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Montessori opportunities 2012
Montessori opportunities 2012
Montessori opportunities 2012
Montessori opportunities 2012
Montessori opportunities 2012
Montessori opportunities 2012
Montessori opportunities 2012
Montessori opportunities 2012
Montessori opportunities 2012
Montessori opportunities 2012
Montessori opportunities 2012
Montessori opportunities 2012
Montessori opportunities 2012
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Montessori opportunities 2012

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  • 1. Montessori Opportunities For Saint Paul Public Schools, students, and families
  • 2. Montessori methods result in robust long term “academic” learning. <ul><li>Milwaukee Public Montessori elementary “lottery winners” students were compared to a “matched peers” comparison group, because records of “lottery losers” had not been kept. </li></ul><ul><li>The Montessori group performed significantly higher on Math/Science using the a)ACT, b)the Wisconsin version of Terra Nova (10 th grade), and subject specific grades. </li></ul><ul><li>Dohrmann, Kathryn Rindskopf; Nishida, Tracy K.; Gartner, Alan; Lipsky, Dorothy Kerzner; Grimm, Kevin J. , (2007), High school outcomes for students in a public Montessori program, In Journal of Research in Childhood Education , Volume Number: 22 Issue Number: 2 Page Range: 205-217 </li></ul>
  • 3. Montessori methods build a community with “soft skills” collaboration and problem solving <ul><li>Two groups (age 5 and age 12) of Milwaukee Public Montessori elementary “lottery winners” students were compared to two “lottery loser” groups. </li></ul><ul><li>Montessori 5 year old students – the exit point for Children’s House – had significantly higher skills at problem solving and understanding of others (and Reading and Math). </li></ul><ul><li>Montessori 12 year old students – the exit point for Elementary Programs – had significantly higher social problem solving skills and positive feelings about their school community. (It is important to note that the 12 year old students’ general academic skills were not measured as higher than the comparison group, though their writing was rated as significantly more creative and sophisticated.) </li></ul><ul><li>Lillard, Angeline and Else-Quest, Nicole , (2006), Evaluating Montessori Education, In Science, Volume Number: 313, Page Range: 1893-1894 </li></ul>
  • 4. Montessori methods foster innovation, independent thinking and work, for the next generation of citizens our community needs in a changing world. <ul><li>Steve Hughes , pediatric neuropsychologist at the University of Minnesota, has been studying the connections between Montessori methods and brain/behavioral development . </li></ul>
  • 5. Montessori methods were developed for, and succeed well with, a wide variety of children. <ul><li>Respect is a human need! </li></ul><ul><li>An international method used in many cultures and countries. </li></ul><ul><li>Lillard, Angeline, (2005), Montessori: The Science behind the Genius, Oxford University Press. </li></ul>
  • 6. “ Montessori” reputation draws families and has created waiting lists and demand in many public school districts who offer them. <ul><li>Milwaukee, Wisconsin </li></ul><ul><li>Broward County, Florida </li></ul><ul><li>Bremerton, Washington </li></ul><ul><li>Reference article – American Montessori Society- 2010 </li></ul>
  • 7. How successful is Public Montessori? <ul><li>Public non-charter Montessori schools are subject to availability of district resources and pressures from (local, state and federal) regulations and accountability. </li></ul><ul><li>The resource needs of a Montessori school are different from most other schools and are often not well-understood. </li></ul><ul><li>Not all Montessori programs and not all public Montessori programs have been equally successful. </li></ul>
  • 8. What makes a Montessori Program “successful”? <ul><li>How it is delivered: The outstanding results in the strong research studies with highly significant results occurred in Montessori programs with high “integrity” of method. </li></ul><ul><li>How it is measured: Robust results are evident over a long term, with some results showing after years of experience for students. Short term measurements may not show student success which will later be evident. </li></ul>
  • 9. Montessori methods allow new school communities with coherent curriculum and community to be reliably built with Montessori- trained teachers. <ul><li>A proven “replicable model” provides a large and consistent broad professional community for teachers and leaders. </li></ul><ul><li>Existing reputable Montessori training programs provide consistency of training for Montessori certified professionals. </li></ul>
  • 10. Successful exemplary Montessori programs require Montessori expertise <ul><li>Montessori public exemplar programs with robust research results published in peer-reviewed scientific journals are few. These schools have had the benefit of district leadership which allows them sufficient resources and protects programmatic integrity. </li></ul>
  • 11. Saint Paul, Minnesota Resources <ul><li>Decades long history of three well-subscribed public elementary magnets in Saint Paul, MN </li></ul><ul><li>Reputable AMI and AMS training programs for Elementary and Children’s House levels, with a newly developing AMS adolescent program at St. Catherine’s University </li></ul><ul><li>Saint Paul Public Schools values Montessori and plans a city-wide Montessori Middle School for Fall, 2013 </li></ul>
  • 12. Saint Paul Public Montessori Challenges: <ul><li>One existing Montessori charter is already expanding its grade levels because SPPS will be changing to grade configurations which do not allow traditional E-2 classrooms. </li></ul><ul><li>Grade configurations are one easily identifiable hallmark of program integrity - competitors will be able to advertise their “better program.” </li></ul><ul><li>Like many public districts, SPPS is resource challenged, which may reduce its ability to adequately focus on program integrity and sufficient resource allocation for Montessori success. </li></ul><ul><li>For families who want less “bureaucracy” and more two-way communication, charters have a marketing advantage. More Montessori charters may develop. </li></ul>
  • 13. Saint Paul Public Montessori Opportunities <ul><li>SPPS has an opportunity to create excellent relationships with local Montessori experts – and programs with endorsed “integrity” – reducing the charter marketing advantage. </li></ul><ul><li>SPPS has an opportunity to demonstrate “non-bureaucratic” management of its Montessori schools – reducing the charter marketing advantage. </li></ul><ul><li>SPPS has an opportunity to develop both small and large school offerings for the adolescent years up through high school, all articulated for its public school children, greatly reducing the charter marketing advantage. </li></ul>

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