The Keepers of Alexandria workshop comes to Cleveland. Join us to dedicate the John A. Wyatt Center for Humanities and Peace.
Attend the NAMTA Conference in Columbia, MD, October 9-12, 2014
New date for conference in Hartford, CT: April 23-26, 2015
Read July NAMTA ENews
New from NAMTA
Grazia Silvana! Montessori Assistants to Infancy
NAMTA's purpose is to maintain Montessori traditions, and at the same time, to be on the cutting edge of innovative education. Accordingly, we provide the medium for study, interpretation, and improvement of Montessori education.
Montessori Whole-School ManagementSM sdraws on NAMTA’s wealth of administrative knowledge developed through its publications and programming. This course is for both Montessori teachers without administrative background and administrators without Montessori background. It provides a deep orientation to the unique demands of Montessori administration.
NAMTA offers Montessori Whole-School ManagementSM: A Professional Development Course for Administrators at two levels.
Tier I: First Principles is scheduled January 15-18, 2015 in Dallas, TX.
Tier II: The Art of Strategic Planning is scheduled for July 20-24, 2014 in Traverse City, MI.
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.