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Montessori Outcomes

Our school cares about whole child development. See why Montessori Academy of North Hoffman is the right Montessori for your child. Our accreditation with the American Montessori Society (AMS) validates that our students demonstrate the following important outcomes:

  • Academic Preparation
    • We have a strong and well-developed academic environment. Extended, uninterrupted work time, stimulating environments with ample opportunities for exploration, mastery of key educational concepts across a robust curriculum, and good observational skills. At the infant and toddler levels, children develop an understanding of a work cycle. They use materials in the practical life, sensorial math, and language areas of the classroom to give them a foundation for the primary environment. At the Primary level, children understand foundational concepts of math and language through the use of didactic materials. Frequently, children are fascinated with reference books and often request the teacher’s help in finding out more about an interesting topic. At the Elementary level, students are ready and willing to tackle research and writing assignments, already knowing how to begin to classify, synthesize, and organize. Field trips are not considered isolated diversions but are connected to academics. At the lower Erdkinder level (grades 7-9) children work at a high school level given typical development. At the upper Erdkinder level (grades 10-12) most of the curriculum is at the college level. We also have a concurrent enrollment with Harper College for students who are ready. In this way, students can begin earning credits on their college transcripts while still in high school. Elementary students receive the Iowa Assessments and Erdkinder students receive the ITED as a gauge of academic progress. These test scores are not publicized but are shared with parents in a confidential atmosphere. On average, our students score at least 1 grade level above their actual grade level. Thorough student portfolios are prepared based on completion of the child’s work plan and on special projects like Science Fair and research presentations.
  • Independence
    • We commit to fostering independence in each child. We prepare environments with work that is easily accessible, allow freedom of choice, and guide students to complete a cycle of work by themselves.
  • Confidence and Competence
    • We place a high priority on leading our students toward self-perceived success through careful presentations and by giving help only when needed. Prepared environments allow the child to feel secure and capable of obtaining what is needed to complete activities on their own. Our multi-age groupings provide children with opportunities to share their knowledge and skills, making the individual child himself more aware of what they knows and can do. As they grow in their abilities to independently achieve goals, their confidence and self-esteem grows. We often encourage children to share their work with their classmates in small groups or for the entire class. Allowing their confidence in public speaking to grow.
  • Autonomy
    • We believe that autonomy begins with the act of choosing. Working in the environment prepared by the teacher, our children begin to develop a sense of purpose. We observe students exercising their own will by choosing to work by themselves or by inviting another child to engage in an activity. Our teachers guide children toward areas of interest and assist them to varying degrees in their choice of work. At the younger levels, children exhibit autonomy in their ease and comfort in their spontaneous choices. Later, autonomy is evident in their ability to intensely focus on their work. Our children exhibit self-initiation and drive. They know how to get what they need in order to successfully accomplish work and become lifelong learners.
  • Intrinsic Motivation
    • We believe that children born with intrinsic motivation and must nurture it throughout their lives. Our children are motivated by self-growth and are coached in how to effectively focus their efforts which aids in building resilience. They focus for a long period of time on work of their choice and are often engrossed in detailed work or in-depth research.
  • Ability to Handle External Authority
    • We believe that respect is essential to being able to handle external authority. Each teacher spends a significant amount of time establishing and reviewing the ground rules for the classroom and school community. The multiple year cycle helps ensure that teachers have good relationships with the children in their classrooms. Teachers communicate boundaries and run their classrooms by implementing ground rules. Expectations are consistent, with reminders of the rules given readily. The school also partners with parents in an effort to support their child’s ability to listen to their parents and overcome challenges.
  • Social Responsibility
    • We encourage our students to see that every action they take either builds up society or tears it down—there are no perfectly neutral actions. We spend time discussing each student’s unique contribution to the School and to society at large. Children at all levels take responsibility for the environment. They understand that each of them helps contribute to the success of the community. We also help to instill a sense of social responsibility by encouraging mentorship. By mentoring younger children, older students observe their impact first-hand on their community and society at large. Teachers also serve as mentors on a daily basis. In the Erdkinder program, adults meet with their mentees twice each month to listen, discuss issues, and offer wisdom.
  • Spiritual Awareness
    • We believe in and foster spiritual awareness of every culture, race, and religion through appreciation, celebration, and acceptance of diversity. We accept all of our students without prejudice. Practices include affirmations, and time allotted for reflection.
  • Citizens of the World
    • Our students quickly learn that Earth’s resources are valuable. Teachers also encourage students and parents to share their cultures in class. Whether eating dumplings from China or painting eggs from the Ukraine, our children attain a sense of pride for their cultures as they share activities with their peers. Children also empathize with the impoverished children of the world. Elementary and Erdkinder students study current events and discuss them in a way that enables them to see children from other countries as brothers and sisters. Every year they participate in raising funds for underprivileged children through various efforts. Our Erdkinder students serve as the chairs of the service related efforts at school.


Pictures of famous Montessori school alumni

Freeman West

1250 Freeman Road
Hoffman Estates, IL 60192

  847-705-1234 Learn More & Get Directions

Freeman East

1200 Freeman Road
Hoffman Estates, IL 60192

  847-705-1234 Learn More & Get Directions


3805 Huntington Blvd.
Hoffman Estates, IL 60192

  847-705-5678 Learn More & Get Directions
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