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Head of School

Leadership Opportunity

July 2014

Wilton and Norwalk, CT

240 Students

14 months – 8th Grade

www.themontessorischool.com

The Montessori School

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OVERVIEW

The Montessori School, (TMS) seeks a committed and passionate Head of School to lead a

community of 240 students, 35 teaching faculty and 11 staff. Now in its 49th

year, TMS provides

an authentic Montessori education in a student-centered environment and has remained true to its

core values and the principles of Dr. Maria Montessori. Today TMS community is made up of

165 families who come from more than 25 area towns in and around Westchester and Fairfield

Counties. The Montessori School community looks forward to celebrating the 50th

anniversary of

the school’s founding in the spring of 2014.

Dedicated and mission-driven teaching, joyful learning, and a spirit of collaboration among

families and staff have created a prospering school, ready to welcome the next leader. The next

Head of School will find a close-knit, vibrant community comprised of enthusiastic children,

thoughtful and engaged parents, skilled, devoted and

deeply committed faculty, staff and administration. The

school enjoys a fine reputation in the Montessori

community and is enthusiastically supported by its trustees,

parents, and alumni. The new leader will ensure the

School’s continued excellence by leading it confidently

forward, while keeping it solidly grounded within the

Montessori philosophy and traditions that have made

TMS a

remarkable

success.

THE SCHOOL

The Montessori School was founded in 1964 by

four families dedicated to the educational principles

and philosophy of Dr. Maria Montessori. In 1979

the school merged with The Norwalk Day Nursery,

a facility founded in 1909 to care for the children of

working parents. The combined school community

grew and expanded, moving to a few locations until

being consolidated in 1988 at the current site in

Wilton, which now serves children from toddler

through sixth grade. In September 2004, the school

inaugurated The Montessori Middle School

(TMMS), serving children in sixth through eighth

grades. TMMS is located in Norwalk, five miles south of the Wilton campus. In 2010, a second

Toddler class was established at the Norwalk campus.

Today The Montessori School is a family-oriented community deeply rooted in the Montessori

Mission

To respect children as self-directed

individuals and foster their growth toward

independence and social responsibility.

To adhere to the philosophy of Dr. Maria

Montessori and maintain the standard of The

Association Montessori Internationale.

To create a joyful, diverse, and family-

oriented community which provides an

atmosphere that supports the growth of the

child.

To inspire the child to live both passionately

and compassionately in a global community.

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philosophy and practice committed to Dr. Montessori’s idea of

educating the whole child. Respect for the child as an independent

learner and the cultivation of a life-long love of learning for both

children and adults are at the core of the school’s mission. As a

Montessori school, classrooms are Prepared Environments, designed

to encourage independent choices for the children. The

Director/Directress (Montessori’s term for the adult or the teacher),

is a keen observer and provides a link between the child and the

environment. Classrooms are multi-aged, based on specific

developmental stages, and include children from diverse

backgrounds. An atmosphere of respect, grace and courtesy infuses

all classroom communities and informs the culture and climate of

the greater School community. The Montessori approach is

designed to meet the intellectual, social, emotional, and academic

needs of children and allow them to develop into confident, assured life-long learners. This

approach is one of the strongest draws for families considering The Montessori School.

The Montessori School is accredited by both the Association Montessori Internationale (AMI)

and The Connecticut Association of Independent Schools (CAIS) and is a member of the

National Association of Independent Schools (NAIS). As an AMI school, the school is re-

accredited via on-site visits/consultation every three years.

As a CAIS school, re-accreditation occurs every ten years

with thorough self studies followed by on-site

visits/consultations. The latest AMI consultations occurred

in 2011-2012 (Toddler and Primary levels) and 2012-2013

(Elementary levels). While AMI does not offer

accreditation at the Middle School level, the School’s

adolescent program is solidly grounded in Montessori

philosophy for this stage of development. The latest CAIS

re-accreditation occurred during the 2011-2012 school

year.

THE PROGRAM

The Montessori School’s academic program is devoted to

helping each child grow toward independence by building

confidence, competence, self-esteem and respect for others.

While these words may not seem unusual when you put

them next to adjectives and aspirations most other schools

would use, TMS takes pride in each concept in a fairly

unique way. More than an approach to education,

Montessori is an approach to life. A careful examination of

The Montessori School at a Glance

Enrollment: 240

Students of color: 35%

Faculty: 35

Faculty of color: 11%

Staff: 11

Endowment: $1.4 million

Annual Operating Budget: $4.6 million

Debt: $582,000

Most recent capital gift: $111, 000

Most recent Annual Fund: $163,214

Parent Participation: 69%

Financial Aid budget: $811,000

Students receiving FA: 36%

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the School’s mission statement, a tour of the School and encounters with students and staff all

provide evidence of the strong culture which connects directly to the mission statement and

clearly demonstrates a commitment to the standards and pedagogy of the Association Montessori

Internationale.

The classrooms are designed in a multi-age mix, which allows for both individual and social

development in ways unique to Montessori. Classrooms are beautiful by design, painstakingly

prepared and arranged in an open style, with work areas throughout the room and materials

readily available on shelving accessible to the children. In the Toddler and Primary classes, most

lessons are given to individual children or small groups while other children are working

independently. The School uses Montessori materials, charts, timelines, objects of nature, stories,

treasures from the wealth of cultures around the world and, at times, conventional tools to teach

the children. Guided by the observations of the Director/Directress, Montessori students actively

participate in planning their time and taking responsibility for their work.

The students’ relationship to the outdoors is an integral part of the educational approach and is

based on Dr. Montessori’s vision for the extended classroom and the respect and responsibility

inherent in meaningful encounters with the land. Gardening, composting and other elements of

care of the outdoors are introduced at the earliest stages of the program. At the Elementary and

Middle School levels, the students’ experience with the outdoors grows through the added

dimension of outdoor expeditions, such as camping trips, hiking and canoeing outings, rites of

passage and further afield adventures and expeditions, culminating with an international outreach

trip for the 8th

year students in the spring of their final year.

Evidence of success and ongoing civic-minded and academic pursuits is apparent at every level.

The School’s mission embraces outreach as an extension of responsibility and invokes the

concept of Civitas (a Latin term used at TMS to describe Citizenship). Students from Toddler

through Middle School participate in giving of themselves within and beyond the School

community. Additionally, funds are raised for initiatives and causes embraced by students,

parents, and staff. As far as academic strength, students are raised in a context of academic

curiosity and initiative. Personal pride and an inspired sense of accomplishment create their own

natural momentum. In addition, awards and prizes are often received by students in the School.

Within the last five years, two Montessori School students received the prestigious Caroline D.

Bradley National Merit Scholarship, Middle School students placed fourth in the New England

Quiz Bowl, a Seventh Year student placed First in Life Sciences at the Connecticut State Science

Fair and was invited to the Broadcom Society of Sciences in Washington, DC. Students have

placed first in the Rube Goldberg competition at MIT, French and Spanish students win awards

at all levels of the National Exams. While the students do participate in contests and

competitions, they understand that the values of teamwork and attaining a personal best are what

endure.

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Montessori education is a continuum, building progressively upon the cycle that has come

before. The fullest benefit of a Montessori School education is achieved by entering at either the

Toddler or Primary level and continuing through Middle School, departing after completing 8th

grade and entering high school.

THE MONTESSORI SCHOOL FACULTY

At the Toddler through Upper Elementary levels, each class is led by

an AMI trained Director/Directress. There is an adult Assistant in

each class as well. The Middle School faculty is comprised of

teachers with backgrounds in their particular subject matter as well as

broader educational fields. The professional, experienced, and

dedicated faculty members share a commitment to the importance of

learning as a lifetime habit of curiosity, observation, thought and joy.

Beyond their various degrees and diplomas, they are constantly

learning -- deepening their pedagogical understanding of Montessori

and advancing their teaching craft through peer collaboration and

various professional development conferences (Montessori and

Independent School). The faculty considers Montessori’s Planes of

Development and the observation of each child’s individual needs as

the foundation for all of their work. The teachings of Dr. Maria Montessori form the basis of

TMS pedagogical continuum. Aided by multi-year cycles in each classroom environment, the

faculty work inter- and intra-level as well as in partnership with parents to ensure that each child

is truly known.

At the Elementary and Middle School levels, the child’s world expands to include study with

experts in various fields (Art, Music, Physical Education, Foreign Language). The Montessori

School’s Specialist Program is thus an essential and vibrant component of the curriculum at these

levels. The Montessori classroom accommodates the needs of a wide range of children. When

learning differences are identified, many children are able to receive attention by making slight

adjustments. The school employs on-site Learning Specialists who are available to do

observations, some diagnostic work and offer classroom and student support.

THE TODDLER PROGRAM

The Montessori School offers a Toddler Program for children between the approximate ages of

14 months to 2 ½ years. The Director/Directress in the Toddler Environment is called an

Assistant to Infancy, a title which implies that the purpose of this work is to aid children

undergoing the work of self-construction. Acquisition of language and the development of

movement are major efforts of very young children. In a warm, trusting and prepared

environment, children may work/play, exploring through special materials and activities that

help them move, speak, and function independently and joyfully. Both the children’s sense of

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self and the understanding that they are part of a caring

community are fostered. The social development of the children

is impressive as they show a much greater awareness, tenderness

and helpfulness with each other than

is usually credited to such young

children.

THE PRIMARY PROGRAM

The Montessori School’s Primary

Program serves children between

the ages of 2 ½ years to 6 years with

children typically entering the

program between the ages of 2 ½

years to 3 ½ years. Like all

environments in the School, these

classrooms are designed based upon

Dr. Montessori’s observations of

children’s developmental needs for self-construction at these ages

and their natural tendencies toward self-motivation, mastery of their environment and

independence. The Prepared Environment, the Director/Directress, and the sensitivities of the

child together produce a community of self-sufficient, curious and joyful children who eagerly

participate in their education. The classroom is divided into five main areas: Practical Life,

Sensorial, Language, Mathematics, and the Cultural subjects of art, science, foreign language,

geography and history.

During the three or four-year Primary cycle, a child grows from being the youngest, to being to

being a community elder. Central to this process is the opportunity to experience, to learn and

then to abstract and solidify knowledge through teaching, working, sharing and cooperating with

others. At the completion of the Primary Program, the child is ready to graduate to the

Elementary Program.

THE ELEMENTARY PROGRAM

The Montessori School’s Elementary Program consists of a Lower Elementary Program that

includes children between the ages of six to nine (first through third grade) and an Upper

Elementary Program that includes children between the ages of nine to twelve (fourth through

sixth grades). The Montessori Elementary Program responds to the child’s insatiable desire for

knowledge and an awareness of a larger social context, both of which move to a heightened level

of sophistication at this next plane of development.

Lessons for the child from six to twelve years of age are no longer exclusively individual. Due

to the increased awareness of community and the child’s place within it group lessons

predominate. In addition, the categories of work expand. The five divisions of the Primary

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environment become six at the Elementary level. These divisions are Geography, History,

Mathematics, Geometry, Language, and Biology. Art and music are woven into all areas of

investigation and all subjects are tied together with Montessori’s Great Lessons. The story of the

beginning of the universe and of its continual evolution is an example of a Great Lesson for the

Elementary child. This lesson, presented in story form, provides a basis for the geography,

history, botany, and zoology work that follows. Great Lessons do more than interconnect

fact. They capture the child’s imagination, spark the child’s curiosity, and generate concentrated

work. The older child has entered a period of heightened receptivity to intellectual learning. For

this reason, the Elementary curriculum stresses a rigorous academic program.

The work of the Elementary child is social as well as academic. Driven by a desire to become

part of society, the older child needs an environment that allows for social

development. Lessons that encourage the children to work together in a non-competitive

atmosphere allow them to practice creating and functioning in a harmonious community and to

participate actively, enthusiastically, and responsibly in the world around them.

THE MIDDLE SCHOOL PROGRAM The Montessori Middle School (TMMS) Program is

founded on respect and mutual partnership. As Dr.

Montessori observed, adolescence is a powerful time

of life, sometimes challenging and always filled with

uncertainty and change. At this stage of

development, it is essential to create and protect an

environment that is stable, honest, collaborative and

true. While personal accountability is essential and

expected, students are invited to take great measures

of responsibility for the success, dynamic and evolution of The Middle School itself. The

Montessori approach provides an exceptional foundation for students as they prepare for high

school and life. TMMS has an impressive record of high school acceptances in both public and

independent schools, which serves as a testimony to the viability and success of the Program.

The Program focuses on helping students actively engage in and question the world around

them. Guided by questions like, “How do we know?”, “Why does this happen?” and ultimately,

“Why is this significant?” the students investigate and critically examine concepts and ideas

through on-going interactive experiences and discussions in which the emphasis is placed on

quality and depth of thought, mastery, imagination, passion and adaptability. By providing

students with educational experiences that foster intellectual, emotional, aesthetic, physical and

social growth, the program seeks to instill resourcefulness, a sense of social responsibility and a

life-long love of the acquisition of knowledge and its responsible application in this world. In

the Middle School environment, it is safe to risk opinions and consider unfamiliar points of view.

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Montessori core values are at the center of the Middle School Program and include: respect for

individuals and environment; diversity of age, race and socio-economic status; freedom of

movement and control of movement; independence; dignity, and Civitas. As in all stages of

Montessori education, peer mentoring is a natural component of The Montessori Middle School

Program. Beyond these values, the following attributes characterize the broad-based Program:

Rigorous: Grounded in the Montessori pedagogy and developmental knowledge about

children and their learning in this plane of development.

Innovative and Contemporary: Employing new practices that build upon proven ones.

Highest Quality: Engaged, brilliant staff with Montessori values and background.

Egalitarian: Admissions to the Middle School is based on making a compatible fit. The

admission process relies on personal interviews and portfolio (not test scores) with a

commitment to diversity, and a healthy, inspired balance of students’ gifts and strengths.

COMMUNITY

A diversity of backgrounds and meaningful parental engagement are essential aspects of the

School community. At TMS, every parent is considered a member of the Parent Association.

The school depends on the support of parent volunteers to accomplish its mission, and the Parent

Association is a critical hub used to manage those efforts which include coordinating volunteer

activities, hosting social events, supporting outreach initiatives and facilitating communications

between teachers, staff and families. The Parent Association is led by two co-chairs, who also

serve on the Board of Trustees, as well as by an energetic set of Class Representatives. Each

class has 2-3 reps who serve as links between the teacher, the families within the class, and the

school community at large. While parents are not directly involved in the academic program,

Class Reps do communicate with parents about class events, organize social opportunities to

foster stronger relationships and work closely with teachers to support the students’ activities.

Families often express how much they value the School’s ability to truly “know” their children.

The School’s commitment to educating the whole child extends beyond the student individually

and into the family unit. At TMS, parents, faculty and staff develop relationships and become

part of an intimate, mindful community.

TMS presents a wide and meaningful collection of Parent Education events which are well

attended at all levels. The goal of these programs is to strengthen the relationship between the

family and the School and to provide key insights to parents interested in bringing Montessori

concepts into the home. The result of these programs is a more holistic experience for the

students.

The Montessori School’s commitment to parents and families is best illustrated by a spacious,

light filled room directly across from the front entrance dedicated as its “Parent Room.” This

room is open throughout the day and serves many purposes: a reception area for prospective

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families, a meeting area for parent groups, a work space for volunteer activities, a lunch room for

families with younger children, a space for impromptu parent-to-parent socializing, and a place

for parents to simply relax after pickup or before drop off.

CAMPUS, SETTING, AND FACILITIES

The seven-acre Wilton campus is characterized by large, spacious classrooms and common

spaces with abundant natural light and easy access to the outdoors. The school building is

surrounded by an extensive outdoor environment of woods, fields, meadows, gardens, two play

areas, and a soccer field owned and maintained by the Town of Wilton but regularly used by the

School.

TMMS campus is located in Norwalk, just five miles from the main campus. This facility,

though more urban in setting, reflects the school’s innovation, warmth, creativity and

community-oriented values through its interior architecture and design. In 2007 the building was

completely renovated and creatively designed to support a Middle School environment with

excellent classrooms, labs, public spaces and a kitchen. In 2010, a second Toddler classroom

was inaugurated and is housed on the first level. One of the School’s main objectives over time

is to unify these two campuses.

WILTON AND NORWALK

Wilton and Norwalk are situated in the Norwalk River Valley in southwestern Connecticut and

are part of Fairfield County. As of the 2010 census, Wilton’s population totals 18,062 while

Norwalk has 85,603 residents. Only 55 miles from midtown Manhattan, both communities are

within easy driving distance using Route 15 (Merritt Parkway) or I-95 or also conveniently

served by train, with travel time of about one hour to Grand Central Terminal on the New Haven

Line Danbury branch of the Metro-North Railroad, which runs daily commuter service. For

more about Wilton see: http://www.wiltonct.org/info/history.html. For more about Norwalk see:

http://www.elocallink.tv/clients3/ct/norwalk2010/tourplay.php?movie=norwct10_wel_iwd&spon

=welcome

ADMISSIONS The majority of students enroll at a very young age, and the School purposefully seeks mission-

compatible families, recognizing that much of a child’s success in Montessori has to do with a

philosophical match and partnership between home and school. The School proudly celebrates

the diversity of its students, illustrated by the fact that 35% of the students come from diverse

backgrounds. Socio-economic diversity is supported through a generous financial aid budget

representing 17.5% of the annual operating budget ($811,000 was budgeted for the 2013-2014

school year and 82 students benefit from that allocation). Typically, the school receives between

100-120 applications for approximately 45 available spaces and 75% of those offered admission

enrolled. We accept applications on a rolling basis and enroll students throughout the year as it

suits the individual child and the classroom. Particular to Montessori schools with three-year age

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spans in each class, empty spaces cannot just “be filled” without upsetting the delicate balance of

experienced and newer members of the classroom community.

GOVERNANCE As a 501(c)(3) not-for-profit organization, The Montessori School is currently governed by a 15-

member Board of Trustees (with 3 ex-officio members for a total of 18). The Board includes five

permanent committees including the Executive Committee, Committee on Trustees,

Development Committee, Finance Committee and Buildings and Grounds Committee. A key

opportunity for the new Head of School will be to formalize and complete the next Strategic

Planning process.

DEVELOPMENT Philanthropic support from current and former parents is essential to the School’s vitality. The

Annual Giving Campaign is a yearly appeal for gifts to support the School’s operating budget,

which is also supported by the annual Spring Auction. The Auction is the School’s largest

fundraising and social event, produced through extensive volunteer effort and every family is

encouraged to participate and attend. A snapshot of the Development Effort totals for the past

three years is as follows:

2010-2011 Annual Giving : $222,130 Parent Participation: 80% Auction: $130,478

2011-2012 Annual Giving : $215,180 Parent Participation: 82% Auction: $132,149

2012-2013 Annual Giving : $163,214 Parent Participation: 69% Auction: $103,065

The last comprehensive campaign concluded in 2006 with $1,930,000 contributed for the

establishment of The Montessori Middle School, the on-going growth of the Endowment fund,

and the enhancement of existing programs and public spaces. This campaign was small and

targeted to a handful of major donors primarily consisting of Trustees and families with close

ties to the school. The ongoing work on our latest Strategic Plan is likely to create the impetus

for the next major fund drive.

STRENGTHS OF THE SCHOOL

Mission-based commitment to Montessori approach, philosophy and methodology

A commitment to serving the whole child and developing strong, caring, nurturing and

thoughtful students

The opportunity the School provides for students to engage in a variety of academic,

artistic, athletic and humanitarian endeavors without compromising its insistence on a

culture of mutual respect and individual responsibility

Strong sense of community, culture, values and Civitas

Quality of faculty and teaching instruction

Close, meaningful relationships among members of the School community

Faculty collaboration and shared commitment

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The intimate environment and mixed age classrooms that support a child’s independence

while also allowing for individual observation and attention so that each student can be

truly known

CHALLENGES AND OPPORTUNITIES FOR THE NEXT HEAD OF SCHOOL

Nurture the School’s culture and values and preserve a genuine culture of Civitas

Continue to attract, develop, and retain the finest faculty and staff

Ensure that the School employs Montessori pedagogy and values effectively and

thoroughly while maintaining academic excellence

Address enrollment challenges, especially attrition at key points

Continue to strengthen the young Middle School

Identify and implement a facilities master plan (campus unification)

Expand transparent communication and dialogue with families

Establish clear and open communication and evaluation practices with all constituents

Lead and manage a school community that values participation and community

involvement

THE HEAD OF SCHOOL

The Head of School has full charge of the administration of the school and determines,

supervises, and directs the educational policy, the employment of faculty and staff, the education

of parents, admissions, and the school calendar. It is the ultimate responsibility of the Head to

make certain that the School adheres to AMI standards and maintains the school’s AMI

accreditation. Additionally, the Head makes certain that the school adheres to the guidelines as

set forth by NAIS and maintains the school’s CAIS accreditation. The Head of School is

responsible to the Board of Trustees.

PROFESSIONAL QUALITIES DESIRED IN THE NEXT HEAD OF SCHOOL

Experience with or commitment to Montessori education, ideally in an AMI school

An exemplary educational leader who can maintain the culture of the School while

promoting and expecting academic excellence

An experienced manager who listens well, empowers others, delegates effectively, and

ensures that the School implements and maintains the systems and policies necessary to

support the joyful work that happens in the classrooms

Collaborative leader and team builder who can inspire faculty and parents, handle

conflict and unite the School’s constituencies

A persuasive and articulate advocate for the School to current families, prospective

families and in the greater community

An engaged and responsive communicator within the current school community

An understanding of the major issues facing Early, Elementary and Middle School

education and relevant experience to promote growth in the Elementary and Middle

School programs

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An understanding of an effective external affairs program that includes admissions,

fundraising, exmissions and school placement, outcomes and broader community

involvement

Experience managing an operating budget

CHARACTERISTICS AND QUALITIES SOUGHT IN THE NEXT HEAD OF SCHOOL

A model for Montessori Grace and Courtesy

Ability to promote and uphold Civitas values

Approachable, kind, caring, compassionate

Articulate, persuasive and straightforward; reflective listener and communicator

Honesty, integrity, trustworthiness

Creative visionary, forward-thinking

Proven leader of people and builder of community

Loves and connects well with children, focused on what is best for students

Interpersonal skills, emotional intelligence and diplomacy with respect for all

Intelligence, wisdom

Involved and visible presence in the School community

To obtain a better understanding of the foundations of The Montessori School please use these

additional resources:

www.themontessorischool.com

www.montessori-ami-org

TO APPLY

Interested and qualified candidates should apply electronically via e-mail with the following

materials attached (preferably as PDFs):

Cover letter expressing interest in The Montessori School Head of School position

Current résumé

Statement of educational philosophy

List of five references with name, phone number, and email address of each to:

Marguerite Lloyd

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Senior Search Associate

marguerite.lloyd@carneysandoe.com

(202) 552-9009

Robert Fricker

Senior Search Consultant

bob.fricker@carneysandoe.com

(510) 508-6616

CARNEY, SANDOE & ASSOCIATES

www.carneysandoe.com

The Montessori School is an equal opportunity employer