About Us

Montessori is a teaching methodology based on the natural learning processes of children. Dr. Maria Montessori, an Italian physician, developed the method more than 100 years ago. Dr. Montessori used the term ‘the absorbent mind’ to describe how a young child learns in a comfortable and stimulating environment. Within such an environment, a child becomes absorbed in work, developing concentration, independence, and self-discipline. (Lillard, Paula P. Montessori Today.) Dr. Montessori believed that children learn best through their senses. By working with concrete materials, the child begins to understand abstract concepts. With guidance from a trained Montessori teacher, the child gradually masters the different materials and concepts. As the child masters each task, it reinforces learning as a positive experience. Success develops the child’s self-confidence and self-esteem. The approach has proven successful over the past 100 years to be effective in any culture and for all socioeconomic groups. As a result, the number of Montessori schools has expanded rapidly throughout the world in both public and private education. It is estimated that before 1985 approximately 750 private Montessori schools existed. No public schools had the Montessori program at that time. Since then, the number of private schools has expanded to 2,500 and 1,250 in public school systems throughout the U.S.

Educational theory and research indicate that learning is an individual process. In time frame, style, and interests – and that children learn from one another. (Healy, Jane M. Endangered Minds. p.283; and Gardner, Howard. The Unschooled Mind. p. 11) Although most schools are organized by single age grouping, research has not found this to be beneficial. On the other hand, grouping by ability and age avoids the identification of slow students, improves relationships between students, and facilitates the use of common learning objectives and expectations. It improves peer culture, resulting in peer instruction, peer modeling, and peer reinforcement. (Brookover, W.B., L Beammer, H. Elthin – Creating Effective Schools. p. 11) Montessori education supports multi-age grouping, and Montessori teachers have implemented it for over 100 years. Montessori believed learning should occur in multi-age classrooms where children at various stages of development learn from and with each other. Her developmentally-appropriate approach was designed to fit each child instead of making each child fit the program. (Lillard, Paula P. Montessori Today.) Miller (1989) reviewed twenty-one studies of multi-grade classrooms. In terms of academic achievement, there were no significant differences between single-grade and multi-grade classes, but in terms of emotional factors, results favored the multi-grade classes. Students in multi-grade classes had more positive attitudes toward school and themselves and more positive social relationships. (Miller, Bruce – Audbon 1Teaching and Learning in the Multigrade Classroom: Student Performance and Instructional Routines ERIC Digest.)

The goal of environmental education is to develop a world population that is aware of, and concerned about, the environment and its problems, and which knows, skills, attitudes, motivations, and commitment to work individually and collectively toward solutions to current problems and the prevention of new ones. (The Belgrade Charter ERIC Digest. p.2) Environmental education is not limited only to developing environmental awareness and appreciation. Using the school’s surroundings and community in which they live, local experiences help students learn within a personally meaningful environment, connecting place with self and community. (Woodhouse, Janice L. Place-Based Curriculum and Instruction: Outdoor and Environmental Education Approaches. ERIC Digest.) Researchers have provided numerous examples of situations where in-the-environment learning was, or could be, more effective than about-the-environment learning in the classroom.

New Discoveries Montessori Academy increases learning opportunities for students by providing another choice in elementary education in the Hutchinson Area. This choice is grounded in the Montessori philosophy and pedagogy. This is especially desirable for those students who attend the local Montessori preschool and would like to continue their educational studies in that model.

Through the use of the Montessori materials, students will receive hands-on learning experiences where children touch, make discoveries, and deeply understand complex concepts. The materials allow concrete understanding of concepts helpful for understanding abstract principles, are self-teaching and self-correcting, have multiple levels of challenge, and can be used at different developmental levels. New Discoveries Montessori Academy designs classrooms utilizing the direction of the Montessori “prepared environment”.

We believe that the larger community is officially part of our classroom environment. Field trips, also called “Going Out”, are a vital part of children’s personal, social, and intellectual development. Small groups of children plan and go on supervised trips all around our greater community.

With Osprey Wilds, our sponsor, there are many environmental applications for our students. They offer residential environmental education authorizer experiences to schools with a full array of adventure programming including a wildlife barn, maple syrup shack, ropes course, hiking explorations, and wall climbing. Students at New Discoveries Montessori Academy participate in these unique environmental experiences.

One of the great strengths of the Montessori method is the integrated approach to learning. For example, math, reading, writing, and other subjects are not learned in a compartmentalized method. Instead, children learn with an understanding of how subjects work together while, at the same time, they work on learning and improving many different skills at once. New Discoveries Montessori Academy utilizes this integrated approach to learning.

Children enjoy considerable freedom of movement and choice in a Montessori setting. The environment is child-centered, not teacher-centered. They choose what to work on, who to work with, and where to work. Because they pick their work, they are committed to it. Of course, all freedoms are balanced with responsibilities that include demonstrating appropriate behavior, remaining productive, and completing areas of necessary fundamental knowledge and skills.

Long Learning Cycles – Montessori education reserves two extended uninterrupted periods for the children to work freely on a task or project. The children absorb themselves in their studies. They complete their work, emerging fulfilled, refreshed, and satisfied with their accomplishment. The extended periods result in saved time due to fewer transitions while, even more importantly, they lead to deeper learning, more interest, and great satisfaction for the children.

Multi-age grouping is based on a 2-3 year age span as opposed to the one year of traditional education. In this setting, children progress through the curriculum at their own pace in a classroom that spans three grades. Teachers and students get to know each other quite well by working together in a multi-age class for three years. A teacher who has worked with a child during this time gains an intimate knowledge of the child. Multi-age groupings mean more small-group options relative to abilities and interests as well as maximizing the potential of each child in an environment that has a place for everyone, providing a profound sense of belonging.

New Discoveries Montessori Academy conducts fall, winter, and spring benchmarking assessments in the areas of reading and math using NWEA MAP, AIMSweb, and Minnesota’s OLPA. The information acquired from these benchmark assessments will be used to determine the amount of measurable progress made by each child by the end of the year. Summary information will be provided to the state and the parents. Families will also receive an individual report for their child. In addition, the Minnesota Comprehensive Assessments are administered in the spring. These standardized tests will be one of the measures used to show student academic achievement.

Teachers will keep detailed student records of each child’s lessons, projects, and progress. Authentic assessment tools such as observations, portfolios, performance assessments with rubrics, journaling, and parent conferences will be used to measure and report student progress.

New Discoveries Montessori Academy is a participant in MDE’s Quality Compensation Program (QComp) for teachers. This provides staff development and teacher accountability relative to student achievement. Teachers meet weekly to evaluate test data, teaching methods, and best practices. Teacher observations and peer mentoring are integral components of this program. New Discoveries Montessori Academy continues to clarify and improve consistency in our curriculum, and to align the Montessori competencies with the MN Academic Standards ensuring that we meet or exceed each standard – all in a manner that remains true to our Montessori educational vision. The alignment process is both “vertical” and “horizontal”: vertical because we ensure that teaching is consistent from one grade level to another; horizontal in that all teaching staff at a grade level are instructing consistently.

Student, parent, and staff satisfaction surveys will indicate program satisfaction among its stakeholders. New Discoveries Montessori Academy will administer the survey annually in the fall and spring. Results are used by the Board and staff in our continuous improvement plan as well as our annual report to MDE.

New Discoveries Montessori Academy is an Associate member of the American Montessori Society.

At the end of each school year, staff evaluates the effectiveness of support program components such as field trips, specialists, and any special school-wide activities and programs. This evaluation provides a method for discussion among staff to initiate new programs and adjust current support programming.

For this school to be successful, teachers of Montessori programs must be thoroughly trained in Montessori theory and practice. Staff participate in Montessori training opportunities and New Discoveries Montessori Academy seeks ways to budget for and support Montessori certification for staff.

Staff is involved and has a voice in an annual staff/board retreat that will focus on the mission and vision of the school and the school’s strategic plan.

Using the campus of our authorizer, Osprey Wilds, staff will participate in school environmental education experiences.

Staff, with the assistance of administration, design their professional development plan. Strategies for improvement are outlined and evaluation will take place annually.

New Discoveries Montessori Academy provides and encourages professional development opportunities for staff in an ongoing effort to be lifelong learners.