QRIS and Montessori

QRIS or Quality Rating  and Improvement Systems are widely used in preschools and daycare settings throughout the country. There are many systems used such as ECERS (assessing environment, materials, curriculum, health and safety, parent relationship, management, and staff credentials) and CLASS (assessing interactions, language, and climate).
These systems offer ratings to different setting based on what is considered "best practice". While it is a good thing to keep establishments accountable, encourage progress and improvements, and assess current practices, these systems are primarily "play-based" centered. This often leads to Montessori settings receiving lower scores regardless of authenticity or quality.Many of these QRIS are becoming a part of licensing requirements.
As a teacher who has gone through the process twice (ECERS and CLASS) I have learned a lot. It has been a helpful experience in many ways and has shown me ways to become a better teacher and create a better environment. Yet I have also seen many core Montessori principles and practices being disregarded or rated poorly due to the systems' core focus on "play-based" practices.
This is an important topic for Montessorians to research and understand. We need to be aware of the changes coming up and how they will effect Montessori schools. We can use this as an opportunity to further the awareness of the method and better ourselves in the process.

For more details please check out the links below and share your thoughts and experiences!

Video from AMS and AMI/USA
 

Links
http://www.montessoriforward.org/
http://www.macte.org/
http://ers.fpg.unc.edu/node/324
http://www.montessoriratingscales.com/node/15

The Importance of Parent Education on the Montessori Method

The Importance of Parent Education on the Montessori Method

The Montessori Method offers a unique learning experience for students. Often parents choose to enroll their child in a Montessori program with minimal information on the depth and value of the method. Through parent education nights, Montessori schools hope to present parents with a deeper understanding of the Method. By presenting parents with more information, schools hope that parents and their children can get the most out of this form of education through a strong partnership and clear expectations. Research shows the importance of a parent teacher partnership in order to provide students with the best education possible. This illustrates the importance of connecting the school and the home environment. There are many ways for schools to achieve this.

According to the National Education Association, parent involvement makes a difference to children’s learning no matter the family’s income or background (NEA, n.d.). Plevyak (2003) warns of the many possible barriers such as cultural differences, fear of authority, and family problems that may be involved in parents’ lack of participation. Yet she also discusses how schools and teachers can find ways to overcome these barriers through an open and trusting environment and regular communication (Plevyak, 2003). This is a crucial first step in creating a relationship between home and school as well as involving parents more into their children’s education. When parents are involved in the children’s education, children tend to do better in school (NEA, n.d.).  

Parent involvement has shown to improve regular school attendance, higher grades, overall better social behavior, and increase graduation rates (NEA, n.d.). Yet parents’ involvement depends primarily on the school. There must be a system in place to give parents information, build relationships, and create a positive atmosphere for communication. According to the NEA (n.d.), this can be done through clear expectations of what parents should do, consistent communication, and well-planned events such as education nights, open houses, and family home visits.

Williams (2008) researches in depth the importance of knowing how parents and teachers perceive each other in order to break down any barriers and build a relationship of collaboration for the best for the students. In her research, she observes how often parents and teachers are seen to be enemies or at odds with each other (2008). This perception creates a dangerous barrier in education as parent involvement has been proven to impact student success (Hawes, Plourde, 2005). According to Williams (2008), the first step in breaking down barriers is understanding. Parents and teachers alike need to create a safe environment where both entities can share their beliefs on education and their goals for the school. This will allow for both sides to understand each other and from there begin a relationship.

The article, “Parental Involvement in Our School”, offers five strategies to build better relationships between parents and teachers (Rygus, 2009). The author proposes that first, the school must be a comfortable place, it must be a place for parents to communicate with each other and feel welcome into the school. The second and third strategies focus on creating an environment of trust where parents know they can discuss concerns and know you are around by seeing you regularly. Next, parents must feel valued and be able to participate in a variety of tasks. Finally, it is crucial to offer a variety of events to strengthen the relationship. These events can be casual as well as formal and should encourage parents’ participation (Rygus, 2009).

Every school should have a plan in place to achieve these goals. Being different from what most people have experienced, Montessori schools should go above and beyond these expectations.  Maria Montessori illustrates her belief on the importance of harmony between the school and the home in her book Dr. Montessori’s Own Handbook (1965). She reminds us that children need to learn in both places and finds many similarities between the two. Montessori’s schools or Children Houses were created specifically to bridge the gap between school and home and to create a safe environment where parents could trust their children to be cared for (Montessori, 1965). This remains a critical goal for Montessori schools around the world.

AMI USA’s article “Montessori in the Home: Why Family Matters” (2012) reiterates the vital importance parent involvement plays in a child’s future success in school. The article highlights Montessori’s foundation on universal human principles that not only relate to educational practices but also to ways of parenting (AMI USA 2012). When the school environment and the home environment are in harmony, following the same philosophies, children are more likely to fulfill their unique potential. AMI USA strongly underlines the importance of parents and teachers working as a team to help each other in order to help each child (AMI USA 2012).

In her study, “Public Knowledge of Montessori Education”, Angela Murray (2012), surveys people’s basic knowledge on what Montessori education is all about. In her findings, we see many important misconceptions and gaps of knowledge. Teachers in Montessori schools often find parents being unaware of key Montessori concepts and believing myths as seen in Murray’s survey. Anu Karna (2013) found that parents’ knowledge is often based on misconceptions. This creates a barrier which does not match what most parents want for their child. Karna highlights her desires for her child such as success, confidence, critical thinking, caring for himself and others, and a love of learning. She presents Montessori as the ideal method for her as a parent to offer all these life skills to her child. Schools need to present parents this ideal and to collaborate in order to foster in both environments these crucial life skills.

The Catechism of the Catholic Church (2011) clearly emphasizes the important role parents have in their children’s education. “Parents have the first responsibility for the education of their children. They bear witness to this responsibility first by creating a home where tenderness, forgiveness, respect, fidelity, and disinterested service are the rule” (Catechism, 2011, p. 537). Schools must not only respect parents’ roles but also be there to support them in educating their children. Educating parents on the Montessori Method and a school’s philosophy is one way this can be done.

Montessori schools have a responsibility to create a trusting and positive environment that offers parents information on the Montessori Method and builds a spirit of collaboration.  AMI USA (2012) proposes a large variety of ways to do this such as lecture, classroom observation, study groups, conferences, and open-houses. NAMC’s article, “A Montessori Approach to Parent Night: Tips for Community Building and Sharing Curriculum”, offers clearer details on how to present Montessori to parents (2012). The article proposes greeting parents as if they were students coming into the classroom and offering them presentations on authentic Montessori materials as well as allowing them time to work as their child does (NAMC, 2012). Many schools have put into place programs to support parent education. Edward Fidellow from Hillside Montessori School, has written an ebook called Becoming a Montessori Parent to further parent education and involvement in his school (Fidellow, n.d.). This is a valuable resource for all Montessori parents.

As of now, little to no research has been done specifically on the impact parent education programs have on boosting parents’ knowledge of the Montessori Method or involvement. Based on research, one can clearly see the importance of parent involvement and how it can be achieved. I plan to research how offering parents more opportunities to learn about Montessori can deepen their knowledge and strengthen their involvement in the school.

Reference List

AMI USA. (2012). Montessori in the home: why family matters. Retrieved from https://amiusa.org/montessori-in-the-home/

Catholic Church. (2011). Catechism of the Catholic Church. 2nd ed. Vatican: Libreria Editrice Vaticana.

Fidellow, E. (n.d.) Becoming a Montessori Parent. Hillside Montessori. Retrieved from http://hillsidemontessori.org/wp-content/themes/Avada/custom/eBook/Montessori-Parent-eBook.pdf

Hawes, C. & Plourde, L. (2005). Parental involvement and its influence on the reading achievement of 6th grade students. Reading Improvement, 42, 47-57.

Karna, A. (2013). Why Montessori? from a parent's perspective. Montessori Life 25.1  (Spring 2013): 24-29.

Montessori, M. (1965) Dr. Montessori’s own handbook. New York, NY: Schocken Books, Inc.

Murray, A. (2012). Public knowledge of Montessori education. Montessori Life. Spring:18-21.

NAMC. (2012). A montessori approach to parent night: tips for community building and sharing curriculum. Montessori Teacher Training. Retrieved from http://montessoritraining.blogspot.com/2012/10/a-montessori-approach-to-parent-

night.html#.Uoj7YOKomBV

NEA. (n.d.) Research spotlight on parental involvement in education. National Education Association. Retrieved from http://www.nea.org/tools/17360.htm

Plevyak, L. H. (2003).  Parent involvement in education: who decides? The Education Digest69.2 (Oct 2003): 32-38.

Rygus, E. (2009). Parental involvement in our schools. ATA Magazine. 10, 12-13

Williams, L. (2008). Parental Perceptions and Involvement. (Doctoral Dissertation). Retrieved from ProQuest Dissertations and Theses. (UMI No. 3325447)