This list includes the intents and purposes of the program with regard to the general content of the course work, the approach to training, results with students, involvement with the professional community, and influence upon American educational practices:
• to provide a related group of varied educational experiences that are congruent, on an adult level, with the child's experience and growth in a Montessori setting;
• to convey clearly a conception of the Montessori method as an open-ended system designed to foster autonomy;
• to facilitate the development of personal communication skills within a framework for understanding the dynamics of human relationships;
• to communicate an accurate and effectively organized picture of contemporary knowledge about the sequence of human development from birth through the elementary years and its relation to the Montessori system;
• to encourage, support, and provide opportunity for methodological and professional competence in the teacher;
• to serve as a consultation resource for early childhood programs in public and private schools;
• to support ongoing professional education for Montessori teachers;
• to support and encourage membership in the American Montessori Society by both schools and teachers as a means of supporting and promoting the sharing of Montessori ideas as an influence on the education of all children.
MWTTP operates on the basis of a philosophy developed out of the writings of Maria Montessori, Carl Rogers, Arthur Janov, and Jean Piaget. The following statements reflect both this background and the staff's continuing study and experience of participation in the educational lives of both adults and children:
• Learning is part of the process of living.
• Each person is responsible for her/his own learning.
• To learn, one must participate!
• Montessori teacher preparation provides a context in which to study both child and self.
• Relationships with others in the learning environment must provide a basis for acceptance and mutual support to create a safe space for knowing and being.
• Clear objectives and organization of material and environment facilitate the tasks of both teacher and learner.
• Educational methods which encourage active student participation in the instructional process result in more complete and effective learning.
• Evaluation is an integral part of learning activity; it provides an ongoing clarification of responsibility and facilitates expansion of personal goals.
• Effective assistance for the child depends on the establishment of a helping partnership between educator and parent.