Faculty Reflection Guides Growth Across MANH Programs
By Sara Motlagh, PhD, Head of School
As we near the close of another meaningful school year, one of the most rewarding parts of our work as administrators is the opportunity to pause, reflect, and engage in thoughtful conversation with our faculty about growth, purpose, and the continued evolution of our Montessori community.
Each year, all teaching staff are invited to reflect on their strengths and establish goals for the upcoming school year. While we have explored a variety of formats over the years, this year’s reflection protocols fostered some of the deepest and most meaningful conversations we have experienced to date. The intentionality behind the process allowed faculty to engage in authentic self-reflection while also creating space for collaborative dialogue about practice, purpose, and professional growth.
Upon receiving these reflections, Ms. Michele and I carefully reviewed each one and developed individualized talking notes, reflective questions, and opportunities for continued collaboration. We then scheduled meetings with every member of the teaching faculty. These conversations proved incredibly fruitful. In fact, many of our lead teachers required a second meeting because the depth of discussion, brainstorming, and visioning naturally extended beyond our original time together. As administrators, we are always seeking ways to improve our processes and practices, and these meetings affirmed the importance of creating intentional spaces for professional reflection and meaningful dialogue.
Our Infant and Toddler (0–3) faculty reflections centered around foundational Montessori principles including the Prepared Montessori Environment, the Prepared Montessori Adult, Curriculum and Purpose, Observation and Child Assessment, Respect for the Child, Supporting Independence, Language Development, Social and Emotional Development, Classroom Leadership and Community, Family Partnership, and Professional Responsibilities. These reflections highlighted the deep care and intentionality our youngest learners experience each day.
For our Primary and Elementary faculty, we utilized protocols from the Montessori Assessment Playbook. These protocols provided measurable scales within targeted domains, encouraging teachers to thoughtfully assess both strengths and areas for growth. For the Primary team, the protocol focused on four core domains:
Preparation: order, dynamism, language richness, and personalization
Assessment: observation, documentation, and intervention
Invitation: repertoire, clarity and economy, wonder, precision, and flexibility
Protection: respect for engagement, appropriate assistance, consistency, and predictability
For the Elementary team, the protocol was thoughtfully adapted to reflect the developmental needs of the second plane of development. Within the domain of Invitation, inspiration and modeling took on an even greater role. The Cultivation category emphasized big work, authenticity, warmth, and the continued nurturing of independence and intellectual curiosity.
Our Erdkinder faculty engaged in a comprehensive self-evaluation process developed through a Montessori secondary training center. Their reflections encompassed the many layers of adolescent development, community building, and purposeful learning that define the Erdkinder experience.
Across all program levels, one theme emerged consistently: a commitment to growth, alignment, and continuous improvement in service of children and families. As we look ahead to the coming school year, one of our major goals is strengthening alignment across programs so that each child — and each family — feels prepared, supported, and connected through every stage of their Montessori journey.
These conversations reminded us that professional reflection is not simply an administrative task; it is an essential part of cultivating a thriving school community. I am deeply grateful for the dedication, honesty, and professionalism of our faculty and inspired by the collaborative spirit that continues to shape our school.
As we close this school year, we do so with gratitude for the work accomplished, excitement for the growth ahead, and confidence in the extraordinary educators who guide our students each day.