To inspire in children a passion for a lifelong love of learning in an environment which nurtures independence, creativity, confidence and tolerance while developing a sense of responsibility for self and community based on the principles and philosophy of Dr. Maria Montessori.

• The cultivation within our students of a passion for excellence in everything they do, both in and outside of school
  
  
• The development a strongly held set of universal values, which include self-respect, respect for others, honesty, integrity, responsibility, empathy, compassion, kindness, peacefulness, a sense of concern for others, warmth, and a love of community
  
  
• The development of a global perspective and sense of international understanding
  
  
• And a lifelong commitment to give something back through service to others who are in need

1.1. The Fundamental Nature of our School


1.1.1. The Montessori approach to learning is the educational framework our educational program.

1.1.2. Keystone is an international school.

1.1.3. Keystone is designed to prepare students both for the university and for life.

1.1.4. Our school teaches children to be at home in the world of nature.

1.1.5. Keystone is a family-friendly school.

1.1.6. We are committed to character and values.

1.1.7. We are committed to diversity.

1.1.8. Keystone is a close-knit community of students, educators, parents, and friends of the school Keystone is a family-friendly school.


1.2. The Montessori approach to learning is the educational framework of our educational program.


1.2.1. We use the Montessori approach, along with compatible curriculum and programmatic elements of additional approaches and materials from the larger non-Montessori educational community, to provide opportunities for enrichment beyond the basic curriculum.

1.2.2. The nature of the child and the learning process


1.2.2.1 We affirm that education begins at birth and continues throughout life. While our emphasis is on our children, we are a center of support for all of us to continue learning and developing toward becoming whole and healthy individuals.

1.2.2.2. We believe that intelligence is not rare among human beings.

1.2.2.3. We believe that the vast majority of people have the intelligence and natural ability required to learn everything they need to lead full, happy, and productive lives.

1.2.2.4. We believe that wisdom can be cultivated.

1.2.2.5. We believe that true wisdom is the ability to listen to your heart and know how best to put your intelligence to work for you. In order to achieve this goal, self-esteem, human dignity, and emotional well being, as well as the ability to communicate and cooperate effectively with others, must be valued at least as highly as academic and material success.


1.2.3. We approach the process of facilitating learning with the goal of understanding our learners as unique human beings. We guide our learners individually at their own pace through the range of learning skills so they fully realize their human potential.

1.2.4. We celebrate the natural diversity of human beings, be it in learning style, interests, or definition of what makes a happy and successful life.

1.2.5. We affirm the ideal of the renaissance person. Our ultimate goal is to produce renaissance men and women who have not only learned how to learn, but also have an innate love of learning, a wide range of interests, and an openness to new ideas and possibilities.

1.2.6. We nurture self-esteem. We affirm that healthy self-esteem is the crucial ingredient for the full expression of a person's potential. We strive to base every interaction between community members, from how we discipline to respecting personal learning styles and stages of development, on this principle. This is the very fabric of our community and our educational methods.

1.2.7. We encourage students to not be afraid of failure: We consciously encourage our students to not be afraid of taking risks, but rather to learn from their experience, both success and failure, as non-threatening and constructive feedback on their progress and personal growth.

1.2.8. We nurture intellectual, emotional, spiritual and physical growth: The development of a whole, healthful being requires the nurturing of our many dimensions, including the spiritual, intellectual, physical, and emotional.


1.2.8.1. Intellectual: The intellect is an important tool in the shaping of our world. Through the development of our ability to reason, we refine our emotional responses, we clarify our picture of the universe, and we develop self-discipline.

1.2.8.2. Emotional: Our emotions are complex and powerful and it is very important that we learn to feel them fully and without fear, identify them correctly (in ourselves and others), respect them, and accept them. It is equally important, however, that we learn to harness their power and not let them control our lives unchecked.

1.2.8.3. Physical: We seek to help our students discover, understand and adopt the lifestyle habits most appropriate and beneficial for our bodies and minds. Among these are fresh air, pure water, exercise, sunlight, and proper diet.

1.2.8.4. Spiritual: While we feel it is each person's task to develop his or her own understanding of the nature of the universe and the individual's place in it, we proceed on the premise that our world is a beautiful, positive, loving place, a setting that provides the potential for each person to lead a full, free, joyful, and healthy life. While we do not teach religion, nor advocate any particular belief system, we encourage students to explore philosophical and spiritual questions raised by world religions and develop the spiritual side of their lives (the ability to find peace within and hear the small still inner voice that we all possess).


1.2.9. Developmental Approach to Education: Our educational approach is centered around the stages of human development.


1.2.9.1. Developmental stages: Our faculty is actively involved in a continuous study of human development. This study includes keeping abreast of current theories on development, regular student observation, and a constant evaluation of the curriculum to ensure that it is appropriate for the developmental stages of our students.


1.2.9.1.1. First Six Years Critical: We recognize that the first six years are critical to the development of one's life.

1.2.9.1.2. Although we as Montessori parents, teachers and students are living proof that changes can happen after this critical period, the changes are accomplished with a chisel and hammer on stone rather than with gentle fingers on wet clay.


1.2.9.2. Individualization: We strive for individualized pacing and adaptation of the classroom program to meet varied styles of learning.

1.2.9.3. Flexibility: Our educational program is designed for flexibility in its methodology and use of resources.

1.2.9.4. Academic expectations in an individualized approach: In designing this individualized program we follow an established curricular framework that includes the school's expectations for basic academic achievement at each level of the school, leading toward graduation and guidance toward appropriate placement for each child in higher education.


1.2.10. Active learning: We promote active rather than passive learning by,


1.2.10.1. encouraging spontaneous activity in education by encouraging students to pursue studies in all areas of their personal interests;

1.2.10.2. using hands-on, "experiential" learning whenever possible rather than lecture and drill, whether through concrete manipulative learning materials, experimental discovery, seminar discussions, independent library research, field investigation, or computer simulations; and

1.2.10.3. bringing the student to a sense of accomplishment, closure and recognition of having reached a pre-established goal for learning.


1.2.11. The Passage to Abstraction: To facilitate this process, we consistently work from a very concrete level of experience to the abstract. To aid students in learning, we begin by giving them the "big picture" (a sense of gestalt), and work from this toward an increasing level of detail. This concept has created a spiraling curriculum in which skills and concepts are presented and reintroduced at increasing levels of complexity and abstraction over the years.

1.2.12. External structure: As a Montessori school, our goal is to help students to become increasingly independent, autonomous and self-disciplined. However, should a student need external structure and support on a temporary basis to meet his developmental needs, we will endeavor to provide a reasonable level of external structure to the degree that it does not interfere with our ability to follow the Montessori approach.


1.2.12.1. We interpret the general principle of Montessori education, "follow the child" to refer to the importance of allowing people to pursue areas of spontaneous interest whenever possible. However if a child needs more direction at certain times or is not internally motivated in a given area, we feel it is our responsibility to acknowledge the personal preference but to still require that the necessary work be completed.


1.2.13. Freedom within order: We strive for a balance between freedom, order and responsibility.

1.2.14. Diverse Learning Styles: We seek to provide an open environment to share our values in a truly diverse community.

1.2.15. Students First: Our primary focus will always be the well-being and best interests of our students.

1.2.16. We nurture curiosity, creativity, and imagination:


1.2.16.1. As educators we consciously work to encourage students to think creatively in their writing, problem solving and research.

1.2.16.2. Our program places great emphasis on the Fine Arts, both in the classroom environment and through the contributions of specialists in the visual and performing arts.

1.2.16.3. As is appropriate for each age group, we encourage students to become aware of the major social, political, economic, environmental and ethical issues of our day, and, having carefully considered all sides, to take a responsible stand for themselves and to explore ways of making a positive personal contribution to society.


1.2.17. We are constantly modeling and encouraging communication between all members of our community. We would like all community members to be versed in skills of active listening, negotiation, fair fighting (verbally), empathy for another person's position, and the ability to stand up for oneself and say no without guilt if someone is encroaching on their rights.


1.3. We are an international school


1.3.1. We embrace a global perspective as a philosophy for building a diverse community grounded in knowledge that leads to understanding and acceptance of all peoples.

1.3.2. We recognize that contemporary society must embrace pluralist beliefs to meet the challenges and opportunities presented by an ever-growing world population that is integrating well beyond traditionally established cultural borders. We celebrate diversity in our community and acknowledge the unique contributions of all individuals, who enrich and inspire our personal growth.

1.3.3. We seek to develop a global perspective and international understanding, weaving international education through our curriculum at every age level:


1.3.3.1. through the study of modern foreign languages

1.3.3.2. through the study of physical, cultural, and economic geography

1.3.3.3. through correspondence, international travel, and student exchange programs with our sister Montessori schools around the world

1.3.3.4. through encouraging families to share their cultural traditions, travel experiences and traditional festivals

1.3.3.5. by utilizing our international families as a tremendous teaching resource

1.3.3.6. through an on-going experiential program of international cultural education


1.4. Keystone prepares students for university
1.4.1. We want our students to be well trained in the basic academic disciplines, to fulfill their creative potential, and to gain satisfaction in their physical, emotional, social, and intellectual development.

1.4.2. Academic standards: In all cases we set our expectations high, being sensitive to each individual�s present capabilities. We will consistently stress at all levels the importance of careful work and pride in accomplishment. The reward is not in a quantity of work achieved but the satisfaction of work done well for its own sake. We carefully build a supportive environment for the unhurried mind to move steadily toward the pursuit of excellence.

1.4.3. Competition: We believe that it is neither necessary nor appropriate to inspire unrestrained academic pressure and scholastic competition among students. We cultivate the ability to accept success with grace, and failure or loss with dignity, and resolve to build on the experience. We ensure students� right to choose whether or not to participate in competitive activities, and we stress the principles of good sportsmanship.

1.4.4. Success: We design our educational program to maximize each student�s academic and personal success. We strive to encourage students to build on their strengths and personal learning styles and learn from their mistakes.


1.4.4.1. Academic success: We encourage skills that support independent and successful learning, critical thinking, cooperative projects, reflective reading, problem solving, library research, use of technology, and techniques for effective study, test-taking strategies, and techniques for focusing attention.


1.4.5. Personal success: We consider it equally important that our students be successful human beings who can establish healthy relationships and achieve happiness in their personal lives. We teach our students to pay attention to and respect feelings, both their own and those of others. We help them to learn to solve conflicts effectively and fairly, and to express their feelings in a healthy manner.


1.4.5.1. We offer a challenging college preparatory curriculum:


1.4.5.1.1. Science: We teach students not only scientific facts, but also the process, history, and true nature of science. We want them to understand that science is not the subjects that scientists study, like the nature of atoms, but the process of studying the world, with the goal of arriving at conclusions about what is probably true, and what is probably not. Its end product is simply reliable information. Students will study science every year. Our curriculum will be consciously integrated, incorporating topics from botany, zoology, physical science, machines and technology, astronomy, geology, ecology, earth science, weather, and the medical sciences.

1.4.5.1.2. Foreign Language: As an international school, our students will study modern foreign language at each age level.

1.4.5.1.3. Mathematics: Our approach will be Unified Math: integrating topics in arithmetic, geometry, pre-algebra, statistics, logic, algebra, trigonometry, and calculus. Whenever possible, we will help students grasp the underlying concepts of math through the use of concrete apparatus and through application of mathematics to real world tasks.

1.4.5.1.4. Economics: We want to cultivate an entrepreneurial spirit in our students. We live in a world in which economics is a constant basic element of our lives. While money is not the most important thing in our lives, the stress that follows a lack of sufficient money to pay one�s bills can have a negative impact on everything that is important. Our goal is for our students to both understand the principles of economic freedom and to feel comfortable with financial and business matters.

1.4.5.1.5. Geography: As an international school, we seek to develop a global perspective and international understanding, teaching world geography (physical, cultural, political, and economic) at every level of the school.

1.4.5.1.6. History: We develop a strong historical perspective through the study of prehistory and history, following an anthropological orientation into fundamental needs of humankind and the cultures, lifestyles and technology of the past. We cultivate an appreciation of family and community heritage. History sets the stage for integrated learning at every age level.

1.4.5.1.7. Anthropology and Myth: Again, as part of our nature as an international school, we teach students the basic elements of anthropology, addressing the question of what makes us human, the nature of culture, and how cultures have attempted to explain or illuminate the great questions of life through story, myth, and cultural archetypes.

1.4.5.1.8. Major World Religions: We believe that our students should be familiar with the traditions and basic beliefs of the world�s major religions. We do not teach religion, nor advocate any particular belief system.

1.4.5.1.9. Architecture: We all live surrounded by buildings. We believe that our students should understand the patterns of architecture found around us, how houses and other buildings are constructed and designed, and develop an appreciation for the timeless beauty of well-designed spaces.

1.4.5.1.10. Civics and Law: We strongly believe that our students should understand how government works at the local, state, and federal levels, and the role that citizens can and should play in shaping consensus, advocating their point of view, and making informed decisions before they vote. They should also understand how the legal system works and have an informed working knowledge of and respect for the law. Our goal is to lead young men and women to keep informed about current issues and to play an active and responsible role as citizens.

1.4.5.1.11. Language Arts and Literature: Naturally, we are looking to develop students who read and write effectively, and both read voraciously and write with enjoyment. We explore all forms of human communication. We recognize that we live in a time when the various languages of art, (visual, written, spoken and musical) particularly through mass media, have a profound impact on our lives. We develop in each person the ability to understand and filter this influence. We also believe that by developing our ability to use these languages we strengthen our self-esteem and enhance our ability to express more effectively our thoughts and feelings.

1.4.5.1.12. Research Skills: Rather than having students memorize facts mindlessly, we would rather teach them to learn mindfully and develop great skill in the process of doing investigations and research using the library, internet, public records, and primary and secondary source materials. Interviewing skills are also very important skills that we emphasize. We seek to have our students learn how to organize the information that they compile into increasingly sophisticated reports and presentations. As a result, traditional textbooks will play an insignificant role within our educational program.

1.4.5.1.13. The Visual and Performing Arts: Our program will places great emphasis on the Fine Arts, both through the contributions of Music and Art specialists and through classroom programs and experiences initiated by the teachers to foster art and music appreciation and creative drama.

1.4.5.1.14. Physical Education, Health, and Athletics: We want our students to understand, appreciate, and adopt a healthy lifestyle that includes exercise, proper diet, intelligent choices regarding personal health, and stress reduction. We believe that individual, cooperative, and competitive team sports make up an important element in reaching these goals.

1.4.5.1.15. Peace Education: Human relations and conflict resolution skills, nonviolence, leadership training and cooperative teamwork skills, and communication skills are all important elements in nurturing our students. Peace Education will be as vital an element of our curriculum as mathematics, language and science.

1.4.5.1.16. Creative thinking and problem solving skills: Creative thinking and problem solving skills are offered throughout the curriculum at all levels of development.


1.5. Keystone prepares students for life

The Keystone Montessori School provides a broad preparation for life, balancing academic excellence with the development of personal and practical life skills.


1.5.1. We teach universal values


1.5.1.1. Empowerment: We make a concerted effort to empower students at our school, helping them to learn how to make responsible choices for themselves, to recognize that they are assuming increasing control over their lives as they mature, and to discover how to make a difference in the world around them by encouraging positive efforts and contributions to others.

1.5.1.2. We encourage our students to be open-minded and compassionate, to gain a sense of themselves and others, and to understand and appreciate the diversity of the human spirit.

1.5.1.3. We strongly encourage student participation in day-to-day classroom management, care of the environment and decision making in order to facilitate the development of independence and a sense of engagement. We seek to help each student to see the value of commitment both to our school and to the extended community.

1.5.1.4. We want students to love learning and to value knowledge, creativity, and humor. We will guide them to be responsible, critical, and caring members of a diverse society. We want them to recognize that they have the power and resources to effect change, as well as the self-esteem and confidence to pursue their goals.

1.5.1.5. We respect the fundamental human needs, rights, and dignity of each person, no matter how young, as a full and unique individual who is engaged in the ongoing process of development. During this process, while honoring the right to self-determination, we model and encourage certain values: kindness, honesty, warmth and openness, respect for each person's uniqueness, tolerance, cooperation, good sportsmanship, responsibility, and nonviolence.

1.5.1.6. Acceptance As educators, parents and citizens of the world with the mutual goal of world peace, we consider it our responsibility to model and encourage acceptance both to our children and to each other. We celebrate differences in ability, in race, in culture, in beliefs, in thought, in ways of doing things, in dress and in physical appearance. We also teach an appreciation of the particular process that each of us must go through on our particular path in life, balanced with the self-esteem and self-confidence not to be threatened by these differences.


1.5.2. Discipline

1.5.3. We expect our students to accept full responsibility for their behavior, their attitudes, their experiences, and in short for their lives. The enormous reward that comes with accepting this responsibility is the freedom to choose and create the type of person they wish to be, and the life they wish to lead.

1.5.4. In keeping with the true meaning of the word discipline, which is to teach, we model and encourage appropriate and considerate ways to behave in various situations.

1.5.5. Keystone Montessori School is committed to ensuring a school environment that will promote and protect the physical and emotional well being of our students and staff.

1.5.6. Rather than focus on rules and the consequences for students of breaking them, we prefer to teach students beforehand appropriate, kind, and considerate ways to behave in given situations.

1.5.7. We use positive reinforcement at every opportunity to encourage progress and acknowledge contributions, rather than focusing on the rules and the consequences for breaking them.

1.5.8. We will never permit the use of corporal punishment.

1.5.9. We encourage and model ways to negotiate in conflict situations so that whenever possible everyone can win, and at the very least, everyone feels heard and that their feelings and needs are respected.

1.5.10. As necessary we cue and remind people of appropriate behaviors before they forget.

1.5.11. When behavior is inappropriate and a gentle reminder isn't enough, we intervene and respectfully but firmly stop the behavior.

1.5.12. We are committed to maintaining the peace of our school and we will not allow inappropriate behavior to continue.

1.5.13. Our ultimate goal is to encourage self- discipline and self-motivation as the reasons for behavior rather than external fear or motivation.

1.5.14. We do not label a child as "bad," but instead try to recognize the mistaken goals of the misbehavior that usually involve an attempt at searching for a place in the family or community, even if it is an undesirable place. We then look to find appropriate ways to encourage the individual.

1.5.15. While we are normally successful with a very wide range of students, we recognize that our school may not be right for every child. One of our greatest challenges is to be objective, compassionate, and yet realistic in considering the needs of each child as a unique individual. If we are unable, despite our best efforts, to help a child meet appropriate behavioral expectations, we will respectfully counsel the family to seek out another school setting in which the child can experience success.


1.6. Community Service


1.6.1. We seek to show and teach our students that the freedom and education they receive here comes with the responsibility to help others in the community.

1.6.2. We seek also to show our students that the responsibility to change our world for the better lies with all of us, and that service needs to be an accepted part of everyone's life if we are to achieve this goal.

1.6.3. We will organize opportunities for students to perform community service as appropriate at each age level.


1.7. Practical Life skills: To facilitate and encourage a sense of independence, we deliberately teach a wide range of practical life skills appropriate to each child's level of development. We regard this as a vital element affecting the design of our entire curriculum. These practical life skills include the following:


1.7.1.1. Eye-hand coordination and the use of simple tools;

1.7.1.2. Grace and courtesy: appropriate ways to handle situations kindly;

1.7.1.3. Practical economics: the value and use of money, including how to earn and manage spending money;

1.7.1.4. Technology: the safe use of technology, such as more complex tools, telephones, computers, classroom audio-visual equipment, and household appliances;

1.7.1.5. Transportation: As appropriate at each age level, the safe use of alternate means of transportation (such as walking, bicycling and public transportation) in order to gain greater mobility, confidence, and independence;

1.7.1.6. Communication: the appropriate use of the technology of personal and mass communication, from writing letters to using the telephone, using the word processor, preparing the newsletter, speaking before an audience and designing audiovisual presentations;

1.7.1.7. Care of ones Environment: how to clean and set tables, do dishes, do laundry, cook, sew, iron, garden;

1.7.1.8. Health and Safety: the development of sound habits of safety, nutrition and hygiene, along with the acquisition of first-aid skills and, as developmentally appropriate, CPR.


1.8. Our school teaches children to be at home in the world of nature


1.8.1. Strengthening our connection with nature and the environment is an integral part of The Keystone Montessori School.

1.8.2. We seek to instill in our students, parents, and staff not only a reverence for the earth, its waters, and all living things, but also a sense of stewardship for the environment based on a conviction of our individual responsibility for the beauty of the land and the health of our ecosystems.

1.8.3. We believe that being at home in the world of nature is basic to being a whole and healthy human being.

1.8.4. We consciously work to foster in each person a strong sense of belonging to the web of life. We accomplish this goal through:


1.8.4.1. Programs in outdoor education and field biology at every age level in the school, using the natural setting of our campus and the wide variety of natural resources around us as a classroom out of doors.

1.8.4.2. Programs in gardening and small animal care.

1.8.4.3. Programs in hiking, camping, canoeing, and field ecological studies in natural wilderness settings as age appropriate.

1.8.4.4. Programs in recycling and environmentally friendly packaging for lunches and all foods and products used in our community.


1.9. We want to be a family-friendly school


1.9.1. In establishing policies and procedures, we attempt to remain sensitive to the needs, desires, and factors that might add unnecessary stress and pressures onto our families.

1.9.2. Also, in establishing policies and procedures, along with setting the calendar of school events, we will attempt to avoid conflicting with the religious traditions and holy days of our families. We recognize that this at times may be virtually impossible considering our diversity, but at the very least every effort will be made to create a balanced and respectful approach to this issue.

1.9.3. From time to time, we will survey our families or hold special community meetings to explore how the school could be more family friendly.


1.10. We are a close-knit community of students, educators, parents, and friends of the school


1.10.1. Community is the invisible web that structures our diverse beliefs. Culturally, historically and individually, our communities represent the best of our shared experiences. Our School presents an opportunity to expand the web of inclusion in our local community.

2.1. We will carefully identify the duties and responsibilities of each position in the school.

2.2. We will carefully identify the skills and knowledge, experience, educational philosophy, core values, and interpersonal skills needed to be successful in each position at our school.

2.3. We will take great care in our hiring process to find new members of to add to our faculty and staff who bring the right mix of skills, knowledge, experience, values, and personality to succeed at our school.

2.4. We will clearly communicate to all members of the faculty and staff our expectations, personnel policies, benefits and professional development opportunities that may be applicable to their positions.

2.5. In evaluating the performance of each member of the faculty and staff, we will be as objective and positive as possible, encouraging individual initiative, self-evaluation, and continuous professional growth.

2.6. We consciously follow fair and equal employment practices in hiring, assigning, promoting, and compensating both teaching and non-teaching staff members. We endeavor to employ persons solely on the basis of the factors necessary in the performance of the job and the operation of our school without discrimination on the basis of religious affiliation, race, national origin, gender, age, or any other factor on which discrimination is prohibited by the laws of the jurisdiction within which our school is located.

2.7. No administrator or board member of our school will seek to induce a teacher who is employed by or under contract to another school to apply for employment at our school. There is nothing deemed improper if a member of the teaching or administrative staff of one school independently approaches another school about possible employment.

2.8. Our school will not offer employment to a member of the faculty or staff of another school without communicating with the Head of the school at which he or she is presently employed or committed for the upcoming school year to request a confidential evaluation of a candidate�s qualifications.

2.9. Our school will take all reasonable and lawful precautions to maintain the confidentiality of records and information concerning teachers and other staff members who are applying for employment at another school, in accordance with the rights of the individual.

2.10. Any materials brought to school by a member of our faculty and staff, purchased with his or her own funds, shall remain his or her property.

2.11. It is mutually understood that any teacher-made educational materials produced by a member of the faculty and staff using school materials and supplies shall be considered the property of the school. However, faculty and staff members may use school materials to make a duplicate set of these materials for his or her professional library.

2.12. Should a faculty member develop any new curricula, teaching techniques, teaching aids, or any other educational materials during the course of his or her employment with the school, he or she grants to the school a perpetual license to utilize said materials or ideas in its educational programs with both children and teacher training.

2.13. Any teaching aids, materials, or curricula developed by the school, as well as any mailing lists of the school�s students and families, represent the proprietary property of the school. No member of the faculty and will be authorized to sell, transfer, assign, or disseminate said materials to a third person or a competitor of the school without first obtaining the Head of School's written approval.

3.1. We will deliberately seek to create a campus of timeless beauty that communicates to our students that the buildings and grounds are expressions of our love and commitment to their education and success.

3.2. Whatever the size of our enrollment, or the age levels encompassed in our programs, our buildings and grounds will support the implementation of our educational program and institutional mission as ideally as possible.

3.3. Improvements or additions to buildings or grounds will be carefully considered in terms of need, ideal space and configuration, and integration into the pattern language developed for our master plan.

3.4. As a Montessori school, a very high priority for us will be to have a campus large enough to include areas set aside for natural habitat, as well as areas set aside for programs in horticultural education and animal husbandry.

3.5. The school will do everything in its power to keep the buildings and grounds free from toxic substances and environmental irritants. Whenever possible, pesticides and cleaning products will be found that are non-toxic and which do not induce allergic reactions in students or staff members.

3.6. The school will consciously follow safety procedures designed to protect students and staff:


3.6.1. all power tools, fuels, paint removers, and other hazardous substances will be kept under lock and key;

3.6.2. no lawnmowers or other potentially hazardous machinery will be used anywhere in the vicinity where children are present.

4.1. Our school honors its financial commitments to parents, staff, vendors, and others.

4.2. We will operate on a balanced budget.

4.3. The school�s budget, including any tuition, will be set on the basis of what it costs to do the job right.

4.4. We will communicate accurate information about the financial state of the school in an annual report to the community and from time to time on a more frequent basis.

4.5. We expect all of our families, as members of our community, to honor their financial obligations to the school in a timely and responsible manner.

5.1. Admissions: Our primary goal in the recruitment and admissions process is to help each family find the perfect match between its values and goals, what will work best for the individual child, and our school.


5.1.1. When we admit a new student, we are not simply bringing him or her into the school community. We are bringing the child, his parents, siblings, and extended family into the mix.

5.1.2. We strive to clearly communicate the true nature of school to prospective families. We will encourage them to consider many factors prior to enrollment, including whether or not they believe their child will be successful in our Montessori program and whether their values and goals for their children�s education match those of our school.

5.1.3. In making admissions decisions at the preschool level, we will normally give strong preference to families who we believe are committed to keeping their children in our school at least through the elementary years.

5.1.4. A Montessori student can never be replaced. Our secondary goal in the process of admissions and recruitment is to find families for who the school will be a perfect match. We are seeking families who share common values and goals with the school, and who, after careful consideration and exploration, have concluded that our school is something that they want very much for their children, for the right reasons.

5.1.5. Hopefully the children who we admit in the early years will graduate from our school. Ideally it will be so much a part of each family�s life that eventually the children of our graduates will attend our school as well. We want to be a family tradition.

5.1.6. In the admissions process, we consciously treat parents with respect as partners in exploring whether or not we would be the perfect match for their child. We do not use gimmicks, such as the hint that spaces are filling up fast.

5.1.7. We will not try to convince prospective parents that our school is right for them and for their child. Instead we will tell the truth, help them to grasp the true nature of the school and what it has to offer, and allow them to weigh all the factors out as they consider whether our school is indeed the right match for them and their child.

5.1.8. We will welcome prospective parents with open arms and make it as easy as we can for them to learn what our school is really all about:


5.1.8.1. We will hold open houses regularly and gladly schedule individual tours during school hours if for some reason the normal open house time is inconvenient.

5.1.8.2. We will make a list of the names and home phone numbers of Ambassador parents available to prospective parents who would like to speak with another family.

5.1.8.3. We will arrange frequent and convenient times when prospective parents can observe our classrooms.

5.1.8.4. We will spend as much time with prospective parents as possible in order to answer their questions, address their concerns, and assist them in determining whether it feels to them as if our school would be a good match for their child.

5.1.8.5. We will consider applications for preschool admission on a case-by-case ongoing admission basis. We will do our best once a preschool application has been received to arrange for the student�s visits and evaluations, gather all of the information needed to evaluate the application, and schedule all meetings and interviews in the most timely manner possible. We will endeavor to make and communicate all preschool admissions decisions to the families as quickly as possible.


5.2. Non-discrimination Our school does not discriminate in matters of admission or enrollment on the basis of race, religion, or ethnic background.

5.3. We value diversity. We regard a mix of backgrounds and abilities as a positive and important element in our community. We consciously teach children to accept, respect, and celebrate the rich cultural diversity of the global community.

5.4. Truth in Public Relations and Marketing As a member of the International Montessori Council, we pledge to represent our school truthfully and accurately to the general public and internally to our parent community.

5.5. Negative Public Relations We further pledge ourselves to respect the diversity of the community of Montessori schools. We will not engage in negative public relations nor make any negative statements about another Montessori school.

5.6. If we ever become concerned that a student is having difficulty succeeding in our program, we will promptly inform the family and begin to work closely with the parents to explore alternative options to best meet the student�s needs.

5.7. Our school recognizes each family�s right to visit and consider other schools and to hold preliminary discussions regarding admission without feeling compelled to notify the school, which their children presently attend.

5.8. While we welcome inquiries and interest in our school, we will never directly and actively attempt to recruit a student who is presently enrolled in or committed to attend another Montessori program.

5.9. Before filing an application for admission, we ask that families advise their children�s present schools and authorize in writing the release to us of their children�s academic records and student recommendations upon our request.

6.1. We recognize that a Montessori school is more than a place of learning; it is a community of children and adults that have a significant impact on our students� capacity to learn, grow, create, develop, assimilate values, and relate peacefully and respectfully to other people and to the natural world.

6.2. We are committed to ensuring that all students, families, teachers, and staff members are treated with kindness, warmth, and respect.

6.3. We consciously work to build a constructive partnership between the family and school in support of each child�s educational development.

6.4. Parents are welcome to visit the school to observe their child in class or to review his/her academic progress; however we follow reasonable guidelines to ensure the integrity of our educational program and the privacy of other students� records.

6.5. We believe that every member of our community has a fundamental right to be treated with respect, regardless of age.

6.6. We place a primary emphasis on building relationships with families as early as possible in order to help parents recognize the uniqueness of their child. We also work together to enhance our parents' ability to apply Montessori insights into their everyday life.

6.7. We believe that the experiences a child has at home are as important as what we do at school, especially during the first six years. It is in the home and school working together where a child�s self-concept and concept of the world and her place in it are set in stone. What a child will attempt in their lives and whether or not she will succeed is profoundly influenced by these beliefs about herself. Our goal is to build a community of �Montessori families,� not just Montessori students.

6.8. We want to be an extended family community whose participants are supported at all levels by all others in the community.

6.9. We believe in the principle that those matters, which affect individual community members directly, impact all others in our community. We consider input from all of our community members in our decision-making processes in order to take into account the needs of our total community. We are committed to the creation of programs that stress personal development for all members of the community.

6.10. Parenting Center: We encourage parents to participate in programs that can help them to refine their parenting strategies, to facilitate the development of independence, responsibility, self-confidence and self- respect in their sons and daughters and in themselves. We recognize parenting as an extremely difficult, rewarding and valuable job for which we have had little preparation and for which in the modern world we get little support. We are committed to find ways to provide that support for families from birth through adulthood by the creation of a parenting center.

6.11. The Ambassador Parent Program: We understand the special needs of new participants in the community and the necessity of a program to match new families with ones experienced in the community to provide support and information.

6.12. Commitment to the Community: We expect all members of our community, students, parents, teachers and support staff to be committed, contributing members of the community, and to show support for the rules, regulations and principles established by the community, and we are prepared to support them in this effort as in some cases it may involve a paradigm shift.

6.13. Class and Community Meetings: We will hold monthly class and community meetings to allow and encourage a free and open exchange of ideas and information.

7.1. Our administration is focused on providing educational leadership and careful and prudent management of our facilities, financial, human and material resources.

7.2. The primary roles of the Head of our school includes the articulation of our core values and vision, academic leadership, leadership in the admissions and recruitment process, building community and reducing attrition among students and families, recruiting and coaching faculty members and staff, overseeing the financial health of the school, serving as the school�s primary spokesman to the larger community, and leading the process of internal self-evaluation and long-term planning.

7.3. The Head of School will ensure that excellence and consistency with our values and vision permeate the school seamlessly from class to class, from level to level, and from one year to the next.

7.4. Naturally the Head of School will support his or her faculty and attempt to provide similar support and counsel to the school�s families. However, the ultimate factor on which difficult decisions must be balanced is what is best for each individual child and what is consistent with the Blueprint of core values of the school.

7.5. When conflicts arise within the school, whether they involve parents, staff members, students, or administrators, every attempt will be made to find the best and highest resolution of the issues under dispute that is most consistent with the school�s Blueprint of core values and is most oriented to a win-win model.

7.6. The administration of the school will ensure a smooth and timely flow of communication about important dates and information to parents, students, and staff.

7.7. The administration will follow a collegial model in working with faculty members and staff, inviting their input and participation whenever appropriate in important questions facing the school.

8.1. The Board of Directors shall be comprised of men and women who share a deep sense of commitment to the school. In all matters, they consider the overall best interests of the school over their own interests or over the interests of any constituent group within the school community.


8.1.1. The primary responsibility of the Board of Directors is to establish and from time to time reexamine, and if necessary refine, the institutional identity, mission, and core values and beliefs about education that define the nature of the school.

8.1.2. That mission, institutional identity, and core values and beliefs will be set down in writing in a working document called the �Blueprint.�

8.1.3. Before voting on any motion made before the Board, the Board of Trustees will first consult the Blueprint to identify the underlying values and beliefs that would support whatever decision is made on the issue before the Board.

8.1.4. If the Blueprint does not address the issue, or if the Board concludes that the Blueprint needs to be amended to more completely address the school�s underlying values and beliefs, it will amend the Blueprint before voting on the motion.

8.1.5. Before voting on any amendment to the Blueprint of Core Values, the Board will invite discussion and consider input from the school community.

8.1.6. The minutes of the meetings of the Board will reflect not only the motions passed, but also the text of the underlying elements of the Blueprint.

8.1.7. Except when confidential matters are being considered, board meetings are normally open.

8.1.8. Except for confidential issues, the major actions of the board will be communicated to the school community.

8.1.9. Concerned parents or staff members may request the opportunity to address their opinion to the board.

9.1. Every gift given to our school will be a gift of love, generously offered in support of our work.

9.2. We will limit fundraising activities to major programs, such as the Annual Fund and Spring Benefit.

9.3. While donations of funds, tangible goods, services, or real property are deeply appreciated, the school can never accept any gift that would require it to violate any of its core beliefs outlined in this document.


9.3.1. While individuals wishing to donate funds to the school are welcome to designate the use to which they may be used, it is up the Board of Directors to establish policy about who will decide on behalf of the school if they can be accepted in light of the conditions established.

9.3.2. Only the Board of Directors can accept a gift of real property or tangible goods on behalf of the school that would potentially require the expenditure of funds to repair or maintain.


9.4. The Board of Directors should be a key element in leading and promoting the school�s fundraising efforts.