Getting Started
Although there are a variety of forms that advocacy work can take, one of the most effective is Administrative Advocacy.
Administrative advocacy can work on creating new policies, revising current guidelines, and resolving program problems through activities directed toward administrative and governmental agencies. Interacting with a managing agency can be one of the most effective ways to bring change.
Where to start?
1. Educate yourself, and your group, so you can clearly and concisely articulate the problem as you see it. Know the reasons why you are asking for change, what that change would look like, and what the impact of change taking place would be in your community. You will build credibility by being able to share accurate and reliable information.
2. Know your stakeholders. If you are advocating for Montessori programs being accurately assessed for QRIS levels, be able to state how this accurate assessment will benefit parents ability to make best choices for their children.
3. Participate in forums, workshops, webinars and information sessions held by the state agency. Develop a clear understanding of agency goals, standards, and legal and financial parameters. Read your state QRIS, know agency rules, regulations, and requirements.
4. Approach agency staff with an attitude of collaboration, and convey your positive interest in understanding the goals and interests of the agency. Explain your own goals and interests in relationship to those of the agency. Anyone involved with the care and education of young children is concerned with issues of health, safety, and quality. The Montessori community can advocate that our philosophy, curriculum, and educated teachers are one way to assure all three. We do not have to criticize other methods to advocate for our own.
5. Demonstrate a willingness to work with, not against, agency staff. Positive interactions are much more likely to result in positive outcomes. Advocacy does not mean conflict.
6. Develop an ongoing relationship with agency staff. Offer invitations for observation in a Montessori program. Offer to provide workshops, share written materials. Be willing to show how Montessori education can align with state standards. We must be willing to educate adults as well as children.
Look at the Resources tab of this website. We will continue to add How-To's, information about work being done in other states, and provide you with templates and guidance for the important work you are doing on behalf of Montessori education.
Together we will move Montessori Forward.
Saturday, September 28, 2013
Thursday, September 26, 2013
Saturday, September 21, 2013
Thursday, September 19, 2013
QRIS Progress
Georgia- Action Towards Change
When QRIS was going to be implemented in Georgia, the
Montessori Administrators Group took action. It was clear to them that the
ECERS-R would not yield an accurate measure or rating of a high quality
Montessori classroom or program. One of the finest Montessori schools in the
Atlanta area agreed to become a “test case.” This school volunteered to go
through the QRIS rating process and the result “wasn’t pretty.” This excellent
early childhood educational program paled in comparison to the play based
programs assessed using the same tool.
The Montessori Administrators Group reached out to the state
day care licensing commissioner and office of QRIS. Their attitude was
positive, and confident as they offered to “help” this office. They had data to
share in the form of assessment scores of their third year students and they
assured the QRIS and day care folks that working together the MAG would “make
you look good.”
Last spring and summer, representatives from each group went
through every specific items of the ECERS-R with the question “What is the goal
of this item?” As the QRIS raters answered that question, the Montessori
educators were able to articulate how that goal was being met in the high
quality Montessori environment. With lots of discussion, a willingness to
compromise, without sacrifice, on both sides led to a verbal alignment of the
same standards in the context of a Montessori classroom. An Instructional
Quality Guide was created and “Montessori” raters were trained what to look for
and how to assess the standard in the Montessori classroom.
The commissioner of the state day care licensing office was
so impressed with the process that she came to tour and observe Montessori
schools in the area. She began reading the works of Dr. Montessori and is in
the process of writing a white paper that will align the ECERS-R with the
Montessori classroom.
Change can happen. High quality Montessori education can be
advocated for.
For specific adaptation of the ECERS-R for use in the
Montessori classroom see
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