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Apply Now for the 2024-2025 Ursula Thrush Peace Seed Grant ​ January 23, 2025—Applications for the 2024-2025 Peace Seed Grants are now open. Click here to apply. The AMS Community Engagement & Action Committee awards annual Peace Seed Grants (amounts range between $100 and $1,000) to help fund projects that promote peace and social justice education. The grants are presented in memory of educator Ursula Thrush (1930 – 2002), whose dedication to the concept of peace through children inspired many to advance peace education in their classrooms and communities. Among her many accomplishments, Ursula founded the Maria Montessori School of the Golden Gate and Maria Montessori Teacher Training Center, both in San Francisco, CA; and helped to establish The Science of Peace Task Force and Montessori Peace Academy. Learn more about Ursula’s legacy. The successful applicant will: Have experience in a Montessori environment; Clearly articulate how the funds would be used to advance peace and social justice in a Montessori community; Agree to share a report about the project upon completion of the work. The proposed project should be designed to: Further peace and social justice education; Reach a significant number of diverse children and/or educators; Accomplish its goals in the 25-26 school year. Application timeline: Deadline: March 31, 2025 Acceptance Notification: May 30, 2025 AMS Peace Seed Grants are financed through donations to the AMS Peace & Social Justice Fund. We are grateful to Lesley Nan Haberman and The Family School in New York City for their generous support of Peace Seed Grants throughout the years.

“Those who have no record of what their forebears have accomplished lose the inspiration which comes from the teaching of biography and history.” Carter G. Woodson, Historian and Founder of Black History Month While many Americans are familiar with February as Black History Month—a time designated to recognize the history, culture, achievements, and contributions of Black Americans—some may be less certain about its history, goals, and how to meaningfully observe its significance. In a poignant description, the Public Broadcasting Service (PBS) defines Black History Month as “a celebration of legacy and the compelling stories that illuminate the diversity of Black experiences across generations.”  Black history isn’t an area to explore in February, and then put aside until the following year. Black history is American history, not a few notable events of the past. It is art, music, literature and sports. It is math, science, and technology. From history to literature, film, and community events, we offer a range of suggestions for students, teachers, parents, and others to explore this legacy in ways that build cross-cultural understanding and appreciation.   History For those interested in the origins and development of Black History Month, consider exploring the people and factors behind the initiative: Carter G. Woodson, the son of former slaves and the second African American to earn a Ph.D. from Harvard University, founded Negro History Week in 1926 with the objective of ensuring an annual, nationwide observation and celebration of the Black experience, history, and legacy. Woodson launched Negro History Week in February to coincide with the birthdays of Abraham Lincoln and Frederick Douglass, two great Americans who played a prominent role in shaping black history. Still, his more encompassing goal was to change the focus from “two great men to a great race … [of] countless black men and women who had contributed to

In today’s digital landscape, cybersecurity is no longer an option, but a necessity for all organizations, including Montessori schools. With an increasing reliance on technology and the ever-evolving threat landscape, safeguarding sensitive information has never been more critical. Yet, many Montessori schools find themselves underprepared for the growing risks, leaving their systems vulnerable to cyberattacks. The Growing Cybersecurity Challenge in Montessori Schools According to Missan Eido, principal partner at Adennill, “Montessori schools often lack protection regarding cybersecurity. Like many educational institutions, they have embraced cloud-based systems for managing records and facilitating communication, but continue to store sensitive information on their own networks.” While schools see clear benefits in adopting modern technology to enhance record-keeping and streamline communication, many have not applied equivalent levels of technology to secure their networks. This gap in protection leaves sensitive information stored on school systems exposed and makes Montessori schools appealing targets for cybercriminals. Eido points out that these vulnerabilities extend beyond internal records. Schools manage private information about families, including credit card details and accounts payable data, making them lucrative targets for attacks. Eido highlights that “Children are prime targets for cybercriminals stealing school data. Every student is reachable online by anyone around the world [and] student data is valuable for identity thieves–clean credit and clean records.” This unique vulnerability is particularly alarming because it places children, whose personal information and financial profiles are often unprotected, at heightened risk of identity theft. Unfortunately, common issues such as insufficient budget allocation for cybersecurity, incomplete risk assessments, and the absence of clear cybersecurity objectives continue to

Present Your Workshop in the Nation’s Capitol January 20, 2025—Now through April 21, 2025, The American Montessori Society is accepting workshop proposals for The Montessori Event, taking place March 19 – 22, 2026 at the Walter E. Washington Convention Center in Washington, DC. Be part of the largest Montessori conference in the world Submit Today Review Process The Montessori Event is an international event that serves thousands of live and virtual participants. Presenting at a conference such as this requires experience. We encourage those with experience to co-present with a new voice to encourage varying perspectives and help elevate the experience of conference attendees. AMS values diversity and inclusivity and engages the following process for review: Each proposal is double blind reviewed using a vetted rubric. The first review is completed by members and others with content expertise and the second review is completed by Montessori credentialed AMS staff. Qualifications for Workshop Presenters Lead Presenter must have experience as a presenter at a larger event such as a regional conference or symposium, sponsored by AMS or another organization For topics related to Montessori curriculum: Credential at the level of target audience (Infant & Toddler, Early Childhood, etc.) and minimum of five years of experience in a Montessori classroom at this level. For topics related to administration: Minimum of five years of experience as an administrator in a Montessori school, an administrator/instructor in a teacher education program, or a professional on the topic. For workshops on theory and/or information related to specialized fields: Appropriate degree or advanced studies and minimum of five years of experience in the topic field. For research workshops: A postgraduate degree and/or supervision by a faculty advisor in a university setting and experience conducting and presenting

“DEVELOPMENT IS A SERIES OF REBIRTHS.” Maria Montessori, The Absorbent Mind, p. 132 This article was featured in our 2024-2025 Winter edition of Montessori Life magazine. Read the full issue online (AMS members only). AMS members also receive a print subscription to Montessori Life magazine. Become a member today to receive your own subscription plus access to the complete digital archives. AUTHOR’S NOTE Mothers, more than other caregivers, are often expected to have instant capability for caregiving. However, statistics on maternal mental health and mortality demonstrate that birthing mothers in the United States are in crisis. These facts are related and require our attention. But “mothering,” as I describe it, is not exclusive to cisgender women. All caregivers have the potential to experience significant development and transformation, regardless of sex, gender, or their path to parenthood.Christine Carrig THE MOTHER MADE A BEELINE FOR ME. I was hosting a back to school night at the Montessori school I’ve run in Brooklyn for 14 years. She wore a look of urgent exasperation—a look I’ve seen many times on the faces of mothers who hope that, between my professional expertise with children and my experience as a mother of four, I will have the answers they need. “I will sleep again, right?” she asked, after describing how she felt herself coming unraveled from the exhaustion and relentless demands of caring for an infant and a toddler. “Eventually I will feel like myself again, don’t you think?” She seemed so full of desperation that I felt the need to reassure her in the affirmative. All the while, I knew the truth: The version of yourself you will meet on the other side of sleep will not be the same person you knew before you had children. As Chelsea Conaboy, author of Mother Brain: How Neuroscience Is Rewriting the Story of Parenthood, succinctly puts it, the transition to motherhood “is a

Missan Eido, a principal partner with Adennill, poses essential questions for school leaders: Is your school prepared? How do you know? Are you sure? In today’s unpredictable world, the safety and security of students and faculty in schools have never been more critical. Eido emphasizes, “Every crisis is a human crisis. It is about building a culture of preparedness.” Montessori schools, with their unique environments, often face distinct challenges when it comes to preparedness. Fortunately, the American Montessori Society (AMS) has partnered with Adennill, a consulting service that helps businesses and schools prepare for and respond to crises and disasters. Adennill provides the AMS community a comprehensive suite of resources to support member schools in navigating these challenges effectively. Why Upleveling Matters Emergency preparedness is a moving target. Preparedness is more than just having a plan in place; it is about creating a living, adaptable strategy that evolves with time and circumstances. As the world changes, so too must schools’ approaches to safety and security. According to Eido, “a school that was well-prepared five years ago, may not be well-prepared today and may be at high risk within only a couple of years if they do not evaluate, test and improve their emergency response plan regularly.” While many schools may have basic emergency plans in place, true preparedness requires ongoing attention, adaptation, and improvement. Regularly reviewing and updating emergency preparedness plans allows schools to incorporate lessons learned from past incidents and implement best practices for responding to and managing emergencies. This goal of testing and training is to help improve response times and the overall effectiveness of emergency procedures. Updating plans also provides schools with an opportunity to leverage new technologies such as communication systems, alert systems, and surveillance tools

“Life’s most persistent and urgent question is: What are you doing for others?” Dr. Martin Luther King, Jr. Each year in January, students throughout the United States are given lessons about one of our nation’s most prominent civil rights advocates and leaders, Dr. Martin Luther King, Jr. (MLK). Along with lessons about the profound and impactful work he did during his life, students learn that he was assassinated on the balcony of the Lorraine Motel at the age of 39 in Memphis, Tennessee. Within days of Dr. King’s assassination, legislation was drafted by Rep. John Conyers to declare a federal holiday honoring his legacy. It would take some fifteen years, but in 1983, President Ronald Regan signed a bill declaring the third Monday in January as a federal holiday honoring Dr. Martin Luther King, Jr. By 2000, all fifty states had declared it as a state government holiday. Public schools, universities, libraries, and the United States Postal Service close on Martin Luther King Day, as do many private institutions (with exceptions for some public schools due to mandated minimum instructional days, loss of state funding for attendance, etc.). Whether or not schools close, many students learn about the work of Dr. King through stories, lessons, presentations, videos, etc. before or after the holiday. In this article, we take an interdisciplinary approach to offering ideas for teachers and parents to help elementary-age students learn about Dr. King’s important work and legacy. By exploring related concepts through various areas of the Montessori curriculum, they gain more relevance and meaning than would an isolated history lesson or story. We offer suggestions for work both in and out of the classroom. History The historical aspect of Dr. King’s work is, most obviously, centered around the Civil Rights Movement, some elements of which may be difficult for younger children to grasp. However, a range of age-appropriate stories are

Updated June 6, 2019 to include information about the AMS Pathway of Continuous School Improvement. Originally published November 4, 2014. At a meeting held Saturday, October 25, 2014, in Philadelphia, PA, the American Montessori Society Board of Directors voted to approve the recommendation made by the AMS School Accreditation Commission (SAC) for multi-age groupings in AMS-accredited schools and schools seeking AMS accreditation. The recommendation defines the requirements for multi-age groupings (see chart) and specifies that there will be no option for a variance to be granted for classrooms with alternative groupings.* The work of the commission was informed by a Multi-Age Task Force that was convened in fall 2013, with members drawn from SAC and the AMS Board, and the chair of the Teacher Educators Section. Also considered were opinions shared by AMS members, writings by Maria Montessori and Nancy McCormick Rambusch, current research, and best practices of other accreditation agencies. AMS-Approved Multi-Age Groupings Infant & Toddler Children from birth – age 3 may be grouped in varying multi-age configurations.  A stand-alone classroom serving only 3-year olds does not satisfy this requirement Early Childhood 3-year grouping within the range of ages 2.5 – 6 Lower Elementary Ages 6 – 9 Upper Elementary Ages 9 – 12 Elementary I – II Ages 6 – 12 Secondary Ages 12 – 14, 14 – 16, 16 – 18 or ages 12 – 15, 15 – 18 Of utmost consideration and importance was the understanding that multi-age groupings are central to how Montessori is delivered in our schools, how teachers are prepared by our teacher education programs, and which schools are available as practicum sites for our adult learners. We recognize that the decision may have ramifications for schools that are not yet accredited by AMS, and that some schools will be unable to meet this multi-age requirement for accreditation due to state or local