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

MTP of Spokane During her bell presentations a

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

2
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.

3
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

4
 NEWS FROM EDUCATION WEEK
Excerpts & Summaries by Melissa Yee Loy, Seattle, WA
“Comparing State-
Funded Preschools
from State to State”
December 1, 2004
As enrollment to state-financed
preschool programs increase across
the country, access to these programs
vary significantly from state to state;
whereas some states don’t offer state
preschool programs at all.
The National Institute for Early
Education Research published its
findings in November 2004. The
report tracks the percentage of
children being served and ranks the
state on whether they meet specified
benchmarks of quality.
The study shows that the location
of a family will either hinder or help
that family’s access to preschool
programs. Preschoolers in the South
will fare better than children in the
Northeast. More than 23 percent of 4-
year-olds are enrolled in state pre-
school programs in the South, costing
$2,855 per child. Whereas, state
preschool programs in the Northeast
cost $5,108 and only absorb 17.4
percent of 4-year-olds in that region.
By contrast, in the west, only 7.2
percent of preschool children are
enrolled in state preschool programs
and charge $3,388 per child.
When enrolled for 4-year-olds
increased, the percentage of 3-year-
olds declined slightly, by 0.2 percent.
This is a reflection of the public’s
ambivalence about formal programs
for younger children. Although
scientific research shows how impor-
tant learning is in the early years of
life, society has yet to fully embrace
how important education is.
The institute makes a number of
recommendations: States should
increase funding for preschool and
pay for programs through their K-12
finance formulas. Secondly, improve-
ment in quality is needed. Thirdly,
states should mandate benchmarks.
Finally, the federal government
should encourage states to focus on
preschool programs.
“Preschool Education
Linked to Economic
Growth”
November 3, 2004
A splurge of businesses and eco-
nomic-policy organizations are renew-
ing their focus on high-quality pre-
school with the argument that it will
directly effect economic growth. The
connection is simple:“high-quality
preschool and childcare improve
children’s school performance and
ultimately lead to more jobs, fewer
prison inmates, and greater tax rev-
enues.” Some groups argue that
investing in strong preschool programs
is a far better strategy to boost the
economy than “traditional methods”,
such as tax breaks. Many groups also
agree with a need for a nationwide
commitment to universal preschool
and not just targeted programs like the
Head Start program.
Some policy analysts for educa-
tion believe that potential economic
benefits of preschool education is
“exaggerated” and don’t provide the
long term benefits that the busi-
nesses are looking for. Also, some
researchers argue that results are
based on “small, one-of-a-kind
programs that haven’t been repli-
cated on a larger scale.” However,
Steve Barnett, Director of the National
Institute for Early Educations Re-
search, disagrees: “I think that’s a
5
disingenuous argument at best”. He
draws evidence of long-term benefits
of high-quality preschool from the
High/Scope Perry Preschool Project in
Michigan and the Chicago Child-
Parent Center Program.
Even if one should agree that
preschool education is positively
correlated to economic growth, how
would we fund universal preschool
education? The reality of publicly
funded universal preschool is but a
dream. Suggestions are made that a
direct approach would be more
feasible and realistic. For instance, the
Federal Reserve Bank in Minneapolis
has plans to create a $1.5 billion
endowment committing a $10,000
scholarship to every low-income child
in Minnesota. PNC Bank has spear-
headed a 10-year preschool initiative
with a commitment of $100 million.
Boston
Kindergartners Will
Receive Report Cards
November 24, 2004
Starting December 2004, all
students, including kindergartners,
attending Boston public schools will
receive detailed report cards to better
document whether children are
meeting academic standards.
To date, parents are only receiving
some information about how their
preschoolers are doing. With reports
cards now being handed out three
times a school year, the parents and/
or guardians of kindergartners will be
informed on how well or how poorly
their child know their numbers,
letters and rhyming words, as well as
if their child is able to follow directions.
Report card format and academic
Continued on page 6
 NEWS FROM EDUCATION WEEK
Boston Kindergarteners
continued from page 1
expectations are some of the issues
that have been debated between the
district administration and the Boston
Teachers Union for a few years. While
some parents and early-childhood
experts have other concerns, they
continue to question whether too
much pressure to learn is being placed
on children.
Private Schools on
the Rise
November 24, 2004
The National Center for Education
Statistics estimates a substantial
increase in the number of private
schools in the United States. In 1999,
there were 27,223 private schools.
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
period; up 179,000 more students. In
the fall 2001, private schools enrolled
5.3 million students.
Read up on the “Characteristics of
Private Schools: Results From the
2001-2002 Private School Universe
Survey” online: www.nces.ed.gov.
“How Are The Perry
Preschoolers Doing?”
November 24, 2004
The Perry Preschool, one of the
longest-running studies on the effects
of preschool, has released their findings
of their preschoolers from four decades
ago. At the age of 40, these
preschoolers are showing to be better
off then their non-Perry Preschooler
counterparts: they are “more law
abiding, earn higher incomes, and have
more stable home lives than similar
adults who were not enrolled in the children. If everyone benefits, then
program as youngsters.” how can universal preschool programs
The small demonstration program be closing the early achievement gaps?
in the 1960s has produced citizens Bruce Fuller, an education professor at
that have “higher rates of employ- the University of California, Berkeley
ment and homeownership, and lower argues that universal programs rein-
rates of illicit drug use and arrests for forces and even widens the learning
selling illegal drugs, when compared gaps between disadvantaged children
with the sample of adults who did and their more advantaged peers.
not attend the classes.” The results Whereas, other experts say that a lack
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
programs with well-trained teachers segment of America whose incomes are
can make the difference in whether above the eligibility levels for programs
children grow up to become fully targeted to disadvantaged families.
contributing members of society or a To learn more about the “The
relative drain on public services. High/Scope Perry Preschool Study
The long-contended argument on Through Age 40” and “The Effects of
universal and targeted preschool Oklahoma’s Universal Pre-K Program
questions the results of Perry Preschool on School Readiness”, check out
on low-income families and their www.highscope.org.
NEED NEW MATERIAL
TO LIVEN UP YOUR
CLASSROOM?
AVAILABLE NOW:
“Proudly Montessori” Catalog 2005, and
”2005 Joyous Illuminations” calendar.
The Proudly Montessori Catalog 2005 features beautifully crafted
Montessori material from the Philippines. The Joyous Illuminations calen-
dar includes lovely black and white original drawings and Montessori
quotes for each month. Both created by Normi Son, MIA trainer in the
Philippines.
• Order ___ “Proudly Montessori” catalogs @ $2 each
• Order ___ “2005 Joyous Illuminations” calendars @ $3 each. (All MIA
schools and individual members receive 1 calendar as a
member of MIA at no charge). Supplies are limited.
Name: _________________________Phone: ____________________
Address: __________________________________________________
Enclosed: $ _____________
(Please make check payable to Montessori Institute of America)
Send order form & check to: MIA, 23807 98th Avenue S, Kent, WA, 98031
6
WHAT MONTESSORI
TRAINING HAS
MEANT TO ME
By Joy Isley, Colorado Springs, CO
I have worked with children for
most of my adult years. Fortunately,
the last seven years of teaching
have occurred in the toddler
Montessori classroom. It has been
on this journey with the toddlers
that I have observed their
evolution. Each child and each year
is different.
During these seven years it was
high on my list to study the work
used in the Montessori (21/2 to 6)
preschool program. Montessori
truly observed each child and
created such beautiful materials. It
is incredible that her method has
been taught and tested in countries
all over the world.
Since I began the MTP of WA
training course, I have been on an
exciting learning experience. After
interning in the afternoon with the
five and six year olds (extended
day), I now feel confident guiding
upper level math, language and
cultural work. For me, the
Montessori training has
reawakened the importance of
teaching what truly excites me. I
love all of the materials, especially
cultural and math.
I am now confident that my first
year in the 21/2 to 6 classroom will
be an exciting transition. I know to
observe and learn from the child’s
interests. I hope to be humble and
to direct the child only if needed. I
will embrace the child to develop a
sense of wonder in this remarkable
environment. I am truly grateful for
the videotape course that has
allowed me to study the Montessori
methods and be with my family.
Dr Maryann Johnston
continued from page 2
OSPI Summer Institute - Spokane
• July—State Interagency Coordinat-
ing Council - Burien
• August—OSPI Summer Institute -
Yakima
OSPI Summer Institute - Bellevue
• October—Head Start & ECEAP Fall
Meeting - Spokane
Washington Association for the
Education of Young Children
(WAEYC) Conference - Spokane
• November—School Readiness
Summit - Seattle
In August 2004, the preliminary
draft was reviewed by the Panel and by
“WALKING IN
WONDER: Nurturing
Orthodox
Christian Virtues in
Your Children”
By Elizabeth White
My recently-pub-
lished book, Walking in
Wonder: Nurturing Ortho-
dox Christian Virtures in
Your Children, assumes
certain truths:
1. That the ultimate
aim of education is to
assist others along the
pathway to God.
2. That a person’s spiritual growth
begins with everyday experiences in
the early years of life
3. That spiritual development is
determined by what a child absorbs
from her immediate surroundings
and by how well the Holy Spirit is
allowed to enter her life on a daily
basis
4. That parents, teachers and all
caregivers must provide an environ-
7
several other interest groups. Their
input and comments are reflected in
the Preliminary Draft posted on their
website: www.governor.wa.gov/
earlylearning.
The development of the Washing-
ton Early Learning and Development
Benchmarks is a partnership between
the Office of the Governor and the
Office of the Superintendent of Public
Instruction (OSPI), with sponsorship
from the Head Start-State Collabora-
tion Office, OSPI, Department of Social
and Health Service and the Depart-
ment of Community Trade and Eco-
nomic Development. More informa-
tion can be found on their website.
ment that helps develop Christian
attitudes toward self, others, the
world and Christ.
Each chapter explains one impor-
tant aspect of spirituality and con-
cludes with some practical sugges-
tions for nurturing these qualities, or
virtues, in children.
Although WALKING IN
WONDER is targeted to
Eastern Orthodox Christian
parents, a former Southern
Baptist reviewer has
commented that there is
much in it that would be
beneficial to anyone of any
faith. The book is available
online from amazon.com
and conciliarpress.com. A
limited number are also
available directly from Elizabeth
(orthodox_2@msn.com).
About the Author: Elizabeth
White is an instructor for MTP of
Spokane and the Director of Spokane
Montessori School North. She took
the Montessori training from Sharlet
McClurkin twenty years ago and
credits the development of many of
the thoughts expressed in this book
to her Montessori experiences.
 Book
Reviews
RAISING AMERICA
By Ann Hulbert
Reviewed by Rene Derby
I n Raising America, Ann Hulbert
attempts to give readers a histori-
cal perspective on childrearing
philosophy with a soft feminist
undercurrent and allows for a
better understanding of how
current opinions regarding early
childhood development took their
present forms. Hulbert reviews the
school of thought developed in
1957: “Being a gentle role model
and companion was very impor-
tant, but what Dr. Spock was also
proposing and had been from the
start, was that mothers be genial
social facilitators who encouraged
conformity without causing dis-
comfort or confrontations.” (250)
As a good illustration of the
importance of adaptability, Hulbert
emphasizes that nothing happens
in a vaccum. People working with
young children need to be flexible
in their thinking. Hulbert draws on
Gesell to exemplify the nessecity
for adaptability: “Those inner
maturational forces inevitably
worked in tandem with environ-
mental influences. “ (157)
Hulbert takes a hop, skip and a
jump through American history, in
an attempt to provide readers with
the major trends for childrearing in
America and how each school of
thought evolved out of the previ-
ous. She gives personal history for
each of the “experts” and offers her
opinion about how their upbring- and growth rate. He finds develop-
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
years, and it is not based on the do grow at different rates.” (p 12)
latest brain research. It is that the Gesell emphasized that every child
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
parents.” (370) respect each child’s individuality.” (p
13). “Piagetians also urge us to take
our cues from the child. We help
RECLAIMING CHILDHOOD children the most by giving them
By William Crain opportunities to work on problems
Reviewed by Kris Goodman, they find most interesting.” (p13).
Renton, WA “Like Gesell, attachment theorists
argue that infants are biologically
H ow many of us look at our prepared to guide us with respect to
kids and think of them as “children” the experiences they need. (p 13) In
living in the here and now, not as regard to learning, “we need to stay
“future adults” for which we need to sufficiently in the background to give
prepare them? This is what William children the freedom to learn by
Crain encourages us to do in themselves.” (p 28)
Reclaiming Childhood. His philoso- Looking at education today,
phy is that “we need to value Crain calls for a child centered
childhood for the precious time it is, philosophy. He sees the challenge
not simply as a time to prepare our that this calls for openness on the
kids for their futures. We are so part of the adult. The educator is
preoccupied with their [children’s] required to observe the child and
future, we cannot see and value them find out what is meaningful to
for what they are: children.” (p.1) them, and then give them the
He looks both at play within the opportunity to master that material.
home as well as education. He “There is broad agreement within
highly encourages child-centered and outside the standards move-
educational philosophies such as ment that students in traditional
Montessori, Waldorf, and progres- schools don’t like their work very
sive schools. While the approaches much and don’t work very hard at
may differ, their uniting thread is it. But, the standards movement
the fact that they respect children doesn’t call for more intrinsically
for their nature. interesting work – work that stu-
Crain reviews different philoso- dents find meaningful. Instead the
phies of child development, and movement calls for more external
again, finds a common thread. pressures and incentives.” (p.159)
While children go through specific Imagine what the long-term effects
sequences of development, they of this will be on our children.
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

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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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