schools.

Beyond the teacher staffing rules, we also lack a commitment from the district administration to specialized school communities. For Montessori, there is nobody in the Minneapolis district administration who is in charge of paying attention to if MPS Montessori schools really are Montessori schools. Our school, and many other schools, would benefit from having an advocate in the administration, who could help make sure we are what we say we are, support us when needed, and understand how our school fits into district-level operations and strategy.

We are still seeking a teacher contract that recognizes teacher qualifications outside of licensure, and we are still lobbying our district administration to understand that their responsibility extends beyond allowing us to call ourselves a Montessori school.

Until we are able to achieve those things, there are several key elements that allow our school’s continued success.

First and foremost are our teachers. The teachers are the core of our school, and every bit of Montessori method and culture that is a part of our school starts with them. We have been fortunate to have excellent teachers, who work as a team, and who are dedicated to Montessori education.

Another key element is our principal, a strong leader and tireless champion of our school. Our principal is a great cheerleader and community-builder for the school, but she is also particularly skillful in navigating the Minneapolis School system to meet the needs of our school.

Our school also benefits from a strong parent presence. Our parents are often ready to help in classroom or for PTA events, but are particularly fortunate to have multiple parents who are willing to be a persistent presence with the district administration. Those of us willing to take this on have helped organize a group of parents, teachers, principals and district administrators in a discussion about how Montessori programs are supported in Minneapolis Schools. Over one year, we had six different meetings with the district administration and the union president.

And lastly, building connections between other district schools that have issues that align with ours is something that strengthens our school community. We have done this, connecting with parents and teachers from IB and language programs, showing the district and the union leadership that we had common interests. We went together, parents and teachers from many schools, and petitioned the teacher union contract negotiation team to include consideration of specialized teacher training in the language of the next contract.

Although the school system could be more supportive of our school, we are fortunate to have such a strong school community at our school, including parents, principal and teachers. The end result is a wonderful school where my two children have each had an excellent educational experience.