Alpine Montessori provides children with a hands-on learning experience and encourages decision making, sparking their desire

to seek a lifetime of learning.

Alpine Montessori School strives to model an evolving Montessori learning community, fostering the unlimited potential that lives within each of us.
We celebrate the unique gifts within each member of our community. We attend equally to the education of the heart as well as the mind. We promote social justice, global awareness, and peace.

Our ducational !oals

We create an environment of learning with the following aims in mind" Foster growth in the child #oward greater independence and problem solving #oward the enjoyment of learning #oward a mature sense of justice and fairness #oward respect for oneself, other people, and the planet #oward understanding the patterns of the $niverse #oward greater s%ills in oral and written communication #oward greater responsible group membership

Provide an optimal learning environment &iverse set of Montessori materials, activities, and e'periences Schedule that allows large bloc%s of uninterrupted learning time (lassroom atmosphere that encourages social interaction Space for personal, small group, and whole class learning activities )ntegrated curriculum including areas of e'ploration Available library with resource boo%s and multi*media equipment )dentifiable ground rules

Aesthetically pleasing environment Outdoor space to accommodate rigorous physical activity

Emphasize core Montessori values and techniques in our program ncourage intrinsic motivation, spontaneous activity, and self*education ncourage cooperative learning through peer teaching and social interaction ncourage social awareness both locally and globally ncourage growth in cultural e'periences and %nowledge ncourage competencies through repetitive e'periences +oster movement from sensorial learning to abstract ideas +oster the development of the imagination and creativity ,rovide learning activities through physical activity and outdoor wor%

Use of qualified, professional staff (ertified Montessori teachers at the elementary and primary level (ontinuing professional development for all staff Observational s%ills to match students- developmental needs with activities Strategies to facilitate the unique and total growth of each individual .eadership s%ills to foster a nurturing environment supportive of learning A partnership developed with the family Supervision and education of au'iliary classroom personnel

Provide adminstrative support for staff, students and parents Organi/ed as a legally and fiscally responsible entity 0on*discriminatory admissions policy Written educational policies and procedures Adherence to state laws and health requirements (urrent school affiliation with AMS and other professional groups

Maintaining consistent program organization and standards $ngraded 1*year age spans" 1*2 years, 2*3 years, and 3*45 years ,ersonal and group instruction 6egularly scheduled parent and teacher conferences Annual diagnostic 7standardi/ed8 testing ,ublic observation policy

A Mission of Excellence in Teaching and Service to Working Adults

The mission of DeVry University's eller !raduate School of Management is to "rovide high# $uality% "ractitioner#oriented graduate management degree "rograms &ith an em"hasis on excellence in teaching and service to adult learners' When you "ursue your graduate degree at eller% you're not only "re"aring to advance your career through a to"#$uality "rogram% you're getting the ex"erience and kno&ledge of () years in *usiness#*ased higher education *ehind you' +ur mission has fueled our steady "rogram and geogra"hic ex"ansion and "rovided the foundation for our success in hel"ing thousands of students annually achieve their career goals' The follo&ing o*,ectives reflect our mission in terms of desired overall student outcomes' These o*,ectives evolve over time as they are sha"ed *y students% faculty% staff% em"loyers% other constituencies and the changing environment'

Develo"ing students' understanding of the language and information s"ecific to *usiness Ena*ling students to integrate conce"ts and skills across functional areas Strengthening students' a*ility to communicate effectively *oth orally and in &riting -nstilling in students an a""reciation of differences in cultures and values .roviding students &ith the conce"ts and tools they need to contri*ute to the organi/ations' ongoing efforts to im"rove $uality and "roductivity 0roadening and dee"ening students' a*ility to effectively use technology to meet organi/ational goals Ena*ling students to effectively conduct a""lied *usiness research Strengthening students' leadershi" and team#*uilding skills

Enhancing students' managerial decision#making skills &hile maintaining keen a&areness of ethical considerations -nstilling in students the value of lifelong learning 1e$uest information to learn ho& eller's mission can hel" fuel your career success'
SALVA Smart Academic Learning by Virtual learning environment having Asynchronous learning HILBERT (HILBE )Homeschooling with Instructional Leadership for Brainstorming & Experiential
Education Asynchronous learning: A teaching method using the asynchronous delivery of training materials or content using computer network technology. It is an approach to providing technologybased training that incorporates learner-centric models of instruction. The asynchronous format has been in existence for quite some time; however new research and strategies suggest that this approach can enable learners to increase knowledge and skills through self-paced and self-directed modules completed when the learner is prepared and motivated to learn.

Virtual learning environment: !VLE" A software system designed to facilitate teachers in the management of educational courses for their students especially by helping teachers and learners with course administration. The system can often track the learners# progress which can be monitored by both teachers and learners. $hile often thought of as primarily tools for distance education they are most often used to supplement the face-to-face classroom.

Rubric academic!: In education a rubric is a set of criteria and standards linked to learning ob%ectives that is used to assess a student#s performance such as on a paper pro%ect or essay.

Experiential education: !or &learning by doing&" The process of actively engaging students in an authentic experience that will have benefits and consequences. 'tudents make discoveries and

experiment with knowledge themselves instead of hearing or reading about the experiences of others. 'tudents also reflect on their experiences thus developing new skills new attitudes and new theories or ways of thinking. (xperiential education is related to the constructivist learning theory.

Brainstorming: An organi)ed approach for producing ideas by letting the mind think without interruption. The term was coined by Alex *sborn. +rainstorming can be done either individually or in a group; in group brainstorming sessions the participants are encouraged and often expected to share their ideas with one another as soon as they are generated. The key to brainstorming is not to interrupt the thought process. As ideas come to the mind they are captured and stimulate the development of better ideas. +rainstorming is used for enhancing creativity in order to generate a broad selection of ideas in leading to a unique and improved concept.

Instructional Leadership: Actions or behaviors exhibited by an individual or group in the field of education that are characteri)ed by knowledge and skill in the area of curriculum and instructional methodology the provision of resources so that the school,s mission can be met skilled communication in one-on-one small-group and large-group settings and the establishment of a clear and articulated vision for the educational institution. -./ This vision and decision making based on this vision are ideally characteri)ed by a collaborative process and are inclusive of multiple stakeholders. -0/ Instructional leaders also promote collegiality and leadership behavior amongst other members of the institution.-1/ Instructional scaffolding: The provision of sufficient supports to promote learning when concepts and skills are being first introduced to students.