About Oakridge Montessori

About Oakridge Montessori

Oakridge follows the more traditional and authentic European model of Montessori education. There are schools that use the Montessori name and have Montessori materials but they use them in ways more similar to traditional schooling. Our math, reading, science, history, geography, culture, music, language and writing programs are all based on Montessori curriculums. This is of the utmost importance to us at Oakridge, because the authentic methods developed by Dr. Montessori are built holistically around the child. Beyond just teaching children information, these methods teach the WHY behind how things work, creating a foundation for deep, lifelong learning.

Oakridge Philosophy

Oakridge follows the more traditional and authentic European model of Montessori education. There are schools that use the Montessori name and have Montessori materials but they use them in ways more similar to traditional schooling. Our math, reading, science, history, geography, culture, music, language and writing programs are all based on Montessori curriculums. This is of the utmost importance to us at Oakridge, because the authentic methods developed by Dr. Montessori are built holistically around the child. Beyond just teaching children information, these methods teach the WHY behind how things work, creating a foundation for deep, lifelong learning.

"We don’t just use the Montessori name,

we live and apply the principles here at Oakridge."

Not only does Oakridge adhere to the classic methods and principles of authentic Montessori education, but we also believe firmly in continuing education. Oakridge teachers pursue continuing education through the state as well as through attending annual Montessori educator conferences with the American Montessori Society. These conferences help Oakridge's staff to learn from other top educators in the country, continue to hone and develop their skills, and keep up on improvements to the methods that form Montessori education. 

All of the lead teachers at Oakridge are certified Montessori educators. They each have completed and been certified in a program accredited by the Montessori Accreditation Council for Teacher Education (MACTE). This is the international standard-setting body recognized by the U.S. Department of Education (USDOE). These are rigorous programs requiring 1,000 to 1,500 hours in training between education and supervised practicum hours. Only students who pass the final exam can claim full certification as a Montessori Educator.  *hyperlink staff page

OUR VISION

Part of our Mission Statement is that “Montessori is for everyone.” We don’t care what socioeconomic background kids come from, all children are treated as equals here.

Our programs are focused not only on creating academically proficient students–meaning they can walk into any classroom and be successful–but also programs that help children develop emotionally and mentally so that they can become kind and good humans.

We want our school to be more than just a place you drop your kids off to learn during the day. We strive to create a tangible community here at Oakridge. Our vision is to become the type of village where if a family in our community is struggling, they can call and someone from the school village is able to step in and help. It takes a community and a village to raise healthy and emotionally stable and successful kids. 

Find out about the programs we offer here at Oakridge by clicking below. You can also learn about the rich history of Oakridge (by continuing down this page), built from the ground up by one proud Mom and Yakima Native who had a strong dream and vision for what she wanted to offer to the Yakima Valley.

Our Programs

Toddlers

18m-3yrs

Preschool/

Kindergarten

3yrs-6yrs

Elementary

6yrs-14yrs

Summer Programs

All Ages

History of Oakridge Montessori School

History of Oakridge Montessori School

Oakridge Montessori School is truly one of a kind. Its origins come from love, determination and tenacity shown by the founder Judy Lefors. Here is our story:

I started teaching in rural Alberta, Canada when I was in First Grade. I felt it was my responsibility to make sure those students who didn’t get their work done in the morning, would work after lunch until their work was done, then they could go outside. And it worked perfectly. Some classmates of mine could do so much work over lunch break! Frankly, I’m surprised my teacher let me do this, in retrospect, but all of us did well that year in First Grade.


Fast forward to my seventeenth summer. I found out that my dad didn’t see a way for me to go to University like my older brother. He had three sons and they would be head of household. I would be a housewife. It would be a waste to spend money on a degree that would never be used. I was so offended that I left home at seventeen to continue my education in the nearest city. I got a job as a live-in house-servant, and enrolled in my senior year. Within three months, I got a new job serving food at a Ukrainian restaurant where I did well with my tips. This job allowed me to get a basement apartment and move out of servitude. From then on I soared! 


I did two years of University in the same city, upscaling my job and then my apartment. The final two years of my degree were in the capital of Alberta. In my third year I was one of a handful of students who taught Monday through Thursday, and did classwork on Fridays. I was working fulltime at a local University in my last year of completing my English degree. Then I was hired to teach in the big city. From there travels took me to the Vancouver area of British Columbia where I continued teaching middle school. 


In 1980, I married a Southern gentleman and moved to the United States. Here I went to work teaching at Heritage University, then Zillah High School as I got my masters in Multi-Cultural Education. This followed with Montessori training on site fifteen years later. Originally, when I looked around to find a preschool for my child-I chose a Montessori School on 48th Ave. It had a pool. It had chickens. And my child loved it. Within a year, in 1993, I took over the space rental and continued the Montessori school there until construction at our current site was completed. One day, driving to see my brother, I noticed a cardboard sign on the hillside. 4-Sale it read. I told my husband to turn the car off onto a sideroad, and we looked up at the house on the hill. I said, “That will be where the new school will be.” “And how will you pay for all this?” my husband asked.” And I quoted an old movie and said, “If I build it, they will come.” 


We moved in at the end of August, 1997. I left teaching in the Public School system when the school got too big for a parttime Director. The addition of the Elementary site at the ranch came as my own children got older. Gifted programs didn’t really start until third grade in our Valley and I wanted to at least bridge this time span. Once we got started, we embraced the whole program and have been certified through the Department of Education, Private School Division grades 1st-9th and have continued since.


Perhaps anyone can teach. But to do a great job in Montessori you have to love the child. We haven’t strayed from the Montessori curriculum as many Montessori schools tend to do when they can’t get the type of staff they need. Some don’t teach Montessori Math, which I consider to be truly amazing. Some don’t teach geography anymore, just because it hasn’t been taught in the United States since around 2015. We live in Yakima, but there is a whole big world out there. I want our students to get the opportunity to travel and live a good life. I believe that happens with real Montessori.  


I had someone ask me, “When do you think you’ll retire?” I thought for a moment and then said, “This would be a hard gig to give up. Every day a child tells me they love me. Every day a child gives me a hug. Every day a child makes a connection or starts to read. How do you just walk away? I love to travel, and at times I am called to do so.  One day, the love of travelling will perhaps take me away. Until then, I will travel to find more unique things to share with the children.”


Disclaimer: Please don’t be upset with my Dad. To be honest-we were poor. I just didn’t realize it. We got electricity when I was twelve. We got inside plumbing when I was sixteen. It was easier to say it would be a waste, than to say, “ We are too poor.” He didn’t close the door. He allowed me to find a door he didn’t know existed. I paid my student loans off before I had my first child. I truly believe a good education is invaluable.

Excellence

Excellence

Curious, Confident Children

Values

Community

It Takes a Village

Values

Whole Child

Mind, Heart, & Character

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