Organization

When professionals pool their expertise, experiences and resources, they can achieve astonishing things for children. MAGO is organized into divisions, grade level teams, and pods so that the collaborative and inter-curricular based efforts of teachers can best serve the learning and developmental needs of each child.

 

Divisions

Divisions provide the student to with an even greater sense of ownership within the school with each division having its own motto, symbol, and uniform pattern. PreKindergarten three (PreK3) through Kindergarten (KG) are collectively called Montessori; grades one (1) through four (4) are collectively called the Lower Division; and grades five (5) through eight (8) are collectively called the Upper Division.A healthy sense of competition is kindled between the divisions as various fundraising, school spirit, or academic activities are sponsored at MAGO.

At the end of a school year as particular students progress from one division to another they will have the opportunity to formally graduate from their division with full honors eventually culminating to their final 8th grade graduation and departure.

 

Grade Level Teams

On a grade level team, a group of teachers and assistants have the opportunity to share students of similar ability, plan together and have similar schedules. Grade level teams provide small neighborhoods within the school for children, facilitating the occasional academic need for students to be instructed on another grade level. The benefit of this teaming manifold is that skills and disciplines can be integrated with one another so that traditional subject matter lines disappear thereby making education more rigorous and relevant.

Students have the opportunity to learn with other students on their team in various subjects, units and activities and will share lunch and recess times with them. Flexibility and collaborative planning on the part of team teachers is crucial. To address this, team teachers meet regularly to discuss individual student needs, plan curriculum, integrate subject areas, share ideas and plan for team activities and the grouping and regrouping of students for specialized instruction.

 

Curriculum

The PreK curriculum follows the Montessari practice where kids develop creativity, problem solving, social and time management skills while learning to contribute to society and the environment. In our lower (grades 1-4) and upper division (grades 5-8), our teachers instruct students via a mix of the Next Generation and common core standards adopted by the State of Florida.  This curriculum is designed by the Florida Department of Education Bureau of Standards and instructional support – http://www.floe.org/bii/curriculum/sss/. Lessons plans are developed by using these standards and other resources provide By CPALMS – collaborate, plan, align, learn, motivate and share. All our textbooks and resources are current.

In addition to teaching Islamic Studies and Quran as separate subjects, every effort is made to incorporate Islamic studies in all subjects while finding opportunities to make cross-curricular connections in order to make learning more interesting.  In the coming year, we are also planning to seamless weave character education in the curriculum. This concept would enable our kids to develop good manners as well as socially acceptable behaviors.

The final aspect of a kid’s development is parental involvement.  The education process has to start and continue at home. Therefore, we ask that parents take an active role. This includes but not limited to helping and following-up with homework, attending activities sponsored by the school, ensuring kids are attending all classes and are on time and attend parent-teacher conferences as necessary. In addition, parents are encouraged to contact the school to speak to an administrator and/or principal.

The formula is very simple – good character+ solid Islamic and secular education + parental involvement= a successful kid.