If you haven’t reviewed your employee handbook lately—or haven’t yet written one—consider this your gentle nudge. In the Montessori world, we tend to take a compassionate view of the natural world. We teach children to observe living creatures with curiosity and care. That’s beautiful—and exactly what we want to nurture.

But every now and then, that curiosity extends a little too far… like when a well-meaning teacher picks up a “dead” rat on the playground, only to discover it was still very much alive.

Yes, it really happened.

Fortunately, the teacher was okay (after a trip to the doctor), but the incident prompted an important realization for the school leader: We need a clear policy about what to do when pests show up at school.

Because let’s face it—at some point, they will. Whether it’s a wasp nest in the outdoor classroom, a snake curled up in the garden, or a mouse making itself at home behind the snack cabinet, every Montessori campus eventually has an unexpected visitor.
And because Montessori teachers are a special kind of human—nurturing, unflappable, and almost unfailingly kind—we’re the folks most likely to say, “Aww… look at that little guy!” instead of backing away and calling for help.

That’s why your staff handbook should spell out a simple, clear, no-room-for-interpretation Pest Encounter Policy. Something that says: Don’t touch it. Keep children away. Notify administration immediately. Let trained professionals handle it. Document the incident.
Not only does this keep your team and your students safe, it also protects your school from liability. It shows you’ve prepared your staff, and you’re taking proactive steps to manage risks thoughtfully and responsibly.

If you don’t already have a pest policy in place—or if you’re not sure whether yours covers all the bases—now’s a good time to review it. And if you’re starting from scratch, you’re welcome to use or adapt this sample policy we just helped a client develop.

Click this link to download the sample Pest Encounter Policy

https://lnkd.in/eJP6bzP3

Feel free to customize it for your own school’s name and context.

As Montessori leaders, we model calm, capable responses to the unexpected. Having the right policies in place gives our team the confidence to do just that.

And if you do end up with a class pet rat? Well—just make sure it came from the pet store and not the playground,

In the ever-evolving landscape of education, Montessori schools face the dual challenge of staying true to their mission while navigating the practical realities of enrollment. Many families today are overwhelmed, time-constrained, and simply looking for a school that feels safe, nurturing, and convenient. Often, their first priority is to solve a problem—find a school that fits their child’s immediate needs and secure a spot quickly. Yet behind this urgency is a deeper desire: to find a place where their child can thrive and where they, as parents, feel a sense of trust and belonging.

Recognizing this, Montessori schools must meet prospective families where they are—acknowledging the pressure and pace of modern parenting—while gently guiding them toward a fuller understanding of what it means to join a Montessori community. This article presents a refined approach to enrollment and engagement—one grounded in relationship-building, authentic storytelling, and an unwavering commitment to the school’s mission. We call it “Finding the Perfect Match.”

Traditional enrollment strategies often follow a transactional model: attract attention, provide information, and ask for a decision. This approach treats parents as consumers and education as a product. In contrast, the Montessori approach to enrollment invites families into a journey of mutual discovery. It allows prospective parents to engage not only with what Montessori education is, but with what it feels like to be part of a deeply connected school community. The goal shifts from simply filling seats to forming genuine partnerships that support the child’s development and the school’s long-term culture.

The first step in this relationship-based model is to increase visibility and awareness in the local community. Schools must be intentional in making their presence known—not through broad marketing campaigns, but through targeted, values-driven outreach. This might include participating in community festivals, setting up interactive Montessori exhibits at farmers’ markets, offering parenting workshops at local libraries, and creating vibrant, informative bulletin boards in nearby cafes and businesses. These outreach efforts are led by admissions and development staff but must be supported by the broader school community. Consistency and follow-through are essential. A member of the admissions team should be assigned to track outreach events, update materials, and personally follow up with contacts.

Once a prospective parent makes initial contact—whether through an email, a website inquiry, or by visiting the school—it is vital to respond promptly and personally. The initial reply should reflect warmth and attentiveness. Ideally, the response includes an invitation to visit, observe a classroom, and speak with a school leader or experienced teacher. The process should feel welcoming and affirming, not automated or rushed. Each inquiry is a potential relationship, and how that relationship begins often shapes whether it continues. For parents in crisis mode, who simply want to enroll quickly, the key is responsiveness and clarity—combined with gentle pacing that opens the door to deeper engagement once the immediate need is met.

Rather than relying solely on a single tour or presentation, schools can create an intentional series of touchpoints that gradually deepen engagement. A family might begin with an observation morning, followed by an invitation to attend a community event or curriculum night. They may be offered an opportunity to speak with current parents or receive a series of short, mission-driven emails that highlight key aspects of Montessori education. At each step, the emphasis should be on listening, understanding, and trust-building. The admissions team should develop and manage a simple CRM system or tracking tool to log these touchpoints and ensure follow-up is timely and meaningful.

Equally important is the active participation of the current parent community. These parents serve as natural ambassadors and advocates when invited to do so. Schools can provide them with tools such as “invite a friend” postcards, social media graphics, or talking points about Montessori education. Admissions staff can host informal gatherings or coffee chats where current families invite neighbors or friends to visit the school. This parent-to-parent outreach feels more personal and authentic than traditional marketing and can be an especially effective way to reach values-aligned families.

When a family decides to enroll, the onboarding process should be seen not as an administrative task, but as the beginning of a long-term partnership. New families should be welcomed with intention and care. This may include a personalized welcome packet, a video or letter from the Head of School, and an invitation to a new family orientation. Pairing each new family with a mentor family offers an additional layer of support and connection. The admissions team and classroom guides should check in during the first few weeks, ensuring that new families feel seen, supported, and empowered to participate.

A successful community is not built solely through events—it is built through ongoing, meaningful communication. Families should be regularly informed not only of upcoming activities but of the deeper purpose behind those activities. School leaders should share stories from the classroom, reflections on Montessori principles in action, and opportunities for involvement that go beyond volunteering. Families need to know that their voice matters, their ideas are welcome, and their contributions—whether time, talent, or financial support—make a meaningful difference.

To support this, schools should implement structures that facilitate two-way communication. Parent surveys, listening circles, and community forums provide families with avenues to share their experiences and offer input. Classroom guides and administrators must be accessible and responsive. A family liaison or community engagement coordinator can help manage these connections and ensure that families remain engaged over time.

The implementation of this approach requires clearly defined roles and responsibilities. The admissions team leads the design and execution of the enrollment pathway, including outreach, tours, and follow-up. The Head of School ensures alignment between the school’s philosophy and the admissions process, while teachers and classroom guides provide key insights and help families experience the pedagogy in action. Parent volunteers serve as hosts, mentors, and storytellers. All of this is guided by a shared commitment to cultivating a vibrant, values-aligned community.

This approach to enrollment and engagement is not about fast growth or flashy campaigns. It is about honoring the values that Montessori education holds dear: respect for the individual, trust in human development, and the power of authentic relationships. By focusing on fit, cultivating connection, and supporting families with care and intention, Montessori schools can create communities that are not only full—but full of purpose, joy, and enduring commitment.

Finding the perfect match means telling the truth about who you are, what you believe, and what it means to be part of your school. When this message is conveyed consistently and sincerely, the right families will not only find your school—they will help it flourish.

The Intersection of Montessori and Science

In Montessori education, we are continuously testing and refining our understanding. Science is not about believing something because a public figure says it; it is about seeking reliable information. The same principle applies to education—our approach must be guided by observation, adaptation, and evidence-based methods.

One significant challenge in many Montessori schools today, especially in public settings, is that students are not entering at the optimal age. Montessori education is most effective when children begin at age three. If a child enters at four or five, they have already missed critical developmental time. While they may eventually catch up, their experience will not be the same as that of a child who had the full early childhood Montessori experience. If we seek the best outcomes associated with Montessori, we must adhere as closely as possible to the principles and methods that made it successful.

Maria Montessori herself evolved her methods over time. For example, in her early writings, she suggested young children needed sugar—a belief we now understand differently. It is essential to contextualize her work historically while maintaining fidelity to her core principles.

Integrating Late-Entry Students into Montessori

In public Montessori schools, it is common for students to join at later grade levels, such as second or third grade, without prior Montessori experience. This presents challenges, but they are not insurmountable. The key is diagnostic, prescriptive teaching—analyzing what the child knows, identifying gaps, and meeting them where they are. We celebrate what they already understand to build confidence and create a safe, supportive environment for learning.

A crucial goal is to prevent children from feeling embarrassed or insecure about their knowledge gaps. Fear and shame are barriers to learning. When children feel safe, valued, and free from ridicule, they are more likely to engage with and absorb new material. Emotional safety is not just an educational priority—it is a foundation for overall well-being. Many school shootings, for example, stem from a lack of emotional security. The more we create emotionally safe schools, the more physically safe schools.

Understanding the Montessori Curriculum

For Montessori-trained educators, the curriculum is often thought of in terms of the albums used for training. However, in public school settings, the curriculum is defined by state standards. Montessori is a European-derived educational approach, which is why its math sequence differs from the typical American sequence. In Montessori, fractions are introduced around age five, whereas many public schools do not introduce them until third or fifth grade.

Montessori education is a tool—one that must be adapted within various educational frameworks. The materials themselves are beautifully designed, but they are not magical. Simply having them in a classroom does not ensure learning. The effectiveness of Montessori education depends on how we use these tools to support individual students.

Historically, Montessori teachers relied on handwritten records to track student progress. While these methods worked, they were not always reliable. In the private sector, some schools have faced lawsuits for failing to document student progress adequately. In public Montessori schools, record-keeping is critical for accountability and ensuring students are meeting benchmarks.

A common issue in Montessori is that students may appear to understand a concept but later struggle with it. For example, a child may demonstrate mastery of long division using Montessori materials but forget how to apply it months later. This is what we call “orbital velocity” in learning—students must reach a point where their knowledge is deeply ingrained rather than temporarily memorized. Authentic learning is a permanent change in the learner.

The Role of Assessment and Curriculum Planning

Montessori education emphasizes hands-on, experiential learning, but it is essential to have a structured way of assessing progress. The Montessori Foundation provides a detailed scope and sequence that outlines learning objectives across different age levels. Teachers must continually assess whether students have mastered concepts and ensure they retain knowledge over time.

In traditional education, scaffolding is used to build upon prior knowledge systematically. In Montessori, learning is more fluid, with constant cycles of reinforcement. Teachers must ask themselves: Is this lesson essential for the child’s progression? Some skills, such as handwriting, may be deprioritized in certain districts, yet they remain vital in others. It is up to the educator to determine what is necessary and how to adapt within their given framework.

Ultimately, Montessori education is a philosophy and a tool. It requires educators to be adaptable, observant, and deeply committed to guiding each child toward meaningful learning. By fostering a culture of curiosity, respect, and perseverance, we empower students to reach their full potential.

Looking Ahead

Montessori educators must navigate the complexities of curriculum adaptation, student integration, and record-keeping while maintaining the integrity of Montessori principles. As we move forward, it is essential to continue refining our methods, supporting teachers, and ensuring that all students—regardless of when they enter Montessori—receive the best possible education.

Education is an evolving journey. Whether in public or private Montessori settings, our goal remains the same: to provide children with the tools, confidence, and knowledge they need to succeed in an ever-changing world.