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BulletinExcerpt from The Myth of Progress: Toward a Sustainable Future ....................................1

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2011-2012 NAMTA Conference Schedule ..........................................................................8

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NAMTAMAY 2011

The Myth of Progress: Toward a Sustainable Futureby Tom Wessels

Tom Wessels spoke at the NAMTA conference titled Nature and Human Development (Seattle, March 10-13, 2011) about sustainable, self-organizing, small communities. The title of his talk, The Myth of Progress, is excerpted from a book by the same title. Wessels’ book is aligned to the great Montessori questions of humanity: who are we, where are we going, and what is our planetary responsibility? Montessori education, especially at the elementary and adolescent levels, takes an interpretive approach to progress implicitly suggested by the history timelines, which also contain aspects of the history of science, and therefore implicitly challenges the myth of progress. History is the backbone of Montessori education, and community dynamics provide the decisions about the future of life on earth based on natural history and scientific studies.

Ancient Cultural Values

In the previous chapters I have applied a scientific perspective to point out why our current path to progress is not sustainable. Here I am stating that it also isn’t possible due to societal values that focus primarily on material progress and give rise to ever-increasing consumption. I have pressed the point that real progress will be attained only if we develop a socioeconomic model that fosters diversity and energy conservation, and achieves a dynamic equilibrium in which the amount of materials and energy consumed annually remains the same and can be supported by the biosphere. Such a system becomes possible if we can slow and then reverse global popula-tion growth, and develop cultural values that turn us away from every-increasing consumption and toward progress in physical, emotional, and community well-being.

Economist Herman Daly has already developed a model for socioeconomic system and functions in dynamic equilibrium. David Korten, in his book The Post-Corporate World: Life

Tom Wessels is an ecologist and Founding Director of the master’s degree program in Conservation Biology at Antioch University New England. He is the current chair of The Center for Whole Communities, which fosters inclusive communities that are strongly rooted in place and where all people, regardless of income, race, or background, have access to and a healthy relationship with land. His books include Reading the Forested Landscape, The Granite Landscape, Untamed Vermont, The Myth of Progress: Toward a Sustainable Future, and Forest Forensics: A Field Guide to Reading the Forested Landscape. Excerpt from The Myth of Progress: Toward a Sustainable Future, © University Press of New England, Lebanon, NH . Reprinted with permission pages 97-111.A

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After Capitalism, goes further in modeling “living economies” that function under the same principles as life’s complex systems. Korten’s basic attributes of living economies grow out of the concept of self-organization in biological systems—that systems increase complexity, diversity, integration, and stability through time. Korten advocates replacing huge multinational corporations with smaller local and regional businesses that are specifically adapted to the region they serve. If these businesses are publicly owned, the ownership is by citizens of the region. In this way businesses and their shareholders will work for the good of their community and regional environment rather than solely attempting to maximize profit. Businesses should share informatioin and work to support each other rather than engaging in competitive exclu-sion. This cooperation would result in more specialized and integrated commercial enterprises. Businesses should strive to be frugal and very efficient in their use of material and energy resources. This would not only decrease consumption and waste but allow more resources to be available for other businesses.1

These are just a sampling of the ideas that Korten develops in his book. Along with other econo-mists, he shows that sound, sustainable, economic models already exist. But in order to engage in such a socioeconomic system, we will need to embrace a new set of cultural values—what I call ancient values. These are not the “traditional values” that some politicians claim will elevate society—values that characterize late nineteenth-century America. Although traditional values stress the importance of family, they also support a rugged individualism that promotes individual entitlement regardless of its social or environmental consequences. A large part of the problems we face today has been spawned by individual entitlement and its self-absorbed focus. In order to really progress we need to look to far older values—ones that existed long before development of agriculture. To explore these ancient cultural values I recount the following experience.

It’s 1993 and I am about four miles north of where we are camped in the Pinacate region of Mexico. It is what we call “solo day”—a chance for students on this Antioch desert ecology field study trip to explore and connect to this unique landscape in their own way. I’m using the day to explore a new area of the Pinacate—the most glorious hot desert landscape that I have ever encountered.

It’s been a wet winter and spring, so the desert is lush. Fields of brilliant apricot-colored desert mallows cover black cinder substrates. Older, reddish lava flows are carpeted by the yellow bloom of brittlebush. Most appealing of all is the ocotillo, with its emerald green wands topped by flaming crimson flowers. In most deserts with light substrates these colors would look washed out during the day, but in contrast to the black cinders and lava flows of this rugged landscape, any color is brilliant. It is the combination of this geologically young, volcanic landscape and its exquisite mix of vegetation that places the Pinacate at the heart of our desert experience.

I crest a ridge formed by an old lava flow, descend into a desert basin dominated by creosote bush, and cross a large arroyo—a dry streambed. As I start to climb out of the drainage I see a pile of lava rocks about 200 feet to my left, up on the lip of the arroyo. I alter my course to check out the cairn. As I approach it, I stumble upon a significant find—something I have previously only read about—an ancient footpath.

The footpaths of the Pinacate link lava-lined water holes called tanks and eventually lead to the Sea of Cortez for the gathering of salt. The path is a distinct trough in the desert floor. Large and small rocks glistening with desert varnish line its sides. Desert varnish is a coating of manga-nese and iron oxides that every so slowly coats desert rocks that remain set in place. I pick up one of these rocks; its dark chocolate-colored varnish is as smooth to the touch as enameled porcelain. Such a layer of desert varnish takes millennia to form if the rocks remain fixed in their

From the European perspective, this region of the Sonoran was not only a wasteland but also the very vomit of the Earth—an entirely unwholesome and unclean place. Yet I have a strong sense that even though life was phys-ically difficult and life expectancies were short, the experience of life for the people that lived here thousands of years ago was extraordinarily rich.

1David Korten, 1999. The Post-Corporate World: Life After Capitalism (West Hartford, Conn.: Kumarian Press, Inc., and San Francisco: Berrett-Koehler Publishers), 121-33.

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positions during that time. The varnish confirms that this footpath is thousands of years old. I try to imagine how many generations and how many feet traversing this path pushed the rocks to their present places of rest?

The last native people to walk this path were the O’odham, also known as the Papago. Before them, it may have been the Hohokam. Before the Hohokam, unnamed hunters and gathers lived here for millennia. Varnish-covered Clovis spear points dating back to 12,000 years ago have been found embedded in these footpaths. Based on microscopic inspection of the desert varnish that covers rocks associated with the Pinacate paths, some researchers have pushed the paths’ origins back to 35,000 years ago. This assertion has sparked a lively debate, but even if these footpaths are only 12,000 years old, it still makes them the oldest landscape antiquities in North America.

Instinctively, I step onto the footpath and start walking in my thick-soled boots. I see up ahead that the path is going to enter one of the Pinacate’s youngest lava flows. The realization stops me in my tracks, because I remember reading that the first Spaniards to encounter the O’odham in the seventeenth century mentioned that they crossed this landscape barefoot. The Vibram soles of my boots are chipped and scraped by just a few days of exploration of the Pinacate’s lava flows; one lug has been cut right off. What kind of feet did the O’odham people have? And then, in that moment opened by my question, a second, more profound one arises in my mind: What was life really like for the ancient hunter-gatherers who used to walk these paths?

I’m sure life was physically tough and very hard times were common. Summer temperatures regularly climb to more than 120 degrees; on the black cinder flats ground temperatures can burn exposed skin. During some years this desert region receives less than an inch of rainfall. At such times food and water are scarce, demanding deprivation and long desert treks. The Spanish explorers of the seventeenth century couldn’t comprehend why native people chose to live here. From the European perspective, this region of the Sonoran was not only a wasteland but also the very vomit of the Earth—an entirely unwholesome and unclean place. Yet I have a strong sense that even though life was physically difficult and life expectancies were short, the experience of life for the people that lived here thousands of years ago was extraordinarily rich. I base this on the following suppositions.

Hunter-gatherer desert culture was based on nomadic clans of a few dozen people. With the clan group each person had a specific role, and the entire clan group relied heavily on each other and shared all that it had. Like all hunter-gatherer groups, if someone was successful in a hunt, the meat was share with those who didn’t have success. If any individual accumulated too many posses-sions, a giving-away ceremony took place so that no one individual had too much. In this way, these ancient people practiced reciprocal altruism as a means to survive in this harsh environment. There was no room for personal greed. All individuals had a direct voice in how the affairs of the clan would develop—whether they should move to the next

tank, celebrate a particular occasion, or conduct a sacred ritual. For these people the idea of needing to create community would have been absurd. They were community—on the deepest of levels. Through stories and rituals, in joy and sorrow, they shared the very core of their lives. I believe that this very strong sense of community, where each member was truly an integral part, greatly enriched their experience of life.

Not only did each individual have a critical place within the clan, each individual also clearly knew his or her place within the world. Through rich traditions, in the form of stories, rituals, and sacred practices (all of which had been passed from generation to generation for hundreds, possibly thousands of years), these people were seamlessly woven into their landscape. As hunter-gatherers they saw themselves as a part of the land, not apart from it, sharing it with all the other plants and creatures on whom they depended for survival. Their world made sense—

Knowledge and understanding are often used interchangeably, but I see them as distinctly different. Knowledge is the acquisition of factual information. It is strictly a mental phenomenon. That our bodies comprise more that thirty trillion cells is a piece of my knowledge. Understanding, on the other hand, is being able to comprehend the meaning or implications of knowledge.

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it was truly their home. Even though the desert is harsh, it holds a beauty and mystery that I have found in no other landscape. As a once-a-year visitor I can vividly sense the vitality in this place. It has a deep impact on me, but I can’t begin to imagine the depth of the ancients’ experi-ence of, and connection to, this land. I am confident that their experience of life was also greatly enriched due to their intimate connection to this place.

Finally, like all hunter-gatherers, they had plenty of time to socialize, tell stories, make crafts, and reflect on their existence. Reflective practice is essential to convert knowledge to understanding and, eventually, wisdom.

Knowledge and understanding are often used interchange-ably, but I see them as distinctly different. Knowledge is the acquisition of factual information. It is strictly a mental phe-nomenon. That our bodies comprise more that thirty trillion cells is a piece of my knowledge. Understanding, on the other hand, is being able to comprehend the meaning or implica-tions of knowledge. Just how many is thirty trillion? In addi-tion to thinking, understanding is characterized by both an emotional and physical response. Where knowledge is black and white, right or wrong—the sort of stuff that is tested for in objective exams—understanding is the many-layered lotus blossom. There is always room for deeper understanding. It runs from the sense of AH HA! depicted in cartoons as a light bulb going off over someone’s head, to epiphany, to deep revelatory experience. Where knowledge is static, understanding is dynamic, multifaceted, and always carries with it some level of fulfillment. Understanding is an experience that inflates us.

On the other hand, if we carry too much unprocessed knowledge, it can deaden us. I used to teach a Concepts of Biology course at Antioch. It was a class for students who had never had a college-level biology course. The two most common reasons that these students didn’t take biology as undergraduates were that they either mistakenly got the impression in high school that they just weren’t good at science, or their experience with high-school biology was utterly boring. For me, it’s hard to imagine biology as boring. When we start to have a glimmer of un-derstanding regardless the complexity of biological systems and how beautifully they function, it becomes completely engrossing. How could anyone be bored by biology? For the Antioch students the answer to that question lies in high-school courses that, based on a linear mode of instruction, were geared solely toward the acquisition of knowledge through memorization of endless facts and terminology. Without any opportunity to reflect on that knowledge and translate it into understanding, their experience was deadening.

Reflective practice is not solely based on contemplation; it is also fostered through the arts. Painting, sculpting, composing and playing music are all means of reflective practice that don’t involve verbal articulation. Artistic works help process knowledge and directly impact the emotional and physical centers of both the practitioner and the audience. As such, the arts also work for the promotion of understanding. The Pinacate’s hunter-gatherers had ample time for reflective practice through their arts, stories, and time for contemplation, which all helped to forge a rich experience of life.

To have ample time for reflection to generate understanding, to be an intimate member of a rich communal life, to know your place in the world through vast traditions, to be intrinsically con-nected to the land: All these things work to create a rich experience of life—one I’m convinced these ancient people had.

Ten Thousand Years of Cultural Transformation

These sorts of important connections and time for reflective practice are cultural attributes des-perately needed today. Our species, modern Homo sapien, has existed on the earth for at least 150,000 years. For almost 95 percent of that time all humans shared a mode of life in the form of hunter-gatherer culture. They also shared connection to community, connection to place, and time for reflective practice as the foundation on which their culture was grounded. Why in today’s society have these cultural attributes atrophied to such a degree?

Reflective practice is not solely based on contemplation; it is also fostered through the arts. Painting, sculpting, composing and playing music are all means of reflective practice that don’t involve verbal articulation.

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Ten thousand years ago, as global climates warmed after the last glaciation and growing seasons lengthened, a new form of human culture evolved—agriculture. Through time the village and extended family replaced the nomadic clan. People continue to have the strong communities, rich traditions, close connection to the land, and ample time for reflection that grounded them in their world. But two important changes emerged with agriculture. The first was that the sense of being a part of the land was replaced by being apart from it. The idea of having dominion over the Earth represented in Genesis is a direct outgrowth of agri-culture. Secondly, as villages grew in size, political hierarchies developed. This meant that the decision-making process was not equally shared by all. For the first time, many individuals no longer had the ability to be involved in decision making that directly affected their lives and culture.

For thousands of years, agricultural innovation allowed villages to grow and become cities with complex economies and transportation systems, but the development of urban settings (where the majority of the people were discon-nected from some form of meaningful relationship with the land) didn’t begin

until 200 years ago, when industrial culture was ushered in on fossil fuel-driven steam engines. With industrial culture, extended families were shed for more-mobile nuclear ones as the abil-ity to travel via ship, train, auto, and plane became easier. Societal changes accelerated, and coupled with greater mobility, connections to traditions that grounded people to their place were lost—and with them was lost the ability to help people make sense of their world. Even though labor-saving technology made life physically easier, increasing the complexity of lifestyle actually left less time for reflective practice.

And today we find ourselves crossing the threshold into our fourth major cultural transforma-tion. With the onset of global, postindustrial culture, we see dramatic shifts in populations due to political and economic upheavals, plus ever-changing job markets. Some estimates suggest that two billion people, or one out of three humans, have been displaced from their homelands in the past few decades by war and economic systems that have left them behind.2 Gary Nabhan points out that the words “peace” and “place” have similar roots. Thus true peace and security are linked to being connected to one’s place.3 For people ripped from their homelands, both peace and quality of life have been seriously eroded.

In the United States, where people are not displaced by conflict, the job market has become increasingly prone to perturbations. Partially due to job market instability, by 1996 the average U.S. citizen had moved every 4.7 years.4 How is it possible to build a connection to community or place when moving so frequently? To make ends meet, the vast majority of American families now have two or more wage earners, and many individuals work multiple jobs. In the mid-1990s America passed Japan to become the nation whose citizens work the longest hours of any coun-try in the world.5 Because of the impacts of working longer hours, families spend far less time together than they did just a couple of decades ago. Like the extended family a century ago, the nuclear family now finds itself under increasing pressures that threaten its integrity.

Although egalitarian decision-making was eventually lost with agriculture, elected officials in industrial democracies did bear the brunt of the decision-making process that impacted citizen’s lives. Today many critical decisions regarding our collective global future are being made behind closed doors by trade representatives—appointed officials—often with the blessings of amorphous, transnational corporations. Never in the history of democratic societies has the populace been more removed from the decision-making process that it is today. The combination of these trends has not only isolated a large part of the populace, but also disenfranchised the vast majority of people in decisions that directly impact their lives, their culture, and the lives of future generations.

With voice mail, e-mail, call waiting, cell phones, and faxes, we are finding more time for “produc-tive” ventures but less time for real involvement with people. For many, DVDs, computer games, sophisticated software, and the Internet are replacing the real world with a virtual one. Yes, we 2Gary Habhan, 2004. “Listening to the Other.” Orion vol. 23, no. 3 (May/June): 20. 3Ibid., 22. 4“Seasonality of Moves and the Duration and Tenure of Residence.” 1996. U.S. Census Bureau, 4. See http://www.census.gove/population/www/documentation/twpsoo69.html 5Richard McNeil, 2004. Radio interview on New Hampshire Public Radio’s Exchange Program. 8 October 2004.

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are gaining the sense that we are truly a global community. But is that sense being translated into greater community outreach? As the cascade of information that we are all exposed to grows, exponentially, were do we find the needed time to reflect on it and extract understanding of the world around us? Where are our children being exposed to reflective practice when art and music programs are being cut in schools throughout the country and more and more time is spent in cyberspace? As T.S. Eliot writes in Choruses from the Rock, “Where is the wisdom we have lost in knowledge? Where is the knowledge we have lost in information?”6

In terms of traditions, what most typifies American culture today? The Super Bowl is a cultural event shared by more people in the United States than any other. When we reflect that a big part of its draw is a showcase for new advertising, we need to ask: Has consumerism become the icon of our culture? Watching the network news on November 24, 2005, suggests that con-sumerism has become the hallmark of our society. The lead story that night wasn’t about the war in Iraq, the federal deficit, or any number of pressing national issues, but rather about Black Friday—the vaulted shopping day that follows Thanksgiving. Just as Good Friday is one of the high holy days of the Christian faith, it appears that Black Friday ushers in the high holy days of shopping. As stated previously, consumption has become such an important tradition that our president no longer addresses us as citizens, but now as consumers. When our country is in crisis, rather than being asked as citizens to sacrifice, we are asked as consumers to shop! We are told that free trade and open markets will benefit the consumer with lower prices, so we will be able to consume even more. A little more than a century ago frugality was an inherent American ideal; today consumption appears to be the focus of our culture.

The Means to True Progress

Of course, the last few paragraphs intentionally cast a decidedly one-sided description of the evolution of our present cultural state of affairs. In reality there are many wonderful attributes spawned by our cultural transformation over the last few thousand years. These include, to name a few, the rise of democratic institutions, advances in the rights of women, the expansion of civil rights, the advancement of scientific understanding, and further development in the arts. Yet, in a singular way, we have become the flip side of the coin from the Pinacate’s hunter-gatherers. Whereas their life was physically challenging but experientially rich, everyday experience has become physically comfortable and experientially poor for many American’s today.

Just as our hands and recessed eye sockets are the direct result of our arboreal past, our need for real community, traditions that help us find our way, connection to our place, and ample time for reflective practice is a direct result of our cultural legacy. Since these things are essential to being human, and intrinsically necessary if we are to have a rich, fulfilled experience of life, they are essential if we are to have real progress.

As we have been drawn away from connection to community, place, and reflective practice, a void has developed—what I call the “hollowness of experience.” That void is presently being filled by a need to consume. Yet ever-increasing consumption doesn’t make us happier or more fulfilled; it does just the opposite.7 As we have become isolated from community and place, reciprocal altruism and stewardship have been replaced by self-absorption. When we are connected to community and place we care about them, and our actions reflect that caring as we work for their well-being. Without those connections we lose awareness of how our actions impact others or the environment, and without reflective practice we also lose any sense of responsibility for our actions. As such, greed becomes possible and when linked to the need to consume, the combina-tion allows for dramatically selfish behavior. How else can we explain the callousness displayed by CEOs and CFOs of bankrupt corporations such as Enron and WorldCom? The isolation of people from community, place, and reflective practice has become a crisis of culture.

To be able to engage in an economic system not based on continued growth, we need to find ways to sustain ourselves that are not based on materialism. Our attention needs to be turned toward fostering community, strong connections to place, traditions that link community to place, and reflective practice to generate understanding and eventually wisdom. These are the only means to bring forth true, sustainable progress for humanity.

6 T. S. Eliot, 1952. The Complete Poems and Plays 1909-1950 (New York: Harcourt, Brace and Company), 96. 7Tim Kasser, 2002. The High Price of Materialism (Cambridge, Mass.: MIT Press), 21.

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New Products Available from NAMTA

Aid to Life: Books, DVDs, and Fliers

The Aid to Life initiative is an international project with a simple mission: to bring Montessori ideas to new parents in a clear and direct style. The four thematic books, DVDs, and fliers are written for a non-Montessori audience and give concrete suggestions for the formative period in a child’s life, from birth to age three.

This fresh approach to Montessori parent educa-tion is also a great marketing tool appealing to new parents to consider Montessori as a help to home life. The materials use concrete examples that are written at a mature level and provide a deep understanding of child development prin-ciples, going beyond mere instructions. Books, DVDs, and fliers on the topics of independence, communication, movement, and self-discipline are currently available.

Books cost $6 each. DVDs are $25 each. A com-plete set that includes four books, four DVDs, four fliers is available for $120. Order online at www.montessori-namta.org

The Aid to Life Initiative is supported by Associa-tion Montessori Internationale, Maria Montessori Institute, Montessori Australia Foundation, Mon-tessori Children’s Foundation, and North American Montessori Teachers’ Association. Learn more at www.aidtolife.org.

Psychogeometry

Psychogeometry, published in Spanish in 1934, and now available in English introduces the way in which a discipline, geometry, can emerge from the child’s psychology. Montessori explains the origins of the theory behind the geometry materials and their variations. The spontaneous artistic and creative handling of the geometry materials throughout the Casa years prepares the child as an elementary student to see the materials with new eyes and write geometric proofs based on their early sensory discov-eries and augmented by manipulation of advanced, elementary-level materials. Its overall quality and demonstration of Montessori theory applied to the child-centered presentation of a classical discipline make it one of Montessori’s most important contributions in print. This title is published in close collaboration with Association Montessori Internationale.

Psychogeometry is for sale on the NAMTA website, www.montessori-namta.org, in hardcover ($37) and softcover ($21).

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2011-2012 NAMTA Conference Schedule

Baltimore, MD u October 6-9, 2011 Sheraton Columbia Hotel

The Essential Montessori History: Pathways to Global Awareness

Milwaukee, WI u October 27-30, 2011 Hyatt Regency Milwaukee

Double Theme Conference

The Essential Montessori Mathematics: Whole School Implementation

Strengthening the Montessori Culture: Public and Private Sectors

Dallas, TX u February 17-20, 2012Hotel to be determined

The NAMTA Adolescent Workshop at the AMI/USA Refresher Course

Montessori View of Adolescent Personality and Contemporary Psychology

Portland, OR u March 1-4, 2012 Doubletree Hotel Portland

Supporting Learning Differences: Reading and Writing as Creative Process

Still Time to Register for Summer 2011 Professional Development . . .

Cleveland, OH u June 20-July 22 and November 3-6, 2011 Hershey Montessori School’s Huntsburg Farm Campus and

Montessori High School at University Circle

The AMI Montessori Orientation to Adolescent Studies (Ages 12-18)

Minneapolis, MN u July 31-August 5, 2011 The Depot

Montessori Whole-School ManagementSM: A Professional Development Course for Teachers and Administrators

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Since 1988, NAMTA has documented best administrative practices and provided professional development to beginning administrators with one overarching principle in mind: Montessori schools, in order to retain

their authenticity over time, need Montessori-oriented administrators who understand the specific operational aspects of Montessori pedagogy.

The increasing complexity of Montessori school structure means that the Montessori school must reintegrate its parts to complete the developmental continuum. This is an extraordinary endeavor as the Montessori school must embody the Montessori vision of successive prepared environments, indoors and outdoors, encompassing the natural and human-built worlds through all academic disciplines from concrete to abstract, from eighteen months to eighteen years. The more comprehensive the Montessori vision, the more complicated the institution and the larger and more diverse the staff. There is also more difficulty in staying organic and remaining focused

on the organic whole, which is simply children and their intrinsic needs in contact with the appropriate “prepared environment,” including the natural environment. The implementation of Montessori Whole-School ManagementSM requires not just administration but visionary leadership, which is as much a test of character as it is of knowledge.

Montessori Whole-School ManagementSM: A Professional Development Course for Administrators

July 31-August 5, 2011 • Minneapolis, MN

Featuring Peter Davidson, Marc Frankel, Maura Joyce, David Kahn, Kathy Minardi

New in 2011 is a two-tier approach to this week-long course. Tier I offers the basics to novice Montessori administrators. Tier II, for seasoned Montessori administrators, explores strategic planning management. Administrators who completed the course in the past are invited to enroll in Tier II.

a two-tier approach to this week-long course.

Tier I offers the basics to novice Montessori administrators.

Tier II explores strategic planning management for seasoned Montessori administrators

New:

Click here to learn more!

Register online at www.montessori-namta.orgor contact

North American Montessori Teachers’ Association 13693 Butternut Road

Burton, OH 44021

staff@montessori-namta.org 440-834-4011

fax: 440-834-4016

NAMTA is pleased to be able to coordinate this event with the annual retreat of the Montessori Administrators Association (MAA) Leadership Matters!, being held July 28-July 31 in Minneapolis/St. Paul. Seasoned administrators from MAA will lecture on NAMTA’s Montessori Whole-School Management

SM course, which follows immediately

after the MAA retreat. For more information on the MAA retreat, email Paulette Zoë at pzoe@lakecountryschool.org or Nicholas Stocco at nick@childrensworkshopmontessori.org. MAA is an organization founded by administrators for administrators to provide opportunities for renewal, networking, continuing education, and the exchange of ideas and experiences.

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River Montessori Charter School has an opening for a Montessori credentialed Lower Elementary (6-9) Guide for the 11-12 school year, beginning July 20. On-going: accepting applications for Upper Elementary (9-12) Guide positions. Ideal candidate possesses California Profes-sional Clear Credential or willingness to obtain. Must exemplify Montessori methodology and assist children in their individual development within our public school environment. RMCS is nestled between two nature pre-serves in charming Petaluma and located in the heart of Wine Country, 45 miles north of San Francisco. Sal-ary commensurate with experience/education. Range of benefits. To apply: http://www.rivermontessori.org/employment.html. Ph: 707-778-6414. Email HR: Wendy Ross wross@rivermontessori.org.

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Great Beginnings Montessori School seeks an energetic and experienced AMI or AMS certified primary teacher, with a minimum of a Bachelor’s Degree. Great Beginnings is an AMS primary school founded in 1996. We currently serve 60 children aged 3-6. We have an established and nurturing staff that works well together to create a lively yet peacful environ-ment for our children and families. We are located in a church in the heart of Fairfield CT, near the beach and transportation systems to NYC and New Haven. Please visit our web site at www.greatmontessori.com. Send your resume and any letters of interest to Marnee Harke at greatmontessori@aol.com.

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growing programs. AMI Primary and Elementary Guides are needed for the 2011-12 school year. Experience is preferred and work experience in the public sector is desired. Candi-dates must have bachelor’s degree and qualify for a CT State Teaching Certificate. CT does offer a unique endorsement certificate for qualifying applicants with an AMI diploma. Competitive salaries and benefits are offered.Environments are newly furnished and fully equipped using AMI standards. Both programs have strong district and city support including a projected Montessori Pathway from Pri-mary through High School as well as collaboration with the Montessori Training Center of New England.Interested applicants should contact Principal John Freeman for further information at freej001@hartfordschools.org or at 860-695-3560.

The Montessori School in Wilton, Connecticut seeks an experienced AMI-certified Elementary Teacher to begin in August 2011. We welcome a dedicated, fun loving, hard work-ing individual to bring their talents and skills to our children and families. Committed to diversity, The Montessori School community is inclusive and depends on the tenets of col-laborative relationships and respect. The school believes in sharing what we have with those in need and encouraging

children to learn to live responsibly in the world. Located in Lower Fairfield Country, we offer a competitive salary pack-age. Please visit our website www.themontessorischool.com for more information about our school. Interested candidates may send their resume to the attention of Mary Zeman via e-mail to MaryZ@themotessorischool.com.

Florida

Little Flower Montessori School, in sunny Fort Lauder-dale, invites AMI teachers to apply for positions in Primary and Elementary classes for the academic year commencing September 2011.A love of learning is key. We are seeking teachers with a positive outlook, excellent communication skills, and a dedi-cation to the AMI pedagogy. Experience teaching in an AMI-accredited Montessori environment is desired. Also the ability to communicate effectively, and positively with parents, fellow staff, and students alike is helpful. We are a small, friendly Montessori school situated within a community of supportive, involved and appreciative parent body.Resumes and cover letters may be emailed to kim@camp-bellhome.net

Please do not call. We will e-mail you to let you know that we have received your resume.

Senior Elementary and Middle School teachers wantedJoin our team of amazing educators!Primary, Elementary and Middle School levelsPlease e-mail resume and letter of interest to cvarkas@floridamontessori.com or fax to 727-786-5160. Palm Harbor Montessori Academy, with a beautiful 5-acre campus is located on the west coast of Florida.2355 Nebraska AvenuePalm Harbor, FL 34683727-786-1854www.floridamontessori.comE-mail: cvarkas@floridamontessori.com

Kentucky

New Montessori elementary program opening in Bowling Green, KY, 65 miles north of Nashville, TN, is seeking a qualified lower elementary Montessori guide to start in August 2011. Necessary qualifications include Bach-elor’s degree, Montessori Elementary certification, work-ing experience with children, caring and peaceful nature, excellent communication and interpersonal skills.Send resume to:Kari Carr610 W. Villa Dr.Bowling Green, KY 42101

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Maryland

Primary Montessori Day School in Rockville, Maryland is seeking a certified lower Elementary Teacher (minimum Bach-elors degree with Elementary level Montessori certification) for the 2011-2012 school year. Our school is located in a new building in North Potomac. It has been designed specifically for Montessori education. We have a wonderful and talented staff here, and are looking for someone who is kind, dedicated, good with parents, and a team player. We offer competitive salaries and excellent benefits. Interested candidates should fax or email a cover letter and resume to:Primary Montessori Day SchoolE-mail: aowen@primarymontessori.comFax: 301-309-9582www.primarymontessori.com

Massachusetts

Oak Meadow Montessori School is seeking an experienced and enthusiastic Upper El-ementary teacher. Candidates should possess a bachelor’s degree and Montessori credential (AMS/AMI 9-12). You will have the opportunity to collaborate with a dynamic team that guides 55 children in 3 classrooms. Excellent salary and benefits. Located in Littleton, MA, we serve 260 children, Children’s House through Middle School. For more info see www.oakmeadow.org. Please email your resume and letter of interest to Joanna DeStefanis, Assistant Head of School at jdestefanis@oakmeadow.org.

Minnesota

Montessori/Teaching Position AvailableWorld Learner School of Chaska, a public Montessori charter school in Minnesota, is searching for full time Lower Elementary and Upper Elementary Teachers for 2011-2012. Excellent salary and benefits, supportive ad-ministration and a collaborative staff. Preference given to teachers with Montessori certification. MN licensure and teaching experience. Teachers in training may also be considered. Qualified ap-plicants should send a letter and resume (paper or email) to: The World Learner School (att: Deana Siek-mann)112050 Hundertmark RoadChaska, MN 55318, or dsiekmann@wlschaska.org

Full-time Montessori lead teacher required for a small Montessori School in Maple Grove. Must possess excellent classroom management and

other lead teacher skills. AMI certified or AMS qualified with experience. Contact: kids@radiant-montessori.com

Opening for Trained Head Montessori Teacher Pre-Primary Level, ages 3-6 years BA or BS, experience preferred but not necessary Beginnning Fall School Year 2011-2012 plus Summer, 2012 Morning and Afternoon classes daily Prep time included in Full Time hours, Assistants provided Paid Sick days and Personal daysContact: SaukRapids@MontessoriMN.com Rebecca Tholen, PrincipalInclude Resume and Cover letter, Phone 320-253-4719

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North Carolina

The Montessori School of Raleigh seeks a experienced, passionate Assistant Head of School for the 2011-2012 school year. All applicants should apply through email to:mt@msr.orgThis individual would work closely with the Head of School to continue to advance the vision and mission of the school. Assist the Head of School with various leadership responsi-bilities in a shared decision making model. Possess excellent oral and written communication skills.A minimum of five years of teaching experience and hold a Montessori teaching certificate.

A Masters degree in Educational Leadership preferred with a minimum of three years of educational supervision or ad-ministrative work.

Oregon

Corvallis Montessori School is seeking an experienced AMI trained elementary teacher for September 2011.Founded in 1967, our AMI accredited school, offers a tod-dler program, three primary programs, and an elementary program. Our head of school is AMI trained in both primary and elementary. The classrooms are spacious, full of light, and have adjoining gardens. Candidates must be mature, nurturing, warm, and dedicated to following the philosophy

of Maria Montessori. Corvallis is located in the delightful Willamette Valley. It is only an hour from the Pacific coast, two hours from skiing and an hour and a half to the Portland metro area. Corval-lis, with OSU and a thriving downtown, has a population of 54,462 and maintains a small town feeling while providing “bigger city” amenities. The city is known for green power, parks, extensive bicycle paths, a large aquatic center, high-use library, and a vibrant arts community.Please send your cover letter and resume to:Adele CareyCorvallis Montessori School2730 NW Greeley AvenueCorvallis, OR 97330 Email to: adelecareydalkey@gmail.com

Tennessee

Cool Springs Montessori, located in the heart of Cool Springs in Franklin, Tennesee, is scheduled to open its doors in August of 2011. Please visit our website at www.coolspringsmontessori.com for more information about our school and applying for a position.

Texas

White Rock Montessori is accepting applications for an experienced teacher to co-teach a class of twenty-four 12-15 year old students, beginning August 15, 2011. Must have university degree. Montessori secondary training is preferred, and experience with adolescents highly desired. The school will fund training for an otherwise experienced and qualified applicant.Founded in 1975 and nestled on beautiful wooded acre-age in East Dallas, White Rock Montessori serves 160 children between the ages of three and 8th grade. As one of the oldest and most respected Montessori schools in Dallas, White Rock is known for its stellar faculty and staff, strong commitment to the fine arts, and progressive environmental education program. Spanish, Physical Education, and Before and After-school Care are also offered. Taking full advantage of its pastoral setting, WRM children have the opportunity to learn both indoors and

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outdoors as they work on their classroom porches, tend a large Discovery Garden, raise chickens, explore the Natural Playground, and participate in a variety of other outdoor learning activities throughout the day. Additionally, the school operates a 20-acre wilderness lab near Fairfield, Texas. WRM has enjoyed stable leadership and uncommon parental sup-port throughout its history. The salary for this 9-12 month position is highly competitive for the area. Additional benefits include a Flexible Spending Medical Plan, SEP Retirement Plan, tuition assistance for children, seven days paid leave, paid holidays, and generous stipends for professional development.

Please submit resume and references to:Sue Henry, Director1601 Oates DriveDallas, TX 75228

The Clariden School of Southlake, Texas welcomes inqui-ries from AMI Primary and Elementary teachers, as we look ahead to future growth and expansion. The beautiful 23-acre campus includes well equipped classroom environments, gardens, art room, music room, sports fields and gymnasium. A 300-acre public park and nature center is just across the street. The combination of an AMI Montessori Lower School program for Primary and Elementary, and an integrated Upper

School program for grades 7-12, makes Clar-iden unique in the area. Our mission is to help children become respectful, compassionate and contributing members of society by providing a strong academic, personal and social learning environment. Clariden faculty and staff feel a passionate connection to this mission, and are dedicated to the school’s vision for bringing it to life. For more information, please contact David Deuel, Head of School at ddeuel@clar-idenschool.org.

Wisconsin

We are a nonprofit school located in Pewaukee, Wisconsin and are seeking a toddler (ages 20 mos.- 3 yrs) and primary (ages 3-6) lead teacher for the 11-12 school year. Candidates need AMS or AMI certification, and must demonstrate ex-cellent communication skills, the ability to work with staff and parents, a clear understanding of Montessori philosophy, curriculum, and class-room management skills along with flexibility and a passion for teaching. Salary will depend on experience. Please visit www.pewaukeelake-montessori.org and email a letter of interest and resume to: tonisch@wi.rr.com

Milwaukee Public Schools—Applications are being accepted for all levels, primary, lower el-ementary, upper elementary and adolescent (3 years to 15 years). AMI, AMS and Orientation to the Adolescent are trainings recognized by the district. The district strongly supports Montessori education. All classrooms have a full comple-ment of materials and assistant support. There are now six public K-8 Montessori schools, a Montessori IB High School in the Milwaukee Public School System (MPS) with over 80 trained Montessori teachers serving over 3,000 students. In 2010, a new sixth school opened and will expand in 2012 from three primary classrooms to six, so there is an additional need for primary trained teachers. Teachers are con-tinually involved in a variety of staff development 700 Knox Ct. Fax: 303-765-5279

Denver, CO 80204 E-mail: tmiami@mac.comPhone: 303-832-6781 Website: www.tmidenver.com

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opportunities with national Montessori teacher trainers. Come to a Great Place on a Great Lake that offers a supportive en-vironment for Montessori teachers! Minimum starting teacher salary is $35,729 including an attractive benefit and retirement package. Additional experience and certification increases the salary base. Montessori certification is required as well as a willingness to participate in a WI state certification program tailored for only Montessori teachers. Qualified individuals may obtain additional information by contacting: Phil Dosmann, Principal Craig Montessori414-393-4205 or E-mail dosmanpj@milwaukee.k12.wi.us Apply on l ine a t the Mi lwaukee Publ ic Schools w e b s i t e : w w w. m i l wa u ke e . k 1 2 . w i . u s M i l wa u -kee Public Schools. An Equal Opportunity Employer

Montessori Training Centre of British Columbia

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Beginning June 20, 2011

Canada

The Montessori School of Calgary, centrally located in a graceful heritage building, offers a solid, well developed AMI recognized program to approximately 85 students. We are searching for a caring and energetic lower elementary guide for September 2011. The ideal candidate is AMI trained with strong interpersonal skills; a team player who will help to enhance our Montessori “village.” A minimum of 2 years classroom experience is preferred. We of-fer a beautiful prepared environment, an experienced faculty and a very supportive parent community. Interested candidates are invited to send a detailed CV to:

Sandy Moser (Principal)sandy.moser@msofc.ca or:2201 Cliff St. SWCalgary, ABT2S 2G4

Indonesia

Due to expansion, Jakarta Montessori School in Indonesia is recruiting Toddler, Pre-school, Lower and Upper Elementary Montessori Teach-e rs , fo r Janua r y 2011 and Augus t 2011 . Our school is a purpose built, fully equipped, MCI accredited and IMC affiliated Montessori school situ-ated in a green area in South Jakarta, Indonesia. We are strongly committed to Montessori Pedagogy. For additional information on our school please visit our website www.jakar tamontessori.com. We offer attractive salary and benefit packag-es including: paid vacation/sick and profession-al days; assistance with accommodation, medi-

cal cover and relocation costs for qualified applicants. Please send covering letter and resume to principal@jakar-tamontessori.com or fax to +62 21 727 2202.

Virgin Islands

Virgin Islands Montessori School and International Acad-emy is an International Baccalaureate and AMI Montessori School located in the US Virgin Islands. We are seeking an AMI Montessori Administrator to begin August 2011. Can-didate must have AMI diploma (preferrably Elementary), undergraduate degree, and at least seven years combined Montessori teaching and or administrative experience. Please see our website, www.vimsia.org for more information. Inter-ested candidates, please send resume and cover letter to smcweeney@vimsia.org.

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0507

6 Nienhuis Montessori. The global standard.140 E. Dana Street, Mountain View, CA 94041-1508 T 1-800-942-8697 or 1-650-964-2735 F 1-650-964-8162 E info@nienhuis-usa.com

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In a tradition that spans over 80 years, we have consistently focused on one major aspect: the quality of our products. This combination of quality and educational value has lead to a product line that sets the global standard in every respect. And because of our constant product development, our product range is continuously enhanced with new, high value products that naturally appeal to children and therefore contribute to a responsible development of the child as an individual. That essence is the heart of every Nienhuis product. For example our Wooden Grammar Symbols. This item perfectly reflects the good sense of quality that’s in everything we produce. A perfect symbol of quality.

A symbol ofquality.

150 S. Whisman Road, Mountain View, CA 94041-1508 T 1-800-942-8697 or 1-650-964-2735 F 1-650-964-8162 E info@nienhuis-usa.com