- Administration, including board and center director
- (1) to assess completion, organization and condition of the classroom environment,
- (2) to budget and plan for purchases,
- (3) to provide in-service training for staff in a commitment of continual improvement,
- (4) to prepare for affiliation and accreditation, and
- (5) to access funding streams that rely on objectively identifying areas in the environment or teachers needing improvement or support.
Teachers & teacher assistants
- (1) to assess the condition of their classroom environment,
- (2) to assess their functioning in the classroom and in the center/school environment. The opportunity for self-assessment and self-reflection secures a path for continuous improvement. The Montessori Rating Scales give boards and administration an objective measure for material or training needs.
- (1) to support their recommendations to boards, administration, and teachers.
- (1) to establish a baseline of quality for a research project.
The MRS-EC-E, in Chinese translation and with minor cultural changes, is in development in Hong Kong and Taiwan.
Validity and reliability assessments are in process. The transcultural quality of the Montessori educational model allows the rating scales to translate across cultures. A parallel process of validity and reliability for the Chinese version, as was undertaken for the English version, are generating parallel results. The aim of this international initiative is to provide the larger Montessori community with a reliable and meaningful tool for self and governmental assessment.