In the last edition of Montessori Leadership (volume 19, issue 3, 2017), the first in our Montessori and Advocacy series, we raised questions of reflection for our personal journey in support of Montessori education. Perhaps the most important of these to ask ourselves is “Just what does Montessori education mean to me?” It is this fundamental question and how we answer it that can lead us to engage in advocacy.
If we can answer that there are “essentials” of the system necessary to fully benefit children and their families, our next step is to make the commitment to work for those essentials. We can choose to act.
Advocacy is most successful when it is collective action. A strong grassroots voice within the structure of a state Montessori organization is critical to advocacy action. Finding that One Voice or one message involves a process of shared conversation, and respectful listening to reach compromise. Once a common agenda is reached, that One Voice becomes that of the collective community. There is power in numbers.
Where do we start? There are some common characteristics that active state organizations engaged in advocacy share, regardless of their history:
♣ A dedication to the inclusion of all Montessori educators and all types of Montessori programs across sectors.
♣ A core leadership group of 3-4 officers.
♣ An organizational structure that includes: a strong, diverse board; bylaws supporting sustainability; committees focused on each aspect of the mission (communication, education/professional development, and advocacy); and volunteers to share in the work of the organization.
♣ A clear mission with prioritized goals and an action plan for each goal.
The issues and concerns impacting Montessori education are all implemented and regulated at the state level rather than the federal level. A state organization, then, must learn about policy and regulations specific to their state, prioritize the issues of greatest concern and impact, and propose solutions to solve those problems.
One way to determine advocacy efforts of greatest need can be to conduct a census of your state’s Montessori community. This includes: gathering key information from each school for contact information; school demographics, such as levels served, numbers of students, and numbers of credentialed teachers; and, most importantly, issues of most concern to each school. These questions yield important information for beginning goal-setting.
Narrowing concerns to one or two advocacy issues focus the needed work in a manageable way. Deciding on an action plan with specific steps makes each task doable in a time frame that fits into our busy schedules. A core committee of two to four people for each issue further organizes the effort.
The starting point for each advocacy goal is researching the concern. A thorough understanding of rules and regulations, requirements, and impacts of each potential issue guides specific action tasks. Identifying the state agency, and the key people in that agency with whom you seek to collaborate will give important information for crafting talking points, scheduling meetings, and beginning the relationships where change can take place.
Advocacy is slow, challenging, and frustrating work, but with patience and a good dose of Montessori grace and courtesy, change can happen. Validation projects in seven states are helping parents identify schools with a fully implemented Montessori education. State agencies are working with state Montessori communities to give material waivers and exemptions to group size and ratio requirements. A number of states are now recognizing the Montessori-credentialed teacher as a highly qualified professional in their Professional Registry. Two states have a pathway for a state educator’s license for Montessori-credentialed teachers, and three others are close to accomplishing the same. State organizations are working with their QRIS (Quality Rating and Improvement Systems) to include Montessori schools without
compromising their fidelity.
Hard work? Yes, but the rewards of supporting Montessori education with its essential components is in knowing the benefit and value the work will bring to so many children. ′
Christine Lowry, M.Ed. has worked on advocacy and policy efforts for the Montessori community at the national level and with state Montessori organizations. She currently consults with Montessori organizations on a number of concerns in their state. She has guided state Validation Projects in five states and is currently working toward full implementation of Montessori education with several state agencies.
She has guided the founding of a number of state groups and currently serves on the Board of three groups.
Christine is the founder and principal consultant of Montessori-Now. In work with state agencies, state Montessori organizations, and schools, she continues efforts to support quality Montessori education. You may reach her at christine@montessori-now.com.
Montessori Leadership / January 2018 / p 16
