When Caitlin and I were first starting our careers together in Montessori, we worked across the hall from one another in the early childhood classrooms. I recall stepping into her room shortly after the children were picked up to reflect on our days together. We’d discuss how things were going in our day to day, support one another to problem solve challenges, and offer advice on the classroom layout. I grew to love these mutual, collaborative visits and came to realize quickly that this was the start of something truly special. Even if it was simply a quick “Hey, what are the words to that song again?” I knew I could always count on Caitlin’s collaborative spirit.
This spirit continued into our next school together. Becoming a part of a larger school welcomed new opportunities to explore the depth of our innovation while exploring lessons collectively through various practices, such as lesson study. Teachers across the grade level would meet and watch one teacher present a specific Montessori lesson to the group. The other educators would act as observers, noting questions to clarify and push the learning forward. After the presentation, the observers would offer feedback and share their own changes to the lesson. This collaborative environment supports equitable delivery of instruction while strengthening the development of the individuals.
Teacher collaboration is critical for fostering equitable instruction, a culture of innovation, and improved student achievement. Collaborative teaching allows educators to share strategies and resources, enabling them to meet diverse student needs more effectively and provide inclusive learning environments (Darling-Hammond, 1998). Schools that encourage collaboration create a culture of innovation, where teachers are more likely to experiment with new instructional methods and sustain meaningful reforms (Little, 1990). This teamwork also directly impacts student outcomes, with research showing that collaborative efforts significantly boost student achievement in key subjects such as math and reading (Goddard et al., 2007).
One of Wildflower’s guiding principles is the concept of Network. At Mountain Laurel Montessori, we look forward to expanding our collaboration to our sister schools in the Mid-Atlantic Hub. While individual Wildflower schools act as intentionally small microschools, the regional hubs provide a greater network of connection and communal learning for both educators, families, and the children they serve. We at Mountain Laurel Montessori have been so grateful for the assistance and partnerships we have developed with Spicebush, Clover, Poinciana, and Hyacinth Montessori schools as we started our journey of opening our school. We have been blown away by the continuous support we have received from these schools. These partnerships will continue to be fruitful while integrating into the local community.
As Maria Montessori once said, "A child is both a hope and a promise for mankind." This vision of the child as central to our work is deeply tied to the community we build around them. Collaboration, as we’ve experienced, creates an environment where both children and educators grow together, supported by one another’s insights, feedback, and shared innovations. At Mountain Laurel Montessori, we believe that this collective spirit not only enhances our teaching practices but also strengthens our commitment to equitable education and the broader Montessori mission. As we move forward, our community—within our school and across our Montessori network—will continue to be the foundation for meaningful, innovative learning experiences.
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