International Montessori Association: Comprehensive Policy

Effective Date: Jan. 12, 2025

The International Montessori Association (IMA) is a globally respected institution affiliated with the European Union under the number : n00jbzyh and officially registered in the Republic of Estonia (Registry code 80657044).

IMA is founded on authentic Montessori principles and supports educators, parents, and institutions worldwide through programs, resources, and accreditation services designed to uphold high standards in Montessori education.

1. Introduction and Purpose

Our mission is to nurture, connect, and inspire the international Montessori community, fostering growth, collaboration, and motivation among Montessori practitioners and institutions worldwide.

This comprehensive policy outlines the standards, conditions, and benefits for Montessori schools, teacher education programs (training centers), and individual members seeking to align with and be recognized by the International Montessori Association.

Our primary purpose is to:

Uphold the integrity and authenticity of Dr. Maria Montessori's pedagogical principles.
Ensure the consistent delivery of high-quality, authentic Montessori education and teacher preparation globally.
Promote continuous improvement and self-evolution within Montessori institutions.
Provide a clear framework for understanding and implementing IMA's standards and expectations.
Foster a collaborative and supportive community among Montessori professionals and institutions globally.

The IMA welcomes all Montessori teachers and schools as members and encourages members to also belong to other Montessori organizations, fostering a collaborative spirit aimed at elevating Montessori education globally.

2. Policy for Schools: Accreditation Standards and Conditions

Accreditation by the International Montessori Association (IMA) serves as a distinguished mark of quality and assurance for Montessori schools worldwide. This recognition signifies a school's unwavering adherence to globally recognized standards and the authentic practice of Montessori principles, providing profound reassurance of quality for parents and demonstrating a school's deep commitment to excellence.

2.1. Core Montessori Principles for Schools

All schools recognized by the International Montessori Association must demonstrate a deep commitment to the core principles of Montessori education. These principles are student-centered and guide every facet of the school's culture, daily operations, and instructional decisions. Key philosophical tenets include:

Child-Centered Approach: Emphasizing individualized learning, fostering intrinsic motivation, independence, and a lifelong love of learning among students.
Prepared Environment: Creating a meticulously designed, beautiful, and orderly learning space that supports the child's development and encourages self-directed activity, equipped with a complete set of Montessori materials.
Trained Adults: Ensuring the presence of properly credentialed Montessori teachers who act as guides, observing and supporting children's natural development.
Multi-Age Classrooms: Implementing heterogeneous groupings of children (e.g., 3-6, 6-9, 9-12, 12-18 years) to promote peer-to-peer mentoring, collaboration, and social development.
Uninterrupted Work Periods: Providing substantial daily periods (typically 2-3 hours) for children to engage deeply with chosen activities at their own pace, fostering concentration and independence.
Holistic Development: Focusing on the cognitive, emotional, social, and physical growth of the whole child.

2.2. Educational Program Standards for Schools

IMA-recognized schools must implement a comprehensive Montessori curriculum meticulously tailored to specific developmental planes, ensuring an integrated educational experience designed to foster necessary competencies.

2.2.1. Curriculum Frameworks by Age Level

The curriculum must cover core areas relevant to each age level, ensuring a holistic approach to child development.

Infant-Toddler (Birth – 3 years): Focus on integrated developmental areas: sensory and perceptual, cognitive, physical, gross and fine motor, self-help skills, and social/emotional development. Integrated with Montessori Philosophy/Theory, Peace Education, Child Development, Observation, and Practical Life.
Early Childhood (2.5 – 6 years): Integrates core areas such as Practical Life, Sensorial, Language, Mathematics, Cultural Studies, Science, Peace and Cosmic Education, The Arts, Health and Physical Fitness, and Special Education.
Elementary (6 – 12 years): Encompasses Mathematics (including geometry and algebra), Biological and Physical Sciences, Technology, Language Arts and Literature, History, Physical and Political World Geography, Civics, Economics, Peace and Justice, The Arts, and Physical Education. Structured around "Great Lessons" to integrate subjects.
Secondary (12 – 18 years): Core curriculum areas include Math, Language Arts, Social Studies, Science, Additional/World Language, and Creative Arts. Includes opportunities for community service, career exploration, and self-reflection.

2.2.2. The Prepared Environment

The physical and instructional environment is critical to the success of a Montessori program.

Classroom Design: Facilities must be clean, orderly, and provide ample space conducive to learning. The environment should be meticulously prepared, beautiful, and orderly, rooted in Montessori principles.
Montessori Materials: Each classroom must be equipped with a complete set of Montessori materials, in good condition and adequate quantity for the developmental level. AMI specifically recommends materials from AMI authorized manufacturers.
Work Cycles: Classes are scheduled five days per week with substantial uninterrupted work periods daily. For Infant Community, 2 hours; Primary, 3 hours in the morning and 2 hours in the afternoon; Elementary, 3 hours in the morning and 2-3 hours in the afternoon.

2.2.3. Learner Outcomes and Assessment Practices

Schools must implement a curriculum based on clear and measurable learner outcomes, encompassing holistic child development (academic preparation, autonomy, confidence, global citizenship, intrinsic motivation, social responsibility, spiritual awareness/cosmic education). An ongoing assessment system must monitor and document these outcomes, using results to improve educational effectiveness.

2.3. Personnel and Staffing Standards for Schools

The quality of a Montessori program is directly linked to the qualifications and dedication of its teaching and leadership staff.

2.3.1. Qualifications and Responsibilities of Montessori Teachers

Credentials: Each class must have at least one teacher holding an AMI diploma or an IMA-recognized Montessori credential for the appropriate age level.
Academic Degree: Teachers should generally hold a minimum of a four-year degree from an accredited college or university, with some exceptions for experienced Early Childhood instructors.
Experience: Teachers should have demonstrated experience in a Montessori classroom at the level they are teaching.
Assistants: Primary and Elementary classes may have one non-teaching assistant whose role is to support the teacher by making materials, noting observations, supervising outdoor activities, and assisting with "going-outs." For the Assistants to Infancy level, the adult-to-child ratio should be 1 to 3 for the Nido and 1 to 5 for the Infant Community.
Professional Development: All teaching staff must engage in continuous professional development relevant to their roles and the Montessori approach.

2.3.2. Qualifications and Responsibilities of School Leadership

Academic Degree: School leaders (e.g., Head of School) are expected to possess a minimum of a Bachelor's degree, with a Master's degree in education or an administrative-related field being preferred.
Montessori Background: A strong background in Montessori education is required, including at least three years of experience as a Montessori lead teacher. Montessori Administrator credentials and/or AMS/AMI certification are highly valued.
Competency: Leaders must demonstrate competency in educational administration, curriculum development, and financial management.
Professional Development: Leaders must show evidence of continuous professional development and ongoing professional contribution to the Montessori community.

2.4. Governance and Operational Standards for Schools

Schools seeking IMA recognition must demonstrate robust and effective governance, sound financial management, and adherence to ethical practices.

2.4.1. Governance, Leadership, and Strategic Planning

Mission Alignment: Governance and leadership structures must align with the school's Montessori mission and vision.
Strategic Planning: Schools must establish, implement, monitor, and refine a strategic planning process for continuous improvement.
Board Development: The IMA encourages programs for selecting, orienting, and training new board members in effective governance.

2.4.2. Financial Stability and Resource Management

Fiscal Prudence: Schools must maintain strong and prudent financial management practices and adequate fiscal resources to support their mission and vision.
Resource Provision: Adequate office space, clean and orderly instructional facilities, and comprehensive library resources must be maintained.

2.4.3. Record Keeping and Regulatory Compliance

Legal Compliance: Schools must comply with all necessary state, county, and/or city government regulations.
Documentation: Appropriate documentation, training, and human resources must be maintained to assure health and safety and enable student learning outcomes.
Record Security: Secure and confidential storage of all program records, including student files and business documentation, is mandatory.
Reporting: Schools must submit annual reports and applicable fees to the IMA Business Office for renewal purposes, along with other required reports.

2.4.4. Stakeholder Communication and Community Engagement

Effective Communication: Schools must foster effective and accessible communication and relationships with and among all stakeholders, including parents, staff, and the wider community, with intentional inclusion of historically marginalized groups.
Policy Communication: Clear and consistent communication of school policies to students and affiliated Teacher Education Programs (TEPs) in writing is required.

2.5. School Accreditation Process

The IMA accreditation process for schools is a comprehensive, multi-stage journey designed to uphold the highest standards of Montessori education. It is international in scope, user-friendly, supportive, and designed to help schools grow stronger through self-study and external evaluation.

2.5.1. Application and Candidacy

Application Submission: New schools seeking IMA recognition must submit a comprehensively completed "Application for Establishing a New School" along with required self-study documentation and the applicable application fee, typically at least six months prior to the desired recognition start date.
Review: The IMA Accreditation Committee reviews the submission to determine eligibility for candidacy status.

2.5.2. Self-Study and Documentation Submission

Self-Study: Following candidacy, schools embark on an intensive self-study process involving the entire school community (staff, faculty, administration, parents, board members, and sometimes students) to examine and document every aspect of the program and operations.
Documentation: The completed self-study documentation is formally submitted to IMA for formative evaluation.

2.5.3. On-Site Verification Visit and Report

Visit: Upon successful self-study, an IMA accreditation team conducts an on-site verification visit to confirm the accuracy of information and compliance with standards. This includes document review, observations, and interviews with stakeholders.
Report: The visiting team prepares a detailed report summarizing findings and recommendations. Schools are responsible for reimbursing the costs associated with hosting the visiting team.

2.5.4. Commission Review and Accreditation Decision

Review: The visiting team's report, along with the school's self-study, is submitted to the IMA Accreditation Commission and Board of Directors for deliberation.
Decision: The Commission and Board vote on the school's accreditation status. The school is formally notified of the outcome, with a clear process for appeal if needed.

2.5.5. Maintaining Accreditation and Renewal Process

Term: Accreditation is typically granted for a specific term (e.g., seven years for AMS accreditation).
Annual Reports: Accredited schools must submit annual reports and applicable fees to the IMA Business Office to sustain their accredited status, documenting continued compliance and progress.
Reaccreditation: The reaccreditation process commences well in advance of expiration (typically 18-24 months prior) with a renewed self-study and review.
Policy Updates: Terms and conditions for accreditation are subject to periodic review and updates by IMA to align with evolving international best practices. Accredited schools are obligated to adapt to and implement these updated requirements.

3. Policy for Training Companies: Accreditation Standards and Conditions

Accreditation by the International Montessori Association (IMA) serves as a distinguished mark of quality and assurance for Montessori Teacher Education Programs (TEPs) worldwide. This recognition signifies a program's unwavering adherence to globally recognized standards and the authentic practice of Montessori principles, providing profound reassurance of quality for adult learners and demonstrating a program's deep commitment to excellence in educator preparation.

3.1. Core Montessori Principles for Training Companies

IMA-recognized Teacher Education Programs are fundamentally required to fully support and meticulously implement all guidelines and standards established by the International Montessori Association. This ensures that their educational programs consistently align with IMA's defining characteristics of authentic Montessori practice. The core of this philosophy is a student-centered approach, where the program's mission and vision are profoundly guided by Montessori principles.
Key philosophical tenets for training companies include:

Student-Centered Approach: The program's mission and vision are profoundly guided by Montessori principles, permeating every facet of the program's culture, daily operations, and instructional decisions, fostering a cohesive and truly authentic Montessori environment for adult learners.
Authentic Montessori Practice: Active demonstration of deep integration of Montessori philosophy into curriculum delivery, trainer-student interactions, and overall program culture.
Prepared Environment for Adult Learners: Providing a meticulously prepared environment with a full complement of Montessori materials for adult learners' practice and study.
Credentialed Trainers: Ensuring the consistent presence of properly credentialed Montessori trainers.
Uninterrupted Work Periods: Providing substantial uninterrupted work periods for material practice and study for adult learners.

3.2. Educational Program Standards for Training Companies

IMA-accredited Teacher Education Programs are required to implement a comprehensive Montessori curriculum that is meticulously tailored to specific developmental planes, ensuring an integrated educational experience designed to foster necessary competencies in adult learners.

3.2.1. Curriculum Frameworks by Age Level

The curriculum content must cover core areas relevant to each age level, ensuring a holistic approach to child development and the preparation of future educators.

Infant-Toddler (Birth – 3 years): Core academic curriculum includes Principles to Practice - Environmental Design, Routines and Rituals; Aid to Development Courses for Language, Motor Development, Development of the Senses, Social Development, and Practical Life. Integrated with Montessori Philosophy/Theory, Peace Education, Child Development, and Observation.
Early Childhood (2.5 – 6 years): Core academic curriculum includes Practical Life, Sensorial, Language, Mathematics, Cultural Studies, and Science. Additionally, it covers Montessori Philosophy/Theory, Peace Education, Child Development, Observation, Classroom Leadership, The Arts, Health and Physical Fitness, and Special Education.
Elementary (6 – 12 years): Core academic curriculum includes Practical Life, Language, Mathematics, Geometry, and Cosmic Education (Geography, History, and the Sciences). It also covers Montessori Philosophy/Theory, Peace Education, Child Development, Observation, Classroom Leadership, The Arts, Health and Physical Fitness, and Special Education.
Syllabus Submission: New programs must submit a syllabus for each course component, including title, instructor(s), clock hours/units, objectives/competencies, a detailed outline (content, learning experiences, assignments, evaluation), and required reading.

3.2.2. Academic and Practicum Hour Requirements

To ensure comprehensive training and adherence to accreditation standards, IMA-accredited programs mandate specific academic and practicum hours:

Full Certification Programs: May meet course hour requirements through academic instruction or a hybrid blending distance learning with face-to-face residential instruction. Distance learning programs must provide a minimum of 80 residential hours per level. North American programs must meet MACTE's minimum on-site residential hours if it exceeds 80. A full course cycle requires at least one academic year, including both academic preparation and the practicum/internship.
Infant-Toddler Courses: 400 academic hours total (300 for Associate/Distance Learning Only). 400-hour Practicum/Internship in an IMA-approved School. Minimum 30 hours of coursework before practicum.
Early Childhood Courses: 600 academic hours total (400 for Associate/Distance Learning Only). 750-hour Practicum/Internship in an IMA-approved School. Minimum 30 hours of coursework before practicum.
Elementary Courses: 900 academic hours total (800 for Associate/Distance Learning Only). 1000-hour Practicum/Internship in an IMA-approved School. Minimum 30 hours of coursework before practicum.

3.2.3. The Prepared Environment for Adult Learners

The concept of the "prepared environment" is central to Montessori pedagogy, and IMA accreditation standards for TEPs reflect its critical role in training future educators.

Instructional Facilities: Clean, orderly, and ample space for adult students. Adequate office space for operations and secure record storage.
Montessori Apparatus and Materials: Full complement of Montessori apparatus, supplies, and equipment in good condition and adequate quantity for the course's developmental level. Verification of student access and practice with materials is required for all programs, especially distance learning.
Model Classroom Access: Access to a model Montessori classroom with children of the appropriate age span for observation. Video of model classrooms may be used for remote distance learning courses.
Library Resources: Relevant library resources for child development, teacher preparation, and the Montessori approach. Online resources for distance learning.
Practicum Site Requirements: Practicum sites must meet all local and state licensing regulations, provide a carefully prepared environment, have a written non-discrimination policy, and provide interns with a written contract/job description. They must also agree to provide appropriate supervision and cooperate with the TEP.

3.2.4. Learner Outcomes and Assessment Practices

Programs must implement a curriculum based on clear and measurable learner outcomes for adult students, encompassing holistic development (academic preparation, autonomy, confidence, global citizenship, intrinsic motivation, social responsibility, spiritual awareness/cosmic education). An ongoing assessment system must monitor and document these outcomes, using results to improve educational effectiveness. This includes regular observation and evaluation visits by qualified field consultants, with detailed written reports.

3.3. Personnel and Staffing Standards for Training Companies

The quality of a Montessori Teacher Education Program is directly linked to the qualifications and dedication of its training staff.

3.3.1. Qualifications and Responsibilities of Montessori Trainers (Program Directors and Faculty)

IMA Membership: Program Directors and faculty members must be current members of the International Montessori Association.
Academic Degree: Minimum of a four-year degree from an accredited college or university. Exceptions for Early Childhood Instructors with 10+ years of teaching experience may be considered with an approved portfolio.
Montessori Credential and Experience: Full Montessori teaching credential from IMA or an IMA-recognized Montessori TEP/accrediting body, and at least five years of experience as a Montessori educator.
Core Academic Curriculum Instructors: Must have a Montessori credential for the level they are teaching, and at least three of the five required years of Montessori experience must have been gained in a classroom at that specific certification course level.
Other Instructors: Instructors of Montessori Philosophy/Theory, Child Development, Observation, Classroom Leadership, and Peace Education must meet the Montessori credential and 5 years' experience requirement, but it does not have to be specific to the course level, provided they have strong knowledge of their subject's application to the age and developmental level of instruction. Arts and Physical Education/Wellness Instructors are exempt from specific Montessori credential requirements but must demonstrate knowledge of their subject's application within a Montessori environment.
Competency: Program Directors and faculty must demonstrate competency in teaching, educational administration, and curriculum development.
Ongoing Experience & Contribution: Evidence of ongoing experience in Montessori classrooms and ongoing professional contribution to the Montessori educator community or another academic community/organization is required.
Guest Lecturers: Guest lecturers not meeting these requirements may participate in up to 8 hours of instruction if qualified in their area.

3.3.2. Qualifications and Responsibilities of Supervising Teachers and Field Consultants

Supervising Teachers: Must hold a Montessori credential for the level they are supervising (from a MACTE-accredited program or equivalent) and be at least in their third year of teaching after receiving the credential. They must be in the intern’s classroom full time and are responsible for providing opportunities for intern development, scheduling monthly review sessions, and completing TEP evaluations.
Field Consultants: Must hold a bachelor’s degree (exceptions for 10+ years experience with Course Director approval) and an IMA-recognized Montessori credential with a minimum of three years of experience teaching in Montessori classrooms at the level they are consulting. They conduct observation/evaluation visits, provide feedback, and maintain monthly contact with the student.

3.4. Governance and Operational Standards for Training Companies

Training companies seeking IMA accreditation must demonstrate robust and effective governance, sound financial management, and adherence to ethical practices.

3.4.1. Governance, Leadership, and Strategic Planning

Mission Alignment: Governance and leadership structures must align with the program's Montessori mission and vision.
Strategic Planning: Programs must establish, implement, monitor, and refine a strategic planning process for continuous improvement.
Responsible Manager: A designated manager, representative, or coordinator must be responsible for submitting accreditation applications and maintaining consistent communication with the accrediting body, accountable for provided data and documents.

3.4.2. Financial Stability and Resource Management

Fiscal Prudence: Programs must maintain strong and prudent financial management practices and adequate fiscal resources to support their mission and vision.
Resource Provision: Adequate office space for operations and secure record storage. Clean, orderly instructional facilities with ample space for adult students. Full complement of Montessori apparatus and materials. Comprehensive library resources.

3.4.3. Record Keeping and Regulatory Compliance

Legal Compliance: Programs must provide evidence of meeting all necessary state, county, and/or city government regulations.
Documentation: Appropriate documentation, training, and human resources must be maintained to assure health and safety and enable student learning outcomes.
Record Security: Secure and confidential storage of all program records, including student files and business documentation, is mandatory.
Reporting: Programs are responsible for the timely submission of annual reports and any other required reports (e.g., New Student Reports, Student Teaching Assignment Reports), along with applicable fees, to the IMA Business Office. Periodic follow-up committee reports must also be submitted regularly.
Program Catalog: A comprehensive catalog including graduation, attendance, progress, and other policies, as well as tuition, fees, and program requirements, must be provided.
Prior Training Records: Written records of review and appropriate credit for prior training must be maintained.

3.4.4. Stakeholder Communication and Community Engagement

Effective Communication: Programs must foster effective and accessible communication and relationships with and among all stakeholders, including adult learners, staff, and practicum sites, with intentional inclusion of historically marginalized groups.
Policy Communication: Clear and consistent communication of program policies to students and affiliated practicum sites in writing is required, including formal written contracts and job descriptions for interns.
Community Involvement: The accreditation self-study process is designed to involve the entire program community (staff, faculty, administration, board members) to foster shared values and commitments.

3.5. Training Company Accreditation Process

The IMA accreditation process for Teacher Education Programs is a comprehensive, multi-stage journey meticulously designed to uphold the highest standards of Montessori educator preparation. IMA standards are designed to meet, and often exceed, those established by the Montessori Accreditation Council for Teacher Education (MACTE). Therefore, all IMA programs in North America are required to obtain MACTE accreditation.

3.5.1. Application and Candidacy

Application Submission: New Teacher Education Programs must submit a comprehensively completed "Application for Establishing a New Teacher Education Program" along with required self-study documentation and the applicable application fee, typically at least six months prior to the desired recognition start date.
Review: The IMA Teacher Education Committee (TEC) reviews the submission to determine eligibility for candidacy status.

3.5.2. Self-Study and Documentation Submission

Self-Study: Following candidacy, programs embark on an intensive self-study process involving the entire program community to examine and document every aspect of its program and operations.
Documentation: The completed self-study documentation is formally submitted to IMA for formative evaluation.

3.5.3. On-Site Verification Visit and Report

Visit: Upon successful self-study, an IMA accreditation team conducts an on-site verification visit to confirm the accuracy of information and compliance with standards. This includes document review, observations, and in-depth interviews with various stakeholders.
Report: The visiting team prepares a detailed report summarizing findings and recommendations. The program will be responsible for reimbursing the costs associated with hosting the visiting team.

3.5.4. Commission Review and Accreditation Decision

Review: The visiting team's report, along with the program's self-study, is formally submitted to the IMA Teacher Education Committee (TEC) for initial review, and subsequently to the IMA Board of Directors for final deliberation.
Decision: The TEC and Board will meticulously deliberate on all submitted evidence and vote on the program's accreditation status. The program will be formally notified of the accreditation outcome, with a clear and transparent process for appeal if needed.

3.5.5. Maintaining Accreditation and Renewal Process

Term: Accreditation granted by the International Montessori Association is typically awarded for a specific term (e.g., seven years for AMS accreditation).
Annual Reports: Accredited programs are required to submit annual reports and applicable fees to the IMA Business Office to sustain their accredited status, documenting continued compliance and progress.
Reaccreditation: The reaccreditation process is designed to commence well in advance of the current accreditation expiration date (typically 18 to 24 months prior) with a renewed, comprehensive self-study and subsequent review.
Policy Updates: The terms and conditions for accreditation are subject to periodic review and updates by IMA to align with evolving international best practices. Accredited programs are obligated to adapt to and implement these updated requirements.

4. Policy for Individual Membership

The IMA welcomes all Montessori teachers and individuals interested in Montessori education as members, fostering an inclusive and affordable membership organization.

4.1. Membership Types and Eligibility

Individual Membership: Open to all Montessori teachers, educators, leaders, parents, and friends of Montessori. This membership provides access to a wide array of resources and benefits designed to support professional growth and community connection.
School Full Membership: Intended for Montessori schools that wish to belong to the IMA and meet the requirements for Full IMA School Membership. Open to any school representing itself as offering a Montessori program for children from infancy through high school, including schools in the process of being organized.
School Associate Membership: Also available for schools, with specific requirements detailed on the IMA website.

4.2. Benefits of Individual Membership

IMA individual members gain access to a comprehensive suite of resources and support services designed to nurture, connect, and inspire their professional and personal journey in Montessori education.
Key benefits include:

Online Resource Library: Complete access to the IMA online resource library, an invaluable resource for Montessorians, containing articles, videos, and PDF books.
Consultation Services: School members may request one hour of free consultation annually by phone or Skype. Discounts are available for additional consultation services from The Montessori Foundation.
Mentorship Program: Access to the IMA School Mentorship Program, a network of member schools offering advice and informal support without charge to fellow IMA schools.
Publications: A subscription to Montessori Leadership magazine, with schools receiving two copies. Members also receive a certificate with the IMA gold seal.
Discounts: Special discounts on: Montessori Leadership Institute courses are offered through - The Montessori Foundation, including topics like "Building a World-Class Montessori School" and "Recruiting & Retaining Your Perfect Enrollment. - " Pamphlet series, DVDs, and Montessori Foundation Bookstore titles. - Conferences, workshops, and symposia held by The Montessori Foundation and/or the IMA. - Montessori Teacher Certification (for IMA accredited teacher training organizations). - Regional and International Conferences.
Community Connection: Opportunities to connect with a worldwide community of Montessori professionals through networking events, conferences, and collaborative initiatives.
Use of Logos: School members are permitted to use the IMA logos on their literature and website. (Note: This does not apply to promoting a Montessori teacher education program or on certificates/diplomas unless the TEP is IMA accredited).
Research Access: The IMA works to fund and encourage new research and disseminate results to validate the effectiveness of Montessori, providing evidence beyond anecdotal support.

4.3. General Conditions for Individual Membership

Collaboration: The IMA encourages members to also belong to other Montessori organizations, believing that collaboration can elevate Montessori education globally.
Affordability: The IMA strives to provide an inclusive and affordable membership organization for Montessori educators and schools around the world.
Professional Development: Members are encouraged to engage in continuous professional development to remain competent and relevant practitioners, bringing new ideas and perspectives into their communities.

5. General Provisions Applicable to All

These provisions apply across all categories of IMA recognition and membership (schools, training companies, and individual members).

5.1. Non-Discrimination and Ethical Practices

All IMA-recognized institutions and members must adhere to principles of fairness, equity, and non-discrimination.

Admissions and Employment: Schools and training companies must have clearly defined, fair, and comprehensive admissions policies and procedures. A written non-discrimination policy must be rigorously implemented for all children, adult learners, and staff, explicitly addressing, but not limited to, race, color, religion, sex (including gender identity, sexual orientation, and pregnancy), national origin, age, socio-economic level, physical ability, genetic information, and learning style.
Ethical Conduct: All individuals associated with IMA and its recognized institutions are expected to act lawfully and in a manner that supports the principles of Dr. Maria Montessori for human development.

5.2. Commitment to Continuous Improvement

The IMA views accreditation and membership as a pathway to sustained quality and growth. All recognized institutions and members are expected to:

Self-Evolution: Engage in ongoing self-reflection and strategic planning to identify areas of strength and opportunities for improvement.
Adaptation: Adapt to and implement updated requirements and best practices as the terms and conditions for accreditation are subject to periodic review and updates by IMA to align with evolving international standards.
Quality Assurance: Maintain robust internal processes for quality assurance and continuous improvement across all operational and educational areas.

5.3. Legal and Regulatory Compliance

All IMA-recognized institutions must comply with all necessary state, county, and/or city government regulations as required by law in their respective jurisdictions. This includes, but is not limited to, health and safety standards, data protection and privacy laws (e.g., GDPR), labor laws, and any specific educational licensing requirements.

5.4. Use of IMA Logos and Recognition

Accredited Schools/Programs: Schools and Teacher Education Programs that achieve IMA accreditation are permitted to use the IMA logos on their literature and website to signify their recognized status.
Limitations: The use of IMA logos is specifically for promoting the accredited status of schools and TEPs. It is not permitted for promoting non-accredited programs or on certificates and diplomas unless the specific teacher education program is IMA accredited.

6. Contact Information

For more information on IMA accreditation, membership, pricing, or any aspect of our policies, please contact us:

Email: accreditation@montessori.org
Phone: 1-941-729-9565
Website: www.montessoriassociation.org
Address: Harju maakond, Tallinn, Kesklinna linnaosa, Tartu mnt 67/1‑13b, 10115.

We encourage you to explore the IMA Accreditation Handbook and Fee Schedule on our website for further details regarding specific application processes and requirements.