PHILOSOPHY, ETHICS, FAQs

AMS PHILOSOPHY & PRACTICE

CODE OF ETHICS

FAQs

AMS PHILOSOPHY & PRACTICE

The American Montessori Society desires to define Montessori education as it is practiced in AMS accredited schools, taught in AMS teacher education programs, and articulated in AMS sponsored publications, symposia and conferences.

The American Montessori Society is committed to promoting quality Montessori education for all children from birth to 18 years based on these key concepts:

  • The aim of Montessori education is to foster competent, responsible, adaptive citizens who are lifelong learners and problem solvers.
  • Learning occurs in an inquiring, cooperative, nurturing atmosphere. Students increase their own knowledge through self- and teacher-initiated experiences.
  • Learning takes place through the senses. Students learn by manipulating materials and interacting with others. These meaningful experiences are precursors to the abstract understanding of ideas.
  • The individual is considered as a whole. The physical, emotional, social, aesthetic, spiritual, and cognitive needs and interests are inseparable and equally important.
  • Respect and caring attitudes for oneself, others, the environment, and all life are necessary.

The Montessori teacher is educated in these areas:

  • Human growth and development.
  • Observational skills to match students' developmental needs with materials and activities. This allows the teacher to guide students in creating their individual learning plan.
  • An open-ended array of suggested learning materials and activities that empower teachers to design their own developmentally responsive, culturally relevant learning environment.
  • Teaching strategies that support and facilitate the unique and total growth of each individual.
  • Classroom leadership skills that foster a nurturing environment that is physically and psychologically supportive of learning.

A Montessori classroom must have these basic characteristics at all levels:

  • Teachers educated in the Montessori philosophy and methodology appropriate to the age level they are teaching, who have the ability and dedication to put the key concepts into practice.
  • A partnership with the family. The family is considered an integral part of the individual's total development.
  • A multi-aged, multi-graded, heterogeneous group of students.
  • A diverse set of Montessori materials, activities, and experiences, which are designed to foster physical, intellectual, creative and social independence.
  • A schedule that allows large blocks of uninterrupted time to problem solve, to see the interdisciplinary connections of knowledge, and to create new ideas.
  • A classroom atmosphere that encourages social interaction for cooperative learning, peer teaching, and emotional development.

Suggested Readings:

  • Montessori in Contemporary American Culture. American Montessori Society. Heinemann Educational Books, 1991.
  • John Chattin-McNichols. The Montessori Controversy. New York: Delmar Publishers, 1991.
  • Montessori Life. A magazine published by the American Montessori Society.

 

CODE OF ETHICS OF THE AMERICAN MONTESSORI SOCIETY

PRINCIPLE I - Commitment to the Student

In fulfillment of the obligation to the children, the educator:

  1. Shall encourage independent action in the pursuit of learning
  2. Shall protect the opportunity to provide for participation in educational programs without regard to race, sex, color, creed, or national origin
  3. Shall protect the health and safety of students
  4. Shall honor professional commitments, maintain obligations, and contracts while never soliciting nor involving students or their parents in schemes for commercial gain.
  5. Shall keep in confidence information that has been secured in the course of professional service, unless disclosure serves professional purposes or is required by law.

PRINCIPLE II - Commitment to the Public

The Montessori educator shares in the responsibility for the development of policy relating to the extension of educational opportunity for all and for interpreting educational programs and policies to the public.
In fulfilling these goals, the educator:

  1. Shall support his professional society and not misrepresent its policies in public discussion. Whenever speaking or writing about policies, the educator should take the precaution to distinguish his private views from the official position of the Society.
  2. Shall not interfere with nor exploit the rights and responsibilities of colleagues within the teaching profession.

PRINCIPLE III - Commitment to the Profession

The Montessori educator makes efforts to raise professional standards and conditions to attract persons worthy of trust to careers in Montessori education.

In fulfilling these goals, the educator:

  1. Shall extend just and equitable treatment to all members of the Montessori education profession
  2. Shall represent his own professional qualification with clarity and true intent
  3. Shall apply for, accept, offer, recommend, and assign professional positions and responsibilities on the basis of professional preparation and legal qualifications.
  4. Shall use honest and effective methods of administering his duties, use of time and conducting business.

As American Montessori Society members, we pledge to conduct ourselves professionally and personally, in ways that will reflect our respect for each other and for the children we serve.  We will do whatever is within our talents and capacity to protect the right of each child to have the freedom and opportunity to develop his full potential.  AMS requires that all member schools and teacher education programs agree to comply with the AMS Code of Ethics.  AMS relies solely on self-compliance of this Code.
 
Adopted by the AMS Board of Directors October 1969.  Expanded June 1975. Updated 2005

FREQUENTLY ASKED QUESTIONS

FREQUENTLY ASKED SCHOOL AFFAIRS QUESTIONS

  • What does it mean for a school to be a member of AMS?

Membership in AMS means that a school has submitted an application to us that details the class levels offered, the number of students in each classroom, who the head teachers are in each classroom, and what type of Montessori credentials they hold. In addition, the school agrees, in writing, to adhere to the AMS Code of Ethics  An on-site visit to the school (a consultation) must take place within a specified period, depending on level of membership. The level of membership is based on the number of head teachers who hold Montessori credentials from a program accredited by the Montessori Accreditation Council of Teacher Education (MACTE). 

  • The school I am interested in enrolling my child in is not on your listing of schools.
  • There's a Montessori school that is opening in my area but I don't know where it is, can you tell me?
  • I visited a Montessori school that did not seem to be practicing the Montessori method. How can they call themselves a Montessori school; how can you let them be a Montessori school?

The name “Montessori” is in the public domain. Thus, any school may incorporate it as part of its name, regardless of the extent to which it adheres to Montessori principles and practices. AMS has no jurisdiction over this. Membership in AMS is voluntary. If a school chooses not to join AMS, this does not automatically mean that it is not a quality school. The records that we maintain are for AMS-member schools only.

  • Why wouldn't a school be a member of AMS?

There are a variety of reasons why a school may not be a member of AMS. In some cases a school may feel there are no benefits to AMS membership that they will take full advantage of. The cost of membership may also be a factor, the requirements of membership may not be met (not enough Montessori certified teachers or teachers with unrecognized credentials). The school may have an affiliation with AMI and not need a membership with AMS. There are cases where the teachers within a school may be members of the Society and therefore the school doesn't feel the need to join.

  • How many Montessori schools are there?

There is no definite answer. Because AMS is not a licensing agency and an individual is not required to contact us before opening a Montessori school, we do not have an accurate idea of how many Montessori schools exist at any given time. Our membership is currently over 1000 ( about 30 foreign schools) and we have close to 5000 schools in our database, however, some of those schools may have closed, others may have phased out their Montessori programs or they may have changed locations. You might want to contact Jola Publications [Dennis Schapiro]. He publishes the Montessori Community Directory, which lists all Montessori schools in existence, nationwide. The total number of schools ranges from 6000-8000 schools.

  • How can I secure membership for my school?

If a school has been in existence for a while, has Montessori certified teachers with MACTE recognized credentials, then chances are they qualify for membership, but forward a call 212-358-1250 or e-mail to School Affairs [Carla Hofland] since there are different avenues to pursue.

  • I'm interested in starting a Montessori school. How can I do that?

There is a packet of information that AMS sends to individuals looking to start a Montessori school. It gives an overview of what to consider (location, levels to offer, what is needed), basic start-up costs, information on TEC programs, publications that may be useful, etc.

"Montessori" is a developmentally appropriate approach to learning whose success with children from all social strata and those with special needs has attracted wide interest.

AMS asks its school members to have Montessori credentialed teachers in their classrooms, periodic visits from Montessori specialists, copies of all necessary licenses, and agree to adhere to the AMS Code of Professional Ethics.

Besides providing basic information and referrals about Montessori to the inquiring public, schools, parents, libraries, referral agencies, official data bases, the media, our national headquarters in New York City publishes and/or distributes:

  • an annual on-line School Directory of member schools
  • an annual on-line directory listing employment opportunities for Montessori teacher members
  • salary surveys on the "odd" years
  • tuition surveys on the "even" years
  • various pamphlets, books, and Montessori Life Magazine - a quarterly publication

The national headquarters also:

  • helps in the start-up of Montessori schools
  • maintains a placement service to connect schools having openings with teachers seeking employment
  • implements Board recommended standards for member schools
  • offers a voluntary school accreditation process
  • maintains a consultation service for member schools
  • sponsors professional development through regional workshops, symposia, conferences
  • examines Montessori teacher preparation curricula
  • issues AMS teaching credentials to graduates of accredited programs

The American Montessori Society is member supported. Funding comes mainly from schools, teachers, heads of schools, teacher education programs, interested parents and friends determined to make Montessori a growing educational alternative.