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Why Schools Fundraise

Why Schools Fundraise

by | Fundraising, MFA, Parent Education, School Leadership, School Resources, TC May 2021, Tomorrow's Child Online Issue

from Tomorrow’s Child Magazine – May, 2021 |
by The Montessori Foundation

Bake sales, special events, art auctions, annual funds, capital campaigns, endowments… It sometimes seems like the nonprofits in our lives are constantly asking us to give. Even if your children attend a local public or charter school, it’s likely that fundraising through the parents’ association goes on year after year. Why?

Philanthropy – literally
a “love of one’s fellow human beings.”

You may find this particularly galling if you send your children to a private school, and you are already paying a not inconsiderable tuition every year. 

“So, tell me again why most schools ask parents to make donations of time, money, or something tangible like an old car or maybe some stocks when we’ve already paid our tuition or taxes?” 

It’s a fair question. We are often asked why schools don’t simply make do with what they bring in from tuition or government funding? Or, in the case of private schools, why don’t they simply raise the price of tuition? 

The answer is fairly straightforward. In many cases, unless the government offers funding that supports children’s tuition, most schools can’t set a tuition that’s high enough to cover all of the schools operating expenses, while also set money aside in reserve for emergencies and major capital investments. 

Education is expensive, and most independent schools want to attract as diverse a community of learners as possible. This is why so many colleges and schools of all sorts create a financial-aid program, setting aside some of the funds that come in to provide scholarships or financial aid to families who, otherwise, could not afford to enroll their children.

Fundraising is an essential element for almost every public and private school. It’s a rare situation where government funding is adequate to cover all the programs that school parents might want for their children. As a result, parent-teacher associations have historically raised money year after year. 

Non-public schools are independent of the government, leaving them dependent on tuition, gifts, and grants.

This is especially true when schools need to make a major purchase, such as a new facility, an expansion, or a major repair. These (often unexpected) expenses usually can’t be covered by most schools’ operating budgets. 

So, in countries like the United States, where there has been a tradition of support for independent or faith-based non-public schools, families (along with extended family and friends) are asked to help the school accomplish important goals.

Fundraising is probably easiest to understand when the entire school community recognizes the need to buy a new building or expand what they have; however, it’s not always obvious why the same school would run a fundraising campaign every year. 

The answer is fairly simple.

In much of the world, gifts made to non profit charitable organizations, such as a non profit school, may be deducted from corporate or personal income tax. This can have significant advantages to the donor. One member of a board would often propose that we should have school tuition set at $10 a year and ask everyone to make a “gift” of $10,000 to $20,000. At first glance, it sounds appealing, because a tax deduction means a true saving on taxes paid and may even lower the donor’s tax bracket. Many people prefer the ability to designate some of their tax dollars to a worthy cause of their own choosing. 

However, gifts must be made voluntarily. If a nonprofit school required parents to make a donation in order to send their children to school, their “gift” is unlikely to be considered tax-deductible.

So, whether your children attend a private school or one that is publicly funded, you are likely to be asked to support their fundraising efforts. Montessori schools are no exception.

The relationship between fundraising and independent schools is complex. 

Giving takes many forms. Whether a gift takes the form of a monetary contribution, a gift of stock, or the giving of one’s time and talent (usually not tax deductible), the act of giving is an important demonstration of
support and recognition for the ideals, philosophy, and goals we all share for our children.

Fundraising should not feel like arm twisting. It should be a kind invitation to join with other families, grandparents, faculty, and friends of the school to achieve a specific goal. Wise schools cultivate a culture of community, caring, and support. They encourage their stakeholders to consider their ties to the school and discover the many ways people share the gifts of time, talents, experience, wisdom and financial support with the enduring institution called the School. 

Gifts to Montessori schools are an important source of revenue not only to accomplish
the school’s present goals but to provide the type of ongoing support that enables it to remain on the cutting edge and remain true to its mission.

Because of the support of faculty, families, and alumni, Montessori schools become strong and stable; and it is the responsibility of all who love a particular school to maintain this strength by responding generously when they are asked to give. ′

Helping Parents Help Themselves

Helping Parents Help Themselves

by | Emotional Intelligence (EQ), Empowerment, Family Resources, Free Reads, MFA, Montessori Education, Montessori Family Life, Montessori Parenting, Tomorrow's Child Online Issue

The Montessori Foundation, in cooperation with a collaborative set up in mid-March, of this year, is striving to help parents figure out ways to deal with the new reality of Covid 19.

For many, you are working from home for the first time. How do you manage your time and energy when the children are home and they, too, are trying to do school work in a remote way you all never imagined would become the rule of the day? Not to mention that you may be competing with your children for internet access!

Jonathan Wolff, Montessori Foundation Senior Consultant, was the presenter at a parent zoom meeting. His topic was, “Sharing Words of Love, Empathy, and Encouragement with Children in Unsettling Times.” Along with Lorna McGrath (Director of the Montessori Family Alliance) and Christine Lowry (Special Education Specialist and another of the Foundation’s Senior Consultants), they shared an array of coping strategies.

For those who did not participate, we have a recap of the suggestions we hope you will find helpful.

1. Get in Touch with your own feelings. If you’ve ever flown on a plane, the famous line the crew gives to you when demonstrating the proper steps to using those oxygen masks should be popping into your head about now. Place your own mask on first, and then you can help others. It’s not being selfish, it’s being proactive. In a way, we are all grieving. We are grieving for the loss of the lives we aren’t getting to live right now and we are, perhaps, grieving for a loved one struck down by this virus. Some of us have lost jobs and income and we are grieving that loss. These are all real and valid feelings to acknowledge and should not be diminished or thought of as being selfish. Right now, you need to make sure that your physical, emotional, and spiritual needs are being met if even on a small level.

2. Check in with your children regarding their thoughts and feelings before you see any behavioral issues manifesting. By observing any changes in their behavior or attitudes, you can greatly aid in keeping them calm and feeling safe. Depending on the age of the child(ren), you might notice they have reverted to bed wetting or having accidents during the day, acting out, having nightmares, not eating, or generally being clingy. Try to manage this before you are in the ‘reacting’ phase of handling it.

3. Respond with empathy and no judgement before offering a solution. “How are you feeling about …?” “What do you think about the online learning you have to be doing now?” Probe them gently, but respect the boundary if they don’t feel like sharing when you are asking. Let them know you are there for them if and when they are ready.

The last thing you want an already anxious child to experience is a freaked-out mom or dad. That’s a lot for a child to process. Sometimes less is more with very young children.

4. Sharing your fears. You can be honest with your child; however, children have an uncanny ability to pick up on parental fears. The last thing you want an already anxious child to experience is a freaked-out mom or dad. That’s a lot for a child to process. Sometimes less is more with very young children. Regardless of children’s age or emotional maturity, children need to feel loved and reassured that you are going to keep them safe. You might explain that we are all in this together, and it’s OK that we feel this way.

5. What if you just end up losing it yourself in front of them? Jon recommends you “reboot” yourself as soon as you possibly can, assure them they are loved by you, and you are feeling better now. This is nothing they have done and you aren’t angry with them. One parent gave us a wonderful suggestion, and we’ve all decided to adopt it as well. Tell your child(ren) you need a TIME IN. Time out can really sound and be a negative if it’s not practiced in a very careful way; so when you say, “I need a time in to just give myself a few moments,” the children in your home will be more empathetic back to you.

6. Make certain that if you have a partner who shares the responsibility of the child(ren) that you speak with one voice. Discuss privately and before talking to the children, how you will handle certain situations. You need to provide a unified front when they might be trying to pit you against each other.

7. Do not be afraid to seek outside professional help, if you feel that you are all operating in crisis mode. With remote telemedical delivery available in many states, you may be able to get the counseling you and your partner need. It’s been speculated that the divorce rate in China has skyrocketed by spouses who could not get along during the weeks of isolation. Know that there will be pitfalls, highs and lows, patience wearing thinner as the period of stay in or stay-home-orders get longer than we might have been prepared to accept at the beginning of all of this.

8. PLEASE, limit the amount of media you view during the day when they could be listening in. While it’s important you keep yourselves well informed, it can really impact young children. Set periodic updates on your devices from trusted news sources if you can. Then watch after they are in bed for the night.

9. Limit online games that are based on ‘the zombie apocalypse’ or are very isolating. This will serve no good purpose. Involve the children in family time. Use this time to really connect with your children. It will make you all appreciate each other more and that’s a good outcome for all.

Standing Together…Our Role in Ending Systemic and Internal Racism

Standing Together…Our Role in Ending Systemic and Internal Racism

by | Peace Education, Social Justice, The International Montessori Council

Our Hearts Grieve

To our fellow Montessorians;

We join the nation in grieving the death of George Floyd in Minneapolis, as well as the deaths of Breonna Taylor, a first responder in Louisville, Kentucky, shot in her own bed; Ahmaud Arbery, shot while jogging near Brunswick, Georgia; and far too many other black men and women, who have been the victim of racist action in our nation. The International Montessori Council (IMC) and the Montessori Foundation are committed to advancing world peace, equity, inclusion, and diversity. We recognize that these are not isolated incidents but emblematic of a longstanding, egregious pattern of systemic racism – and we stand against it. We must dedicate ourselves to the achievement of real justice and equality for all because injustice and inequality—against even one person—diminishes all of us.

We recognize that it is not enough for us to reject racism. We must be committed to fighting it, to eradicating it on individual and systemic levels. Michelle Obama wrote: “Race and racism is a reality that so many of us grow up learning to just deal with. But if we ever hope to move past it, it can’t just be on people of color to deal with it. It’s up to all of us—black, white, everyone—no matter how well-meaning we think we might be, to do the honest, uncomfortable work of rooting it out. It starts with self-examination and listening to those whose lives are different from our own. It ends with justice, compassion, and empathy that manifests in our lives and on our streets.”

We are aware that this work requires persistent self-awareness, constant self-examination and criticism, intentional systemic change, and a willingness to listen, call out, and stand up. We must send out into the field, Montessorians who are race-conscious guides, credentialed by an association which must model antiracist, conscious principles, and actions.

In a period in which individuals and organizations are not being held accountable, the IMC and Montessori Foundation are committed to this work and to being held accountable for our work to bring an end to racism within our structures.

We also remain committed to the ongoing work of building a diverse, equitable, and inclusive world community. The International Montessori Council (IMC) and The Montessori Foundation also recognize and acknowledge the internal work we all must do. To that end, we are now creating a Social Justice Task Force that will address and act on:

  • The inner work of every Montessori teacher, parent, and leader to root out unconscious habits of prejudicial thinking and ideologies
  • A Social Justice Curriculum and the instructional changes we must bring into every prepared environment and teacher education program
  • Changing our schools’ culture, communications, hiring, and professional development practices and norms, to be more equitable, diverse, and inclusive
  • The advocacy work Montessori educators and leaders must now engage in on local, national, and world stages
  • Adding the voice of Montessorians of color to the IMC board of trustees
  • Educating ourselves and Montessorians about the work of antiracism in all areas of living and working
  • Using our voice as a platform for justice

If you have an interest in contributing your time and talents in any of these vital areas of social justice in the Montessori community, we invite you to step forward. Let us know about yourself and your preferred area(s) of focus and service.

In peace,

IMC Board of Trustees
Kathy Leitch, Executive Director IMC
Tim Seldin, President, The Montessori Foundation

June 30, 2020

Maintaining Teachers’ Enthusiasm: Why Parents Should Help The Child

Maintaining Teachers’ Enthusiasm: Why Parents Should Help The Child

by | Communication, Infant-Toddler (0 to 3), Kindergarten, Later Adolescence (15-18), Lower Elementary (6-9), MFA, Mindfulness, Mixed Ages, Montessori Education, Montessori Middle School, Montessori Parenting, Montessori Secondary / High School, Montessori Teachers, Parent Education, Primary (3-6), School Leadership, The International Montessori Council, Upper Elementary (9-12)