MEMORANDUM OF UNDERSTANDING 2010 - 2012
a Strait Start
to early
education
Montessori 0-3 programs in the Torres Strait
October 2010
Prepared by Katie Denzin & Kay Boulden on behlaf of the Torres Strait Islanders’ Regional
Education Council (TSIREC) & Montessori Children’s Foundation (MCF)
The Torres Strait Islanders’ Regional Education Council (TSIREC), Tagai State College
and the Montessori Children’s Foundation have established a partnership to deliver
quality programs in each of the Torres Strait communities that support optimal child
development in the first years of life.
Branded as “Strait Start”, these programs are characterised by a Montessori approach
which is based on an understanding of the ways children develop and a recognition of
the fundamental role that families and communities play.
Strait Start programs are based on working directly with parents, other family members
and the community to build their confidence, skills and capacity to create the best
conditions for children’s development.
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Preamble
Montessori and Child Development
Dr Maria Montessori developed an approach to working with children based on a detailed
understanding of the ways in which all children develop – physically, cognitively, socially,
emotionally and spiritually. A key insight was that all children have a natural love of learning, and
that given the right environment, children pursue learning with passion from birth.
Her training as both a physician and an anthropologist led Dr Montessori to closely observe
the way in which children engage with the world around them and to develop an approach
to working with children that allows their innate desire to learn to flourish. The Montessori
approach to working with children, which fosters independence, self-respect, care for others and
a commitment to community, is as applicable in the home as it is in a school.
Today, the Montessori approach underpins early childhood programs as well as primary and
secondary school programs in countries around the world.
Montessori Children’s Foundation
The Montessori Children’s Foundation (MCF) was established to enable the benefits of the
Montessori approach to learning to be made available to children and communities that would
otherwise not have access to it.
A key project supported by the Foundation is providing opportunities for Indigenous children
in remote communities to access quality Montessori programs. Through the support of
the Masterman Montessori Indigenous Children’s Trust, MCF has supported the successful
implementation of Montessori Education programs in a number of Aboriginal and Torres Strait
Islander communities – including Thursday Island.
Aspirations of the Torres Strait
The Torres Strait Nation has long advocated for greater government recognition of the unique
features of the Torres Strait and increased local autonomy in social, cultural, political and
economic affairs.
The Torres Strait Nation recognises that the wellbeing of its children is fundamental to
strengthening its future development. Well-being is shaped first, and foremost, by children’s
experiences in the family and the community. The Nation recognizes the crucial role education
plays in securing opportunities that allow for the development of self-respect and independence,
and the achievement of better living standards. As an autonomous people, Torres Strait Islanders
assert their preference for early learning and education that values their strong cultural identity
and sense of community.
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A STRAIT START TO EARLY EDUCATION: Montessori 0-3 programs in the Torres Strait
Montessori in the Torres Strait
For several years, Torres Strait educators have engaged in conversations with members of the
Montessori community about opportunities for Montessori programs for Torres Strait Islander
children.
Following the creation of Tagai State College – an amalgam of all state schools in the region – a
formal agreement was made with MCF for the establishment of the first Montessori program at
Thursday Island Primary campus.
The Kaziw Mudh program in 2009 commenced with 20 children aged 3 - 4 years and expanded
in 2010 as a consequence of strong parental support. The program was the result of a genuine
partnership between the school and MCF with each partner contributing critical resources. Tagai
State College provided executive leadership, staffing support, accommodation, professional and
administrative support. MCF ensured that a highly experienced Montessori teacher was available
to support the implementation of the program and the development of local Torres Strait Islander
staff, as well as supplying specialist Montessori materials, professional development, mentoring
and research services.
A formal report compiled by MCF in 2009 concluded that the Kaziw Mudh had created a
foundation for long-term service delivery. It also noted the existence of strong desire at a strategic
level in both Tagai State College and MCF for this program to be embedded into a YUMI approach
to education
Montessori in the Early Years
In 2010, Tagai State College and MCF established a program for families of children from birth to 3
years, to enhance their understanding of children’s development.
This program was designed to complement the existing “Kaziw Mudh” program, in recognition of
the importance of children’s experiences in the earliest years of life to their later development.
The 0-3 program provided parents with the opportunity to spend time with their children in a
specially prepared learning environment and to deepen their understanding of the role they play
in supporting their child’s development.
This program was reviewed under the Families First in Early Education evaluation during early
2010. The independent evaluators concluded that:
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The Montessori approach provided an effective model of service delivery which
addressed the unique challenges of the Thursday Island community;
Best practice in program governance was community-driven;
Sustainability of program delivery was dependent on local employment and focused
capacity-building;
Professional ongoing training, mentoring, support and supervision are vital to ensuring
quality service delivery.
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Torres Strait Islanders’ Regional Education Council (TSIREC)
Based on its experiences in administrating the Families First in Early Education program in
2009/2010, TSIREC was able to support a long held aspiration of the Torres Strait Nation for
access to quality early childhood programs in the 17 discrete communities of the region.
In June 2010, TSIREC members unanimously voted to adopt a Montessori Education approach in
the delivery of all new Families First in Early Education services in the Torres Strait. The council
secured funding to extend its provision of support services to families of children aged 0 to 3
years beyond Thursday Island to other Torres Strait communities.
The name Strait Start was endorsed by all stakeholders as the brand which encompasses all early
years services in the Torres Strait, including its associated support structures, learning activities
and resources.
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A STRAIT START TO EARLY EDUCATION: Montessori 0-3 programs in the Torres Strait
Vision Statement
The partners to this agreement share a vision of learning as preparation for a happy, healthy and
fulfilling life for each human being, as an individual, as a member of a family and a community,
and as a citizen of the Torres Strait nation.
We understand that children are born to learn and that learning takes place across the entire
span of life. The quality of children’s learning experiences can optimise their individual potential
and, equally, contribute to building the future of a nation.
The quality of their learning throughout life can be enhanced by strong and consistent support for
their development in the earliest years of life.
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Key Messages
The first years of life are critical as they establish an individual’s developmental
trajectory.
International neurological and child development research unequivocally demonstrates that
human development is powerfully influenced by contextual surroundings and experiences.
Experiences in the early years affect the structural and functional development of a child’s brain,
with long term consequences – both positive and negative – for the child, family and society.
The priority of the Torres Strait Nation is for a Prapa Pathway for all peoples of the Torres
Strait.
Support services must ensure all peoples of the Torres Strait engage in, and seamlessly transition
between, education, training and employment services in order to achieve quality personal, social
and, economic well-being in the society of their choice.
The Torres Strait is strengthened through YUMI services.
Place-based services capitalise on the solid foundations of the Torres Strait Nation and develop
sustainable and culturally-relevant solutions that address the education, training and employment
priorities of the communities.
Montessori Education optimises children’s development by encouraging natural learning
processes.
Montessori Education focuses on creating environments filled with activities and materials which
children can use at their own pace. It aims to build each child’s independence, self-confidence,
inner discipline, a sense of self-worth and to instill positive social behaviour.
“We must help the child to act for himself, will for himself, think for himself;
this is the art of those who aspire to serve the spirit.”
Maria Montessori
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A STRAIT START TO EARLY EDUCATION: Montessori 0-3 programs in the Torres Strait
Memorandum of Understanding
This agreement is made between:
Torres Strait Islanders’ Regional Education Council (TSIREC),
and
Tagai State College,
and
Montessori Children’s Foundation (MCF)
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Definitions and Interpretations
In this Memorandum of Understanding (MOU) the following definitions shall apply:
Communities — means the 17 discrete communities of the Torres Strait Islands: Malu Kiai (Boigu
Island), Dauan Island, Saibai Island, Ugar (Stephen Island), Masig (Yorke Island), Erub (Darnley
Island), Mabuyag Island, Iama (Yam Island), Mer (Murray Island), Badu Island, Poruma (Coconut
Island), St Paul’s Community (Moa Island), Kubin Community (Moa Island), Warraber (Sue Island),
Kirirri (Hammond Island), Waibene (Thursday Island), Ngarupai (Horn Island)
Community – means the peoples residing in one of the 17 discrete communities of the Torres
Strait Islands
MCF – Montessori Children’s Foundation
MOU — means this Memorandum of Understanding and all attachments and schedules to it.
Parties — mean the Parties that have signed this MOU.
Personal Information – means information or an opinion (including information or an opinion
forming part of a database), whether true or not and whether recorded in a material form or
not, about an individual whose identity is apparent or can reasonably be ascertained, from the
information or opinion
Prapa Pathway – means a model of integrated YUMI Services that ensures all Torres Strait Islander
young people are supported to engage in, and seamlessly transition between, education, training
and employment services in order to achieve quality employment in the society of their choice.
Program – means the Montessori pedagogy used in the delivery of the Strait Start service for
families of children aged 0-3 years.
Service – means a Strait Start service in a community
Strait Start – means TSIREC’s program to establish Montessori services for children which provide
support and guidance to families of young children (0-3years) through a range of contextuallyrelevant, community-based activities.
TSIREC – Torres Strait Islanders Regional Education Council
Torres Strait — means the area from the tip of Cape York, north towards the borders of Papua
New Guinea and Indonesia, comprising of an area in excess of 48,000 square kilometres and at
least 274 small islands.
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A STRAIT START TO EARLY EDUCATION: Montessori 0-3 programs in the Torres Strait
Purpose
This Memorandum of Understanding describes a process for the operation of a partnership
between TSIREC, Tagai State College and the Montessori Children’s Foundation to develop and
implement programs to provide services for children which provide a platform for engaging
parents and communities in understanding the critical roles they play in optimising children’s
early development, upon which the strength of the individual and of the nation is built.
Guiding Principles
The principles underpinning this partnership are:
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An agreed commitment to implement a sustainable program of support for early
childhood development in the Torres Strait. Long term sustainability will be achieved
through:
• continuity of executive leadership in all parties;
• developing a strong, local workforce;
• maximizing the impact of shared resourcing models;
• community-based governance;
• securing recurrent funding base;
• effective and efficient accountability systems to support.
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Mutual respect, trust, shared ownership and responsibility and an alignment of each of
the parties’ visions
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A commitment to the highest standards of service delivery reflected in professionalism,
training, community engagement and transparency in governance and accountability.
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A commitment to implement programs in accordance with the pedagogical principles and
practice formulated by Dr. Maria Montessori. Services will also align with the objectives
of the Association Montessori Internationale, which are:
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Upholding the rights of the child in society, and making known the child’s
importance for the progress of civilisation;
Awakening public opinion with regard to the moral dignity of the child as ‘the
Father of Man’, and to make clear the true nature of adult responsibility toward the
child as the worker whose spontaneous activity produces the fullgrown man;
Spreading and upholding the pedagogical principles and practice formulated by
Dr Maria Montessori, which ensure the independence of the child’s personality
through successive stages of growth until he reaches full normal development by
means of his own activity;
Providing opportunities wherever possible for children to develop normally,
thereby helping all adults to enter into a new life of harmony and co-operation with
children; and by thus unifying the two fundamental phases of human life, to lead
the way to a higher and more peaceable civilisation;
Function as a social movement that will strive to obtain recognition for the rights
of the child throughout the world, irrespective of race, religion, political and
social beliefs; co-operating with other bodies and organisations which further the
development of education, human rights and peace.
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Duration
This MOU will be in operation from September 2010 to December 2012.
Specific Roles and Responsibilities of Parties
Responsibility for the delivery of Strait Start services across the Torres Strait will be shared
through an evolving partnership between the Torres Strait Islanders’ Regional Education Council,
the Montessori Children’s Foundation and Tagai State College.
Torres Strait Islanders’ Regional Education Council
TSIREC’s role is to:
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Provide ongoing executive leadership advice and support to the partnership;
Represent the interests of communities to inform the development of services;
Advocate for the program on behalf of communities to government agencies and external
stakeholders;
Facilitate awareness raising in communities about the Montessori approach;
Oversee the operations of Strait Start services;
Oversee the design and implementation of the Strait Start Management Plan;
Facilitate the development of local interagency networks for aligned service delivery and
education;
Facilitate the development of Strait Start resources in partnership with representative of
the Torres Strait;
Approve and support the implementation of a research framework for Strait Start;
Provide regular reporting and feedback to all partners of the MOU.
TSIREC is accountable to:
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Consult with communities and provide advice to the steering group regarding –
community demands for existing services and suitable locations for new services;
Undertake advocacy at senior levels of government for the continuation and expansion of
Strait Start;
Report to the Steering Committee at regular intervals;
Establish, and provide ongoing support for community-based reference groups;
Facilitate strategies which support communities develop their understanding of the
Montessori approach;
Supervise staff in relation to service’s human resource arrangements, financial and
administrative requirements;
Establish and apply consistent administration processes and guidelines;
Jointly develop and maintain plans for individual services;
Develop and maintain the Program Management Plan;
Develop a local interagency network including key government agencies and other
external stakeholders – including local childcare providers, Queensland Health, Child
Safety and the Smith Family;
A STRAIT START TO EARLY EDUCATION: Montessori 0-3 programs in the Torres Strait
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Jointly develop and implement a mechanism to ensure effective communication between
Strait Start services and school campuses;
Facilitate the development of culturally-relevant parenting resources;
Facilitate the development of professional learning strategies for staff delivering services;
Ensure Strait Start’s compliance with the reporting requirements of relevant funding
bodies;
Allocate available funding to ensure appropriate resourcing of: Service staffing,
Operational budgets, Service set-up, Resource development, Staff training and staff
support and supervision;
Approve and support the implementation, in collaboration with appropriate partners, of
a comprehensive research program.
Montessori Children’s Foundation
MCF’s role is to:
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Provide ongoing executive leadership advice and support to the partnership
Advocate for Strait Start to government agencies and external stakeholders
Provide expert advice about the Montessori approach to all stakeholders, in order to
raise awareness across all communities
Oversee the design, establishment and implementation of Montessori programs
Quality assure the delivery of Montessori programs
Deliver specialist training to Strait Start staff and other nominated representatives
Develop Strait Start resources in partnership with representative of the Torres Strait
Oversee the design and implementation of a research framework
Provide regular reporting and feedback to all partners of the MOU.
MCF is accountable to:
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Promote the continuation and expansion of the Strait Start in all negotiations with
government and other key stakeholders
Report to the Steering Committee at regular intervals
Develop strategies to support communities develop their understanding of the
Montessori approach
Develop a detailed framework for the delivery of the Strait Start program
Supervise staff in the delivery of the Strait Start program
Mentor and monitor Strait Start staff in the delivery of the program
Identify and organise appropriate training for Strait Start staff
Source a quality Montessori Program Manager and other Montessori mentoring and
support staff as needed
Source an initial set of Montessori resources for each site
Design resources for Strait Start staff and families in partnership with the interagency
network
Design and implement, in collaboration with appropriate partners, a comprehensive
research program
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Tagai State College
Tagai State College’s role is to:
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Provide ongoing executive leadership advice and support to the partnership;
Represent the interests of school communities to inform the development of services;
Advocate for Strait Start to government agencies and external stakeholders;
Participate in a local interagency network for aligned service delivery and education;
Facilitate awareness raising in communities about the Montessori approach;
Facilitate communication between Strait Start services and school campuses;
Provide feedback on the performance of Strait Start services;
Provide regular reporting and feedback to all partners of the MOU.
Tagai State College is accountable to:
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Provide quality advice to the steering group on ways to improve the transition of children
and families to school;
Provide Strait Start staff with full access to campus’ office furniture, equipment and
network facilities;
Provide feedback to community-based reference groups on the performance of an
individual Strait Start service;
Jointly develop and implement a mechanism to ensure effective communication between
Strait Start services and school campuses;
Facilitate a positive relationship between Strait Start services and the school’s early years
teaching staff;
Facilitate a positive relationship between Strait Start services and school campuses;
Provide access to Education Queensland facilities and materials to accommodate and
support the programs on various islands as necessary;
Support the implementation, in collaboration with appropriate partners, of a
comprehensive research program
Governance
The parties agree to form a Steering Committee.
This committee will be responsible for policy and resourcing decisions essential to the delivery
of the programs. It is also responsible for ensuring appropriate oversight of the program
components, including ultimate accountability for ensuring appropriate risk management
processes are applied.
The Steering Committee shall consist of nominated persons from each of parties. Membership of
the committee may change over time.
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A STRAIT START TO EARLY EDUCATION: Montessori 0-3 programs in the Torres Strait
Access to and exchange of information
Subject to the need to comply with the regulatory requirements of each organisation, the
parties will make available, in writing, all information pertinent to the operations of the program,
including:
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Student and family engagement data
Student achievement data on standardised and externally moderated tests
Professional judgements and data
Other data collected as part of the research framework
Reports and publications referring to the programs
Subject to the provision of appropriate permissions, the parties will freely share, in all available
formats, audio and visual recordings as well as academic and artistic works of participants. These
materials will be shared in order support the internal operations of Strait Start as well as all public
relations, promotion, advertising, media and commercial activities which are implemented to
benefit the program.
Confidentiality
The parties shall not, except as expressly authorised by the other party or required by law, reveal
to any person any of the confidential operations, dealings, or affairs of the other which may come
to its knowledge through carrying out of the MOU and without limitation to the foregoing, shall
not use or attempt to use any information or knowledge aforesaid in any manner which may
injure or cause loss either directly or indirectly to the other. The parties shall ensure that their
servants and agents also observe the provisions of this clause.
Where the Other Party has access to Personal Information in order to fulfill its obligations under
this MOU, it must:
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ensure that Personal Information is protected against loss and against unauthorised
access, use, modification or disclosure and against other misuse;
not use Personal Information other than for the purposes of this MOU, unless required or
authorised by law;
not disclose Personal Information without the written agreement of the Department of
Education and Training or any other persons authorised in writing by the Department,
unless required by law to do so;
ensure that only authorised personnel have access to Personal Information;
immediately notify the Department of Education and Training if it becomes aware that a
disclosure of Personal Information is, or may be required or authorised by law;
comply with such other privacy and security measures as the Department reasonably
advises the Other Party in writing from time to time.
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Variation to MOU
This MOU may be varied or renegotiated with the written agreement of all Parties at any time,
providing that the proposed variation is documented and is in keeping with the spirit and intent
of the MOU.
Review of Agreement
The parties agree to a regular bi-annual review of the program, at which time:
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Decisions about future operations will be determined.
Changes to the nature of the partnership agreement may be negotiated.
Termination
Any Party can terminate their involvement in this MOU upon giving three months written notice
of their intention to each other Party.
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A STRAIT START TO EARLY EDUCATION: Montessori 0-3 programs in the Torres Strait
Agreement
Accordingly the Parties have executed this Agreement on the dates appearing below.
Signed for and on behalf of the Montessori Children’s Foundation
By:___________________________________________ ___________________
Date: __________________
Signed for and on behalf of Tagai State College
By:___________________________________________ ___________________
Date: __________________
Signed for and on behalf of the Torres Strait Islanders’ Regional Education Council
By:___________________________________________ ___________________
Date: __________________