Our Commitment to Equity and Inclusion

Click here to read a statement from AMI/USA Board Chair, Gretchen Hall.

Central to AMI/USA’s dedication to children is our commitment to conscious and proactive inclusion of all people regardless of race, ethnicity, color, national origin, sovereign tribal Nations status, ancestry, gender identity and expression, sexual orientation, religion, age, social class, socioeconomic status, marital status, language, disability or immigration status.  AMI/USA considers it critical to continually strive to provide training centers, schools, families, teachers and administrators with what they need in support of all children having the opportunity to reach their full potential.

Parents and Families

The foundation of the Montessori method of education is the existence of the Four Planes of Development. At each plane, associated human tendencies and characteristics exist which inform how one can best prepare an environment for optimal learning.

Training Centers

The AMI diploma is respected worldwide as a representation of achievement in a teacher-training program of quality, integrity, and authenticity and is earned through successful completion of an intensive training program conducted by an AMI trainer. These dedicated master teachers have participated in a rigorous Training of Trainers Program and possess in-depth knowledge and understanding of Montessori principles and applications.

Faculty and Staff

The Montessori approach offers a broad vision of education as an aid to the unfolding process of life. It succeeds because it draws its principles from natural human development, embracing the wonder and curiosity in every child. As an AMI trained teacher, you understand the incredible responsibility you have embraced—to assist in the natural unfolding of each unique human being in your care. Your training was rigorous, and your commitment was of the highest degree.

School Leadership

Heads of school play a vital role in the effectiveness and vitality of an AMI-Montessori program. It is the head (or administrator) who must lead faculty, parents, children and at large community members to a common understanding: a common vision of the program’s purpose and mission for children and the larger community.