The nonprofit is the only school in the Lehigh Valley to receive this distinction.

ALLENTOWN, Pa. (April 29, 2024) – Grace Montessori School (GMS), a nonprofit school and childcare center serving children ages 15 months to 12 years, received the distinction of American Montessori Society School Accreditation Candidate from the American Montessori Society (AMS). Accreditation through AMS is an extensive, multi-year process that validates a school’s commitment to delivering high-quality Montessori education. GMS is the only school in the Lehigh Valley to receive the Accreditation Candidate distinction.

“The AMS School Accreditation Candidate distinction reflects our unwavering commitment to upholding the highest standards of Montessori education and highlights the dedication of Grace Montessori School’s entire community,” said GMS Director Radhika Hoshing. “The accreditation process so far has been a rewarding joint effort, uniting the school’s stakeholders in a shared mission to provide an exceptional education to the community.”

The AMS School Accreditation Candidate distinction recognizes GMS meets the nine standards of a quality Montessori school outlined by the organization:

‒ Philosophy, mission and vision;

‒ Governance, leadership and continuous improvement;

‒ Teaching and learning;

‒ Documents and using results;

‒ Personnel;

‒ Facility resources;

‒ Finances and stability;

‒ Records, resources and support systems;

‒ Stakeholder communication and relationships.

The next step for GMS in the accreditation process is the self-study, which involves the school’s entire community, from faculty and administration to board members and students. During the self-study, the school examines and documents every aspect of its program and processes: governance, curriculum, fiscal and personnel policies, facilities, health and safety practices, teacher preparation, and learner outcomes. The school self-identifies areas of strength and opportunities for improvement, collects its findings in a written report, and submits the report to AMS.

According to AMS, many school accreditation candidates find the self-study one of the most valuable parts of the process. It is a period of thoughtful examination and discovery that helps strengthen the community whose stakeholders are united by shared values, aspirations and commitments.

“We are excited to begin the self-study step of our accreditation journey,” continued Hoshing. “This process will further strengthen our school’s foundation and propel us forward in our pursuit to deliver the best Montessori education possible to our students.”

GMS’s accreditation journey began when the school became a full member of AMS in 2005. A school must be a member for one year before becoming a candidate for accreditation. Although the AMS school accreditation process has several distinct components, the two areas that draw the most heavily on the school’s time and efforts are the self-study and the on-site visit.

Since the term “Montessori” is not trademarked, any school can identify as such without formal qualifications. GMS decided that completing the arduous, multi-year accreditation process was important to certify its reputation as a strong academic institution and traditional Montessori school.

Learn more about GMS by visiting www.gracemontessori.org.

About Grace Montessori School (GMS)

Grace Montessori School was established in 1992. A not-for-profit school, and childcare center, we are members of the American Montessori Society, licensed by the Pennsylvania Department of Human Services, and registered as a private, non-public school with the Department of Education of the Commonwealth of Pennsylvania. We strive to educate the whole child – cognitively, spiritually, and physically, and our classroom environments are large, inviting, and well-equipped with age-appropriate, developmentally designed materials. As an Episcopal School, we value nurturing the whole child by providing opportunities for Spiritual,

Social-Emotional, and Cognitive development. We seek and welcome the cultural, socioeconomic, and religious differences of our families and weave them into the common life of our students and staff.

 

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