Identifying priorities for success in the Montessori Middle School

Montessori Life, Summer 2003 by Celeste, Natalie, DeAubrey, Dora, Freilino, Michael, McDurham, Robin, Et al

Conclusions

This research revealed that Montessori students, parents, and teachers had different perceptions of success. In fact, there were significant differences among these three partners in education in each type of school (private, public, and charter). There were also significant differences of opinion between common constituents (parents, teachers, and students) within each type of school.

Montessori middle-school teachers and administrators, therefore, have a huge job ahead: They must communicate a common understanding of success and cultivate a shared sense of the priorities for success, as well as the progress they are making in these categories.

The actual numbers of survey respondents suggested that there were greater numbers of public school Montessori students than those in private and charter schools. However, a cursory survey of schools represented at the Houston Montessori Center secondary training (2002) contradicted this finding. Among those teachers surveyed at the training, 5 public schools, 9 charters, and a whopping 27 private schools were represented. This discrepancy might come from the surveyors: 4 of the 5 researchers on this project came from public schools.

Implications

In a society that looks primarily at predictors of success without common definitions beyond test scores and measures student outcomes by test scores and resumes, the Montessori middle school is an anomaly. Certainly the Montessori community expects and measures results as a gauge of the learning process; however, the outcomes for students are far more balanced and far more inclusive than in traditional settings. Montessorians understand that success for the Montessori middle-school student should and does encompass achievement-- academic prowess as well as academic follow-through; self-discipline, which includes independence, self-direction, and perseverance; personal integrity-selfknowledge and moral fortitude; responsible citizenship, which expects appreciation of diversity and positive contributions to the community; and enjoyment of work-- that intrinsic motivation, purposefulness, and sharing with others.

If success of Montessori middle schools depends on all constituents in every type of school having similar, corresponding notions about how students are doing in the five categories, and a clear, shared sense of priorities, then teachers, administrators, and organizations like AMS have to promulgate a vision, a sense of "quality," and aspects of success that all schools can support and respect. As the professional educators of adolescents, we must hold ourselves responsible for communicating success to both parents and students beyond the traditional parameters of test results and academic progress. This research project attempts to take the first step in achieving this essential responsibility.

References

Anderman, L. H., & Midgley, C. (1997). Motivation and middle school students. In J. L. Irvin (Ed.), What current research says to the middle level practitioner (pp. 41-48). Columbus, OH: National Middle School Association.