Montessori teachers design their classroom’s physical environment and specific materials for each child. They develop collaborative social milieus (with children and parents) which respect individuality while celebrating differences. They create, as Nancy Martin, our first Visiting Scholar, noted in her 1991 report, “a miniature republic of childhood, supported by wise guardians who see their role as background, not foreground.”

To do this, Montessori teachers must be exceptionally well prepared. They need to have a clear understanding of human development and of what learning is about. They need excellent communication skills. They need the ability to reflect on their observations and individualize the curriculum. Our community of teachers is committed to these objectives. They view themselves as learners.

WSMS teachers create "a miniature republic of childhood, supported by wise guardians who see their role as background, not foreground."

To facilitate our learning, we developed mechanisms to broaden teachers’ awareness of the ways children come to understand ideas. These range from an extensive record keeping system to diverse research projects. To share one example, conventional wisdom tells us that by five years of age most children can complete 75 piece puzzles . . At WSMS we noted how many of our three year olds worked successfully on 300-plus piece puzzles when they worked with friends.

Our children’s abilities weren’t different; rather, common sense was out of sync with what really happens. When doing puzzles are viewed as collaborative events, it is possible for our youngest children to be successful. This illustrates how adult understanding limits or expands what children actually do.

WSMS provides many other opportunities for teacher growth in professional knowledge, skills and self-awareness. These include mentoring and peer-coaching programs, case study groups, workshops and seminars, a career ladder, support for further academic education, and our Visiting Scholar program.