History
Since many diverse Montessori teacher education
groups and interests arose after Dr. Montessori's death in 1952, there
was a concern for harmonizing and reconciling these differences through
such means as institutional accreditation. In 1978, Lee Havis first prepared
and presented the concept of an inclusive umbrella accediting agency for
the entire Montessori community. Efforts for such an agency were pursued
again in 1987, and these proceedings eventually led to the formation of
IMAC in 1994.
Broad, inclusive Standards
IMAC assures its inclusive character through
essential standards which are broad enough to include the widest possible
scope of format, style and approach to teacher education. Based on the
published writings of Dr. Montessori, these standards maintain a close
correspondence and cohesive bonding to basic Montessori philosophy and
principles. However, there are no rigid minimum number of hours required
for such components as residential training, "curriculum" content or "internship".
Therefore, courses which are primarily correspondence in approach or otherwise
non-traditional are fully included.
Consensus Decision-making
An important feature of the IMAC agency is its
"consensus" decision-making policy. This was chosen over a "majority" rule
type decision-making approach to especially protect the rights of the minority
institutions which might otherwise be excluded because of their non-traditonal
or unusual form of program operation. Final decision-making for accreditation
is in the hands of an Advisory Committee consisting entirely of public
representatives. This public composition helps to assure an objective basis
of decision-making, and avoids any undue or unnecessary controversy or
disputes among the various Montessori institutions and organizations involved.
Government Recognition
In 1994, IMAC submitted its petition for recognition
as an accrediting agency with the U.S. Department of Education. At present,
the IMAC petition has not yet been approved because of certain technical
issues; e.g., no participating institution of IMAC qualifies for federal
funding. IMAC is seeking this federal government recognition to defend
its standards from the negative effects of government recognition of another
agency in the same field. IMAC believes that government should not "recognize"
any
private accrediting agency in a field where competing interests
have not been resolved through a process of inclusive dialogue among all
parties concerns. Otherwise, this government approval of a limited
expression of Montessori will distort the public representation of Montessori,
and interfere with free expansion, commerce and healthy competition.
This matter will come before the U.S. Department of Education next in a
meeting of their Advisory Committee in Washington, DC in December, 2000.
Structure
Accreditation Committee
Final decision-making for IMAC accreditation
resides in the hands of its accreditation committee. This
committee consists of members of the general public, outside the field
of Montessori education, who have an interest, experience and background
in basic accreditation procedures and higher education. Current members
are: :
Review Committees
Two review committee are presently
operating to evaluate self-study reports, supervise on-site visits and
make recommendations for accreditation to the Accreditation Committee.
Applicants must submit to their review which is based on specific written
criteria and procedures. Other review committees may be approved
to operate within IMAC, as these are organized and approved to operate
under the authority of collaborating oranizations. Review committees
establish their criteria according to their own emphasis and perceptions
of need for Montessori teacher education, based on broad inclusive essential
standards.