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Montessori Institute of America

23807 98th Avenue S, Kent, WA, 98031

Phone: 253-859-2262
Fax: 253-859-1737
Email: mia@montessoriplus.org

MIA
Visi ns in a Changing World Winter, 2005

MIA TO BEGIN TRAINING


PROGRAM IN CHINA
An intensive, one-month class in Formosa. The Montessori Institute of
Beijing, China, will begin in January, America, a non-profit corporation in
Donald and Sharlet McClurkin with Meredith 2005, directed by Jane Suchen the state of New Jersey, provided
Lombardi and Elizabeth White (left to right) Wang of Taiwan. Students will documents in November, 2004, and
in April, 2004
board at the training site and will applied to the Chinese government
Meredith Lombardi receive MIA’s course as given by for authorization to train students in
Jane Wang in Taiwan for the last ten China. Mr. and Mrs. McClurkin will go
Rejoins MIA Board years. Ms. Wang will be assisted in to China to provide competency
Meredith Lombardi (formerly Von the course by other teachers from exams for the students as they
Ranson), rejoined the MIA board in Montessori Teacher Preparation of complete their MIA courses.
June, 2004, for a three-year term. Ms.
Lombardi, of Nine Mile Falls, WA, is co-
director of Montessori Teacher
Preparation of Spokane with Elizabeth
FIFTEEN NEW
White of Spokane. Both women SCHOOLS IN TAIWAN
currently work at Spokane Montessori Due to the work of Jane Suchen
North. Wang in Taipei and surrounding
Meredith previously served on the cities, fifteen schools joined MIA in
MIA board and also co-chaired the November, 2005. Jane Wang is
MIA conference in Spokane in 2001. completing two 21/2 to 6 level
courses in Taipei and will begin a
Inside Birth to 3 course there in the near
future. Not only does Ms. Wang
Dr. Maryann Johnston appointed provide training to the schools but
to “Benchmarks” panel ...... 2 also gives consultation and set-up
Sharlet McClurkin in Taipei .... 2 assistance to schools that are
Sixth “MTP of the US” class in changing from early childhood MTP of Formosa students, taking their
the Philippines ................... 4 competency tests
1Continued on page 3
Dr. Maryann Johnston (MTP of Ms. McCLURKIN
Washington, 2003) Appointed to the SPEAKS in TAIPEI in
“Benchmarks” Panel of Washington State NOVEMBER 2004
Maryann Johnston, MTP of WA class Maryann Johnston appreciates the Sharlet McClurkin spoke to
of 2003 and Washington Association of importance of seeing things from all approximately 40 students in Taipei,
the Education of Young Children angles: “I am excited to work with this Taiwan, in November, 2004, on the
(WAEYC) past president, is teaming up broad group of educators to make a topics: “Comparison of the Toddler
with over 35 other educators and difference. The wonderful thing is that and Preschool Child”; and “Preparing
caregivers to review and guide the within the Core Group all views are the Toddler Environment.” Mrs.
development process of The Washing- honored.” Dr. Johnston is currently McClurkin also presented the “Good
ton Early Learning and Development assisting MTP of WA in the areas of Shepherd,”“Lifetimes,”“Creation,”
Benchmarks. The Washington Early health, safety and nutrition. and the Nativity lessons. The partici-
Learning and Development Bench- 2004 was a busy year for the pants requested a MIA conference in
marks goals are to develop a plan that “Benchmarks Panel”. They have spent the near future on the Child and
describes the characteristics, knowl- the year reaching out to key stakehold- Faith lessons.
edge and approaches to learning that ers: Two of the students commented,
are necessary for a young child to • January—OSPI Winter Conference - “We appreciate your coming and the
succeed in school. The “Benchmarks” Spokane direction you have given for our
will also focus on creating a continuum • March—OSPI Collaboration teachers. You have enriched our
of learning that links early develop- Conference - Yakima experiences and knowledge of profes-
ment to later success in school and life. • May—Child Care Coordinating Continued on page 3
The panel will review and guide the Committee
development process of the plan and • June—Head Start/Early Head
will also serve as “ambassadors” to help Start Directors Retreat - Silverdale
make the plan accessible to the public. Continued on page 7

MTP of Spokane During her bell presentations a


few weeks ago, a guest instructor,
Holds Weekly Classes Gail Waner, inspired the students, and
Spokane Montessori School other instructors as well, to be more
(North) is currently hosting the 21/2 to diligent in using and presenting the
6 level Montessori training program beautiful Montessori bells. From her
sponsored by MTP of Spokane. view, the non-musical teacher often
Elizabeth White, director and pre- gives the best bell lessons. These
senter, and Meredith Lombardi, co- teachers must go slowly and listen
director and philosophy instructor, very carefully…which provides a Mrs. McClurkin and Jane Wang observe a MIA
guide the class on Wednesdays and good role model for the children. school in Taipei
one Saturday per month. Students
include Janelle Sparling, Sarah
Franich and Roxanne Caprye from MTP OF WA FALL CLASS ENROLLS 30 STUDENTS
Spokane Montessori School (West), MTP of WA began the fall class on August 21, 2004, and currently has
Joy Twiggs from Spokane Montessori thirty students enrolled: 14 Koreans, 1 student from Turkey, 2 from Sri
School (North) and Christy Steinle Lanka, 3 from the Philippines, and the remainder are Americans. Class is
from Montessori Early Learning held every Tuesday evening, 5-9 p.m., and 11/2 Saturdays per month. This
Center. Shannon Honn and Jan 10-month class will conclude on June 4, 2005.
Gilbert are completing their intern- The summer intensive course will be held from July 5 to Aug.12, 2005.
ships this year.

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Mrs. McClurkin, Jane Wang, owner of Montessori school, and twenty MIA 21/2-6 graduates.

MTP of Formosa interning teacher showing a Sharlet McClurkin with Jane Suchen Wang (third
child the map of Taiwan from right) and directors of new MIA Schools in
Taiwan, November 10, 2004

Ms. McClurkin Speaks in Taipei Taiwanese children using Montessori


materials in a MIA school
continued from page 3

sional teaching.” “Thank you for


teaching us so much. I was touched Fifteen New Schools
when you told the story about “the continued from page 1
Shepherd.” centers to Montessori schools.
Mrs. McClurkin was in her bed at Before 2002, MIA’s training center
11:55 p.m. on the eleventh floor of a was located in south Taiwan, in Tainan
Taipei hotel when the swaying of the City. Sharlet and Donald McClurkin
building from a 3.5 earthquake began training there in 1990. Ms. Wang
awakened her. took the MTP of WA course in 1991
and interned under Mr. McClurkin at
Montessori Plus School.

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SIXTH “MTP OF THE US” CLASS IN THE PHILIPPINES
HELD IN NOVEMBER
Beginning in 2002, in collaboration with Ms. Normi Son of the Philippines, MTP of the US in the Philippines has held
six training classes. Over 100 students have received training during that time and many new schools have been
opened. Fifteen new students at-
tended the November, 2004, class.
The spring 2005 class will be held
during the second week of April. Ms.
Normi Son is manufacturing all of the
MTP of WA special cultural materials,
as well as the Montessori materials in
all of the areas. Watch for her catalog
on her website in the near future.
Two students from the Philippines’
classes have interned at Montessori
Plus School first semester, and an-
other student will arrive in January,
2005.

(Right) Mrs. McClurkin presents the bells to the


Philippine class in November

Sixth MTP of the Philippines Class, November, 2004

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NEWS FROM EDUCATION WEEK
Excerpts & Summaries by Melissa Yee Loy, Seattle, WA

“Comparing State- increase funding for preschool and disingenuous argument at best”. He
pay for programs through their K-12 draws evidence of long-term benefits
Funded Preschools finance formulas. Secondly, improve- of high-quality preschool from the
ment in quality is needed. Thirdly, High/Scope Perry Preschool Project in
from State to State” states should mandate benchmarks. Michigan and the Chicago Child-
December 1, 2004 Finally, the federal government Parent Center Program.
As enrollment to state-financed should encourage states to focus on Even if one should agree that
preschool programs increase across preschool programs. preschool education is positively
the country, access to these programs correlated to economic growth, how
vary significantly from state to state; would we fund universal preschool
whereas some states don’t offer state “Preschool Education education? The reality of publicly
preschool programs at all. Linked to Economic funded universal preschool is but a
The National Institute for Early dream. Suggestions are made that a
Education Research published its Growth” direct approach would be more
findings in November 2004. The November 3, 2004 feasible and realistic. For instance, the
report tracks the percentage of A splurge of businesses and eco- Federal Reserve Bank in Minneapolis
children being served and ranks the nomic-policy organizations are renew- has plans to create a $1.5 billion
state on whether they meet specified ing their focus on high-quality pre- endowment committing a $10,000
benchmarks of quality. school with the argument that it will scholarship to every low-income child
The study shows that the location directly effect economic growth. The in Minnesota. PNC Bank has spear-
of a family will either hinder or help connection is simple:“high-quality headed a 10-year preschool initiative
that family’s access to preschool preschool and childcare improve with a commitment of $100 million.
programs. Preschoolers in the South children’s school performance and
will fare better than children in the ultimately lead to more jobs, fewer
Northeast. More than 23 percent of 4- prison inmates, and greater tax rev- Boston
year-olds are enrolled in state pre- enues.” Some groups argue that Kindergartners Will
school programs in the South, costing investing in strong preschool programs
$2,855 per child. Whereas, state is a far better strategy to boost the Receive Report Cards
preschool programs in the Northeast economy than “traditional methods”, November 24, 2004
cost $5,108 and only absorb 17.4 such as tax breaks. Many groups also Starting December 2004, all
percent of 4-year-olds in that region. agree with a need for a nationwide students, including kindergartners,
By contrast, in the west, only 7.2 commitment to universal preschool attending Boston public schools will
percent of preschool children are and not just targeted programs like the receive detailed report cards to better
enrolled in state preschool programs Head Start program. document whether children are
and charge $3,388 per child. Some policy analysts for educa- meeting academic standards.
When enrolled for 4-year-olds tion believe that potential economic To date, parents are only receiving
increased, the percentage of 3-year- benefits of preschool education is some information about how their
olds declined slightly, by 0.2 percent. “exaggerated” and don’t provide the preschoolers are doing. With reports
This is a reflection of the public’s long term benefits that the busi- cards now being handed out three
ambivalence about formal programs nesses are looking for. Also, some times a school year, the parents and/
for younger children. Although researchers argue that results are or guardians of kindergartners will be
scientific research shows how impor- based on “small, one-of-a-kind informed on how well or how poorly
tant learning is in the early years of programs that haven’t been repli- their child know their numbers,
life, society has yet to fully embrace cated on a larger scale.” However, letters and rhyming words, as well as
how important education is. Steve Barnett, Director of the National if their child is able to follow directions.
The institute makes a number of Institute for Early Educations Re- Report card format and academic
recommendations: States should search, disagrees: “I think that’s a Continued on page 6

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NEWS FROM EDUCATION WEEK
Boston Kindergarteners adults who were not enrolled in the children. If everyone benefits, then
continued from page 1 program as youngsters.” how can universal preschool programs
expectations are some of the issues The small demonstration program be closing the early achievement gaps?
that have been debated between the in the 1960s has produced citizens Bruce Fuller, an education professor at
district administration and the Boston that have “higher rates of employ- the University of California, Berkeley
Teachers Union for a few years. While ment and homeownership, and lower argues that universal programs rein-
some parents and early-childhood rates of illicit drug use and arrests for forces and even widens the learning
experts have other concerns, they selling illegal drugs, when compared gaps between disadvantaged children
continue to question whether too with the sample of adults who did and their more advantaged peers.
much pressure to learn is being placed not attend the classes.” The results Whereas, other experts say that a lack
on children. give researchers and early-child- of access to high-quality preschool
hood-education advocates reason to programs is not only a problem among
argue that effective preschool poor families: a large underserved
Private Schools on programs with well-trained teachers segment of America whose incomes are
the Rise can make the difference in whether above the eligibility levels for programs
children grow up to become fully targeted to disadvantaged families.
November 24, 2004
contributing members of society or a To learn more about the “The
The National Center for Education
relative drain on public services. High/Scope Perry Preschool Study
Statistics estimates a substantial
The long-contended argument on Through Age 40” and “The Effects of
increase in the number of private
universal and targeted preschool Oklahoma’s Universal Pre-K Program
schools in the United States. In 1999,
questions the results of Perry Preschool on School Readiness”, check out
there were 27,223 private schools.
on low-income families and their www.highscope.org.
The number has gone up to 29,273 in
2001; an increase of 7.5%. Similarily,
student enrollment at private schools
also increased during the same NEED NEW MATERIAL
period; up 179,000 more students. In
the fall 2001, private schools enrolled TO LIVEN UP YOUR
5.3 million students. CLASSROOM?
Read up on the “Characteristics of
Private Schools: Results From the
AVAILABLE NOW:
2001-2002 Private School Universe
“Proudly Montessori” Catalog 2005, and
Survey” online: www.nces.ed.gov.
”2005 Joyous Illuminations” calendar.
The Proudly Montessori Catalog 2005 features beautifully crafted
“How Are The Perry Montessori material from the Philippines. The Joyous Illuminations calen-
Preschoolers Doing?” dar includes lovely black and white original drawings and Montessori
November 24, 2004 quotes for each month. Both created by Normi Son, MIA trainer in the
The Perry Preschool, one of the Philippines.
longest-running studies on the effects • Order ___ “Proudly Montessori” catalogs @ $2 each
of preschool, has released their findings • Order ___ “2005 Joyous Illuminations” calendars @ $3 each. (All MIA
schools and individual members receive 1 calendar as a
of their preschoolers from four decades member of MIA at no charge). Supplies are limited.
ago. At the age of 40, these
Name: _________________________Phone: ____________________
preschoolers are showing to be better
off then their non-Perry Preschooler Address: __________________________________________________
counterparts: they are “more law Enclosed: $ _____________
abiding, earn higher incomes, and have (Please make check payable to Montessori Institute of America)
more stable home lives than similar Send order form & check to: MIA, 23807 98th Avenue S, Kent, WA, 98031

6
WHAT MONTESSORI Dr Maryann Johnston several other interest groups. Their
continued from page 2 input and comments are reflected in
TRAINING HAS OSPI Summer Institute - Spokane the Preliminary Draft posted on their
• July—State Interagency Coordinat- website: www.governor.wa.gov/
MEANT TO ME ing Council - Burien earlylearning.
By Joy Isley, Colorado Springs, CO • August—OSPI Summer Institute - The development of the Washing-
Yakima ton Early Learning and Development
I have worked with children for OSPI Summer Institute - Bellevue Benchmarks is a partnership between
most of my adult years. Fortunately, • October—Head Start & ECEAP Fall the Office of the Governor and the
the last seven years of teaching Meeting - Spokane Office of the Superintendent of Public
have occurred in the toddler Washington Association for the Instruction (OSPI), with sponsorship
Montessori classroom. It has been Education of Young Children from the Head Start-State Collabora-
on this journey with the toddlers (WAEYC) Conference - Spokane tion Office, OSPI, Department of Social
that I have observed their • November—School Readiness and Health Service and the Depart-
evolution. Each child and each year Summit - Seattle ment of Community Trade and Eco-
is different. In August 2004, the preliminary nomic Development. More informa-
During these seven years it was draft was reviewed by the Panel and by tion can be found on their website.
high on my list to study the work
used in the Montessori (21/2 to 6)
preschool program. Montessori ment that helps develop Christian
truly observed each child and
“WALKING IN attitudes toward self, others, the
created such beautiful materials. It WONDER: Nurturing world and Christ.
is incredible that her method has Each chapter explains one impor-
been taught and tested in countries Orthodox tant aspect of spirituality and con-
all over the world. Christian Virtues in cludes with some practical sugges-
Since I began the MTP of WA tions for nurturing these qualities, or
training course, I have been on an Your Children” virtues, in children.
exciting learning experience. After By Elizabeth White Although WALKING IN
interning in the afternoon with the WONDER is targeted to
five and six year olds (extended
day), I now feel confident guiding
My recently-pub- Eastern Orthodox Christian
lished book, Walking in parents, a former Southern
upper level math, language and Wonder: Nurturing Ortho- Baptist reviewer has
cultural work. For me, the dox Christian Virtures in commented that there is
Montessori training has Your Children, assumes much in it that would be
reawakened the importance of certain truths: beneficial to anyone of any
teaching what truly excites me. I 1. That the ultimate faith. The book is available
love all of the materials, especially aim of education is to online from amazon.com
cultural and math. assist others along the and conciliarpress.com. A
I am now confident that my first pathway to God. limited number are also
year in the 21/2 to 6 classroom will 2. That a person’s spiritual growth available directly from Elizabeth
be an exciting transition. I know to begins with everyday experiences in (orthodox_2@msn.com).
observe and learn from the child’s the early years of life About the Author: Elizabeth
interests. I hope to be humble and 3. That spiritual development is White is an instructor for MTP of
to direct the child only if needed. I determined by what a child absorbs Spokane and the Director of Spokane
will embrace the child to develop a from her immediate surroundings Montessori School North. She took
sense of wonder in this remarkable and by how well the Holy Spirit is the Montessori training from Sharlet
environment. I am truly grateful for allowed to enter her life on a daily McClurkin twenty years ago and
the videotape course that has basis credits the development of many of
allowed me to study the Montessori 4. That parents, teachers and all the thoughts expressed in this book
methods and be with my family. caregivers must provide an environ- to her Montessori experiences.

7
Book opinion about how their upbring- and growth rate. He finds develop-
Reviews ing affected their ideas of child
development and the roles parents
mental theorists urging us to respect
the child’s individuality, as well as
should play in their children’s lives: recognizing the pattern their matura-
“There is a reason child-rearing tion follows. “Maturational Theorists
advisers have always proclaimed recognize that while development
the importance of the first three follows specific sequences, children
RAISING AMERICA years, and it is not based on the do grow at different rates.” (p 12)
By Ann Hulbert latest brain research. It is that the Gesell emphasized that every child
Reviewed by Rene Derby first three years are the experts’ has a unique inborn growth rate and
best bet to make any mark on temperament and he urged us to
I n Raising America, Ann Hulbert parents.” (370) respect each child’s individuality.” (p
attempts to give readers a histori- 13). “Piagetians also urge us to take
cal perspective on childrearing our cues from the child. We help
philosophy with a soft feminist RECLAIMING CHILDHOOD children the most by giving them
undercurrent and allows for a By William Crain opportunities to work on problems
better understanding of how Reviewed by Kris Goodman, they find most interesting.” (p13).
current opinions regarding early Renton, WA “Like Gesell, attachment theorists
childhood development took their argue that infants are biologically
present forms. Hulbert reviews the H ow many of us look at our prepared to guide us with respect to
school of thought developed in kids and think of them as “children” the experiences they need. (p 13) In
1957: “Being a gentle role model living in the here and now, not as regard to learning, “we need to stay
and companion was very impor- “future adults” for which we need to sufficiently in the background to give
tant, but what Dr. Spock was also prepare them? This is what William children the freedom to learn by
proposing and had been from the Crain encourages us to do in themselves.” (p 28)
start, was that mothers be genial Reclaiming Childhood. His philoso- Looking at education today,
social facilitators who encouraged phy is that “we need to value Crain calls for a child centered
conformity without causing dis- childhood for the precious time it is, philosophy. He sees the challenge
comfort or confrontations.” (250) not simply as a time to prepare our that this calls for openness on the
As a good illustration of the kids for their futures. We are so part of the adult. The educator is
importance of adaptability, Hulbert preoccupied with their [children’s] required to observe the child and
emphasizes that nothing happens future, we cannot see and value them find out what is meaningful to
in a vaccum. People working with for what they are: children.” (p.1) them, and then give them the
young children need to be flexible He looks both at play within the opportunity to master that material.
in their thinking. Hulbert draws on home as well as education. He “There is broad agreement within
Gesell to exemplify the nessecity highly encourages child-centered and outside the standards move-
for adaptability: “Those inner educational philosophies such as ment that students in traditional
maturational forces inevitably Montessori, Waldorf, and progres- schools don’t like their work very
worked in tandem with environ- sive schools. While the approaches much and don’t work very hard at
mental influences. “ (157) may differ, their uniting thread is it. But, the standards movement
Hulbert takes a hop, skip and a the fact that they respect children doesn’t call for more intrinsically
jump through American history, in for their nature. interesting work – work that stu-
an attempt to provide readers with Crain reviews different philoso- dents find meaningful. Instead the
the major trends for childrearing in phies of child development, and movement calls for more external
America and how each school of again, finds a common thread. pressures and incentives.” (p.159)
thought evolved out of the previ- While children go through specific Imagine what the long-term effects
ous. She gives personal history for sequences of development, they of this will be on our children.
each of the “experts” and offers her each have their own temperament

8
New MIA Schools &
MIA Certified Teachers 2004
Board of Directors
2004-05 NEW MIA INDIVIDUALS NEW MIA SCHOOLS

March 2004 KOREA May 2004


President PHILIPPINES Son Ji Hee, 2 1/2-6 SEATTLE, WA
Christine Brasier Lei Dino, 2 1/2-6 Lee Ho Jeon, 2 1/2-6 Veranda Montessori School
Brasier8566@msn.com Janet Antiojo Glase, 2 1/2-6 Kim, Nam Lim, 2 1/2-6
SPOKANE VALLEY, WA
Elena Malindao, 2 1/2-6
Vice President & Treasurer Children’s Montessori Center
Josefina Oblego, 2 1/2-6 CHICAGO, IL
Rhonda Gear Cindy Roberts, 2 1/2-6 August 2004
spmont@3-cities.com HOUSTON, TX EDMONDS, WA
Robin Godoy, Birth to 3 August 2004 Olympic View Montessori
Secretary NEW JERSEY School
Kris Goodman April 2004 Karina Cruz, 2 1/2-6
RICHMOND, B.C. September 2004
kris j goodman@yahoo.com
Nusrat Haq, 2 1/2-6 KENT, WA PHILIPPINES
Sharolyn Moffit, 2 1/2-6 New Age Montessori School
Educational Director & May 2004 University of Saint Anthony
Ex-officio Board member RICHMOND, B.C. BURLINGTON, WA Eastern Visayas International
Hope Caprye-Boos Ali Tasneem, 2 1/2-6 U.K. Parveen, 2 1/2-6 Montessori School
Cboos48410@aol.com City Montessori School
SAMMAMISH, WA October 2004
MACTE Representative & Mala Nyak, 2 1/2-6 COLORADO SPRINGS, CO November 2004
Conference Committee Katherine Pauciello, ISSAQUAH, WA
June 2004 2 1/2-6 Sunnybrook Montessori
Meredith Lombardi
brian@aspensound.com BOISE, ID
Amber Mallet, 2 1/2-6 RENTON, WA SILVERDALE, WA
Erin Isebrands-Willison, Discovery Depot Montessori
Newsletter Editor SEATTLE, WA School
2 1/2-6
Sharlet McClurkin Carol Codd, 6 - 9
mtp@montessoriplus.org TAIWAN
Theresa Selby, 2 1/2-6 November 2004
Castle of Knowledge
TAIWAN Chi-Hsieng Kindergarten
Nominating Committee KENT, WA Mindy Min Hoi Lin, 2 1/2-6 Maria Montessori
Heidi Tessier Shannon Wilson, 2 1/2-6 Eileen I-Ing Sun, 2 1/2-6 Kindergarten
tess@trilobyte.net Ann Chiao-Jun Wu, 2 1/2-6 Ten-Ten Preschool
July 2004 Ivy Chia-Jung Tsai, 2 1/2-6 Annabel Children School
Membership Chair KENT, WA Allen Wang-Lin Lin, 2 1/2-6 Shin-Tian-Di Preschool
Carol Codd, Seattle Swati Roy, 2 1/2-6 May-ling Tsai, 2 1/2-6 Truth Montessori Preschool
coddfish@juno.com Yoon Mi Shin-Kim, 2 1/2-6 Wonderland Education Grp 1
LOS ANGELES, CA Wonderland Education Grp 2
SEATTLE, WA Luis Miguel Rivera, 2 1/2-6 Ta-Chen Children’s Daycare
Web Site Wenru Sun, 2 1/2-6 Center
Normi Son December 2004 A Book Montessori School
seedscom@hotmail.com HONG KONG KENT, WA Yo-Ai Daycare
Ming Yeung, 2 1/2-6 Gloria Bell, 2 1/2-6
Korean General Member Yee Jing Yi, 2 1/2-6 December 2004
Chang Sook Moon COLORADO SPRINGS SEATTLE, WA
mtpkorea@hanmail.net Joy Isley, 2 1/2-6 Ninth Avenue Children’s
House
International Trainers
Jane Suchen Wang, Taiwan New Address for MTP of WA and MIA
e2012193@ms8.hinet.net
23807 98TH Avenue S., Kent, WA 98031
Debbie Young Sook Lee, Korea
The telephone numbers for MIA and MTP of WA remain the same:
ysmealal@hosanna.net
866-856-2262 and 253-859-2262

9
2005 - 2006 Membership Form
To become a MIA member, please complete the applicable portion of the following form. Each year, renewing
membership fees are due on or before June 1st. Please circle the type of membership and submit the appropri-
ate fees to the address below. Checks should be made payable to Montessori Institute of America (MIA).

INDIVIDUAL MEMBERSHIP
Name $40 One Year Individual
Membership
Address $50 One Year Individual
International
Membership
City State
$70 Two Year Individual
Membership
Country (2004-2006)
$80 Two Year Individual
Zip or Country Code International
Membership
Phone Email $30 Parent/General
Member

Date of Certification:: Level 0 – 3 ______ Mark this box if you do not want
Level 3 – 6 ______ your information listed in the next
MIA directory.
Level 6 – 9 ______

SCHOOL MEMBERSHIP
Owner
$100 New MIA School
Membership
Director
$150 Teacher Training Center

Center/School Name $75 Internship School


Renewal
Address

Mark this box if you do not want your


City State information listed in the next MIA
directory.

Country

Zip or Country Code

Phone Email

Mail to: Montessori Institute of America, Membership Committee


23807 98TH Avenue S, Kent, WA 98031
Phone: (866) 856-2262 or (253) 859-2262 Fax: (253) 859-1737
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