Public Policy Notes & Updates
June 10, 2014
In the most recent issue of Montessori Life (Summer 2014, Vol. 26, No.2), AMS executive director, Richard Ungerer, asks some key questions as the Montessori community begins to understand the real importance of engagement in support of high quality Early Childhood and K – 12 education by a variety of stakeholders, including Montessori educators, teacher educators, administrators, and parents.
We know empirically, as well as from the growing body of research, the value of fully implemented Montessori education for children and their families. In the current landscape of educational public policy, accountability is the foundation of each and every federal initiative and proposed legislation. How does our community fare in that climate?
Now is the critical time for each of us to engage in these discussions and to take action in support of recognition of the Montessori teacher credential, of the validity of the Montessori curriculum, and of the outstanding value and benefits of our prepared environments as they reflect our philosophy of the developing and growing student and the importance of responding to the needs of the “whole child.”
It is up to each of us to educate our policy makers, our state agency managers in the Office of Early Education & Care and the state Departments of Education, and those families who do not yet know what Montessori education can offer to their children.
There are now 25 states with Montessori groups. Most are in their infancy; some have been doing the work of advocating for years. All need your energy, your enthusiasm, and your support. Join your state group to find out what you can do. The most-up-to date contact list can be found on the Montessori Forward website. If you do not see your state listed, contact Christine Lowery, coordinator for the Montessori Public Policy Initiative.
Starting a state group is an exciting, rewarding, and enjoyable way to become involved.
—Christine Lowery, Montessori Public Policy Initiative Coordinator