Sessions
2026 Grassroots Conference
12 – 13 September 2026 | Adelaide, SA
Schedule
Time | Session |
|---|---|
8:15am | Registration and Didgeridoo |
8:50 am | Welcome of Country by David Booth / Housekeeping & Welcome by Janis Coffey |
9:00 am | Keynote: Louka Parry |
10:30 am | Morning tea |
11:00 am | Workshop 1A / 1B |
12:00 pm | Workshop 2A / 2B |
12:55 am | Sponsor announcement |
1:00 pm | Lunch |
2:00 pm | Interactive session: Elective sessions |
3:00 pm | Workshop 3A / 3B |
4:00 pm | Day 1 wrap up |
4:10 pm | Drinks and networking, followed by Conference Dinner |
Time | Session |
|---|---|
8:55 am | Housekeeping |
9:00 am | Keynote: Andrew Fuller |
10:15 am | The Nature of Montessori Learning (alumni panel) |
10:30 am | Morning tea |
11:00 am | Workshop 4A / 4B |
12:00 pm | Workshop 5A / 5B |
1:00 pm | Lunch |
2:00 pm | The nature of parent learning |
2:15 pm | Montessori on Country |
3:15 pm | Raffle draw / Day 2 wrap up |
3:30 pm | Conference close |
KEYNOTE SPEAKERS
Louka Parry
CEO + Founder of The Learning Future
Louka works globally as a speaker, learning strategist and education futurist. He speaks on innovation, leadership and change having worked with thousands of leaders and educators from diverse contexts all across the world, including in high-level policy fora such as the OECD, UNESCO, and the European Commission, and with all Australian States and Territories.
A rapid learner, he speaks five languages, has visited over 80 countries, and holds two Masters degrees, one in Instructional Leadership from the University of Melbourne and another in Applied Linguistics, and has also completed executive studies at Harvard and a residency at the d.school at Stanford University. Through his work, he has acquired expert knowledge in leadership, strategy, communication, wellbeing and organisational change and culture. As an education leader, he was promoted to Principal at only 27 years old and in 2012 he was named South Australian Inspirational Public Secondary Teacher of the Year.
As CEO of The Learning Future, he is committed to transform learning structures, systems and societies that better empower individuals to develop the key human capabilities that matter most now and into the future. He sits on the Steering Committee for Learning Creates Australia, and also co-leads Karanga: The Global Alliance for Social Emotional Learning and Life Skills, which connects the global education community at the forefront of the future of education and social emotional learning to empower children, educators and communities all across the globe.
Andrew Fuller
Author, Clinical Psychologist, Family Therapist and MSCA Ambassador.
Andrew Fuller has been described as an “interesting mixture of Billy Connolly, Tim Winton and Frasier Crane” who “puts the heart back into psychology.” A clinical psychologist, family therapist, author and speaker, Andrew is the creator of Learning Strengths™ and Ambassador for MSCA. He began his career in mental health crisis teams, an experience that shaped his mission to help people create futures they can fall in love with. Over three decades, Andrew has worked with more than 5,000 communities and 500,000 young people, developing the concept of the Resilient Mindset and its three components: connect, protect and respect (CPR).
Andrew is an Honorary Fellow at the University of Melbourne, a scientific consultant to the ABC, Chairperson of Generation Next, an Ambassador for Adolescent Success and Lions Wellbeing, and a regular presenter on Radio National. His work has taken him to schools and communities across the UK, Hong Kong, Singapore, Mozambique, South Africa, New Zealand and Australia. His current research combines resilience and brain science into practical solutions, including recent work on reducing youth violence and extremism, Project 2040, and cognitive load, learning ease and cognitive velocity.
He is the author of numerous books, including Neuro-advantage, Building a Positive School Culture, Guerrilla Tactics for Teachers, Your Amazing Brain (with Ray Eckermann), Tricky Conversations, The A-Z of Feelings, Tricky Teens and Unlocking Your Child’s Genius, published in ten languages. His website, mylearningstrengths.com, helps over 200,000 people and organisational teams assess and leverage their learning strengths.
Andrew continues to counsel people and supervise school leadership and wellbeing teams across Asia, Britain and Australia, and has established programs in neuroscience and education, mental health promotion, substance abuse prevention, bullying and violence reduction, suicide prevention, and support for homeless young people.
Breakout Sessions
About Maria
Maria Vaioleti-Ponga is a Montessori educator and Wellbeing Coordinator in Western Australia, and founder of Purple Fig Wellbeing Services. She works at The Montessori School Kingsley, supporting children’s emotional regulation and wellbeing in everyday school life, alongside educators and families. Her work focuses on practical strategies that support the child’s capacity for regulation, independence, and engagement in learning.
Maria developed the RELEASE Montessori Wellbeing Model in response to the growing emotional needs observed in classrooms and school communities, drawing on Montessori philosophy, lived experience, and holistic wellbeing approaches informed by her Pacific and Māori cultural perspectives. She is passionate about creating learning environments where the child remains central, and where educators feel supported, confident, and equipped to nurture both learning and wellbeing in practice.
Understanding Emotional Ecosystems in Montessori Classrooms
Maria Vaioleti-Ponga
Understanding Emotional Ecosystems in Montessori Classrooms
What helps a child thrive emotionally in a Montessori classroom?
This session explores how the emotional environment within Montessori settings supports the child’s development, particularly their capacity for regulation, learning, and independence. Rather than viewing behaviour in isolation, we consider how the child’s experience is shaped by the emotional climate of the classroom and home environment, and how this influences their ability to engage with learning.
Drawing on my work as a Montessori Wellbeing Coordinator in Western Australia, I share practical insights from real classroom experience in supporting children through emotionally complex moments in everyday school life.
Participants will leave with simple, usable strategies that support emotional regulation, and clear communication boundaries, along with the RELEASE wellbeing framework to support calm, consistent responses that keep the child’s development at the centre of practice.
About Alexandra
Alexandra Bailey is an AMI-trained Montessori Elementary educator (6–12), registered teacher, learning designer, and founder of MonteLearn. Having been both a Montessori student and Montessori educator, Alexandra brings a lifelong connection to Montessori philosophy and practice.
With over 10 years of Montessori classroom experience and a career spanning education, vocational learning, government, and organisational development, Alexandra specialises in translating contemporary learning science into practical strategies that strengthen rather than replace Montessori pedagogy.
Her work explores the intersection of Montessori education, neuroscience, human development, and learning design, with a particular interest in attention, autonomy, neurodiversity, and the social conditions that support learning. Alexandra is passionate about helping educators better understand how children experience learning and how thoughtfully prepared environments can foster independence, belonging, and insight.
Alexandra is also a Montessori parent of two neurodiverse young adults, bringing both professional and lived experience to her work with children, educators, and schools.
The Learning Brain: What Montessori Knew Before Neuroscience Could Explain
Alexandra Bailey
The Learning Brain: What Montessori Knew Before Neuroscience Could Explain
Why do some children thrive in an environment while others struggle to engage? Why do some children seek constant reassurance, resist direction, disengage from learning, or become overwhelmed by seemingly simple tasks?
This highly interactive workshop combines Montessori pedagogy with contemporary neuroscience to help educators better understand how children experience the classroom. Participants will explore the NeuroLeadership Institute’s SCARF framework—Status, Certainty, Autonomy, Relatedness, and Fairness—and examine how each domain influences concentration, behaviour, motivation, and learning.
Working collaboratively through Montessori classroom scenarios, case studies, self-reflection activities, and group discussions, participants will identify common “threat states” that affect learners and develop practical strategies for responding through environmental design rather than behavioural management.
The workshop also explores Montessori’s understanding of the reasoning mind, human tendencies, moral development, and the role of the adult, helping participants connect modern neuroscience to familiar Montessori principles and practice.
Participants will leave with practical tools, observation frameworks, and immediately applicable strategies to support attention, insight, independence, belonging, and neurodiverse learners within Montessori environments.
About Hope
Hope is a co-founder and Education Director of The Laren School, an inclusive school in Manila, Philippines. She is AMI (Association Montessori Internationale) certified in 3-6, 6-12 and 12-18 levels. Possessing a Master’s degree in Education (Special Ed) and Psychology, she has been in the field of education for the past 37 years. She has researched on, published and presented about Inclusive Education since 2004. She is a certified reading therapist, fledgling carpenter and concurrently Director for Asia Development of Montessori Model UN (MMUN).
The Educability of the Human Potential
Hope Leyson
The Educability of the Human Potential
What world are we trying to create?
Inclusive education movement has highlighted the importance of diversity in establishing democratic institutions. As microcosms of society, classrooms can reflect and value cultural diversity as well as diversity in racial, ethnic and linguistic backgrounds. It also needs to value diversity in how we learn. It gives important regard for people with disabilities and those who do not seem to follow normal developmental paths.
While the idea of having students with differing abilities in our classrooms is noble and logical, it has presented unique challenges to teachers, parents and the school communities. The education of neurodivergent students or those who used to be called “special ed” students carries with it, responsibilities and unwavering commitment to do right by ALL students.
We present insights and lessons learned as well as practical tips for implementation of inclusive education rooted in Montessori philosophy and how, in moments when no other literature can give us answers to head-scratching, hair-pulling questions, we turn to the power of Dr. Montessori’s approach: Observe, Follow the child and Believe in the educability of human potential.
About Laureen
Laureen Barnard is an education consultant and former school leader with experience across Montessori and mainstream education and administration. She specialises in adolescent development and programs, along with regenerative approaches to school culture and leadership within Montessori settings. Laureen holds a Graduate Diploma of P–12 Education and AMI certifications in 0–3, 3–6, 6–12, Montessori School Administration, and the AMI 12–18 Diploma. She has founded innovative Montessori programs within both public and independent schools and now leads LiberateEd, supporting schools, educators, and communities across Australia and the Asia-Pacific through mentoring, strategic design, parent education, and professional learning. Laureen currently serves on the Board of Montessori Schools and Centres Australia, is an AMI 12-18 ToT and part of the training team at Sydney Montessori Training Centre. She is passionate about creating contemporary, contextual environments where young people — and the adults who guide them — can truly thrive.
Unprepared: Energy, Ecology and Regeneration in Montessori Work
Laureen Barnard
Unprepared: Energy, Ecology and Regeneration in Montessori Work
Montessori work requires adults to be prepared — scientifically, technically, and spiritually — yet many find themselves working within environments that can become fragmented, reactive, and energetically draining. When the preparation of the adult and the preparation of the wider environment fall out of reciprocity, strain appears and children and adolescents may be underserved. Adults may over-function, dedication compensates for gaps, and energy leaks silently from the ecology of our collective work.
This interactive session explores regeneration as both a personal and systemic endeavour. Through practical reflection tools, an “ecology audit” and collaborative dialogue participants will identify where energy is being lost and how reciprocity might be restored through clearer structures, shared rhythms, targeted adult development, and collective responsibility. We will draw on regenerative design frameworks and highlights from contemporary thought leaders such as Breakspeare and Rosenbrock (The Pruning Principle).
Regeneration is presented both a personal practice and a design principle — ecologically rooted, developmentally necessary, and deeply aligned with Montessori’s vision of interdependence.
Participants will leave with practical strategies and at least one actionable personal or systemic shift designed to strengthen the conditions for regenerative and sustainable Montessori work within their own context.
About Karen
After a successful government and corporate career, Karen became involved with Montessori education in 1993 when her first child began in a Montessori toddler program. She subsequently undertook state teacher training at primary and secondary levels as well as Montessori training from birth to adulthood, including AMI 3-6 and AMI 6-12 Diplomas and the AMI-NAMTA Orientation to Adolescent Studies. Karen has worked as a Montessori teacher, principal, advisor and researcher. She has a PhD in Montessori leadership and is currently working on publishing from her thesis. Karen is an AMI Montessori School Leadership Trainer and a Board Director at Sydney Montessori Training Centre. In her spare time, she enjoys bushwalking in the Victorian Alps and is currently exploring the connection between Maria Montessori’s legacy and insects. Karen was granted a State Fellowship Award by the Australian Council of Educational Leaders in 2016 for her significant contribution to education.
Developing a Biological and Spiritual Culture of Observation
Karen Bennetts
Developing a Biological and Spiritual Culture of Observation
Explore observation as the cornerstone of Montessori education, to more effectively serve children across the developmental planes. From becoming worshippers of nature to becoming microscopists, Montessori invites us to make a profound transformation within ourselves to observe in a way that is both scientific and spiritual.
This presentation will draw inspiration from Montessori’s many and surprising connections with insects, to look at ways we can begin, or re-invigorate, a regular rhythm of observation in our classrooms and schools. Participants will learn about how we can start with small, achievable, non-costly steps to build an observation culture that reveres nature and the nature of learning.
For the more advanced participants, including school and centre leaders, this presentation offers fresh and stimulating ideas to expand observation into an enticing and infectious cultural practice within the school or centre. The session offers lots of practical tips from a grassroots perspective – promoting capacity-building from the ground up, using local, ordinary, everyday initiatives. Attendees will gain insights into Montessori observation as a natural counter to modern education’s heavy compliance burden and to the increasing pressure from global systems that no longer serve life.
About Ben
Preparing the Digital Environment
Ben Noble
Preparing the Digital Environment
The environment teaches before we speak, however unlike our physical spaces, we have cobbled together a digital one that we never intentionally designed. This hands-on workshop gives you one lens to interrogate any of them, and asks: does this build a child’s thinking, or does it for them, does it invite cognitive struggle or irons out those creases? I will share the findings of my survey that I sent out prior and leave you with a method for evaluating digital technology and while my experiences are steeped in Adolescent learning, I hope there will be something here for everyone.
About Mel
Mel is an educator and researcher dedicated to systemic educational transformation. Currently working at Margaret River Montessori School, she guides the 0–3 program and supports school-wide integration of land-based learning and Indigenous perspectives. Mel holds a Master of Education in Human Ecology, with a research background in anti-racist pedagogy, decolonising mindsets, and transformative frameworks. Having taught in child-centred and nature-based learning environments in Australia, Spain, and Canada, she brings a global and progressive lens to her practice. Mel’s work is driven by a desire to build teacher confidence and capacity, and to cultivate educational spaces that champion plurality, helping children develop the inclusive mindsets necessary to advocate for a culture of shared wellbeing.
Two-Way Learning in Kin Groups and On Country: Weaving Indigenous Ways of Knowing into the Montessori Tapestry
Mel Britto
Two-Way Learning in Kin Groups and On Country: Weaving Indigenous Ways of Knowing into the Montessori Tapestry
How far can the Montessori prepared environment extend? As we walk beyond our classroom walls we must ask ourselves critical questions about our priorities, our fears, and our values—and we must recognise the wisdom of those who have walked these paths long before us.
Land-based learning is the oldest of pedagogies, so it makes sense to look to Indigenous ways of knowing for guidance on how to learn on Country. This session explores the alignment between Montessori philosophy and Indigenous ways of knowing, drawing from sovereign-voiced learning frameworks, academic research, and real-world experiences learning on Country.
Together, we will discuss our unique contexts, challenges, and aspirations for land-based learning, and collaboratively envision how “Two-Way Learning” can inform the uninterrupted work cycle beyond the classroom walls. Delegates will have the opportunity to explore a foundational “Montessori on Country” handbook, leaving with practical strategies to build confidence and capacity taking learning outside into their own contexts, as well as ideas for meaningfully integrating Indigenous knowledge and perspectives into everyday practice.
About Sarah
Sarah works on Gubbi Gubbi Country at the intersection of behavioural science, psychology, inclusion, education, and neurodivergence. Over the past 15 years, she has worked closely with kindergartens, primary schools, and higher education settings, partnering with educators and families to support children and young people with diverse needs. Currently, she offers therapeutic and consultative support to families and schools through a contextual, collaborative approach, recognising that this is key to genuinely supporting them.
Over three decades in therapeutic, family, educational and community settings, Sarah has grounded her work in authentic relationships. She listens respectfully and attentively to children and young people, as well as to the families and educators around them, while observing the behaviour, relationships and environments that shape everyone’s experiences.
Montessori philosophy has been a part of Sarah’s life long before she recognised it. When she and her family searched for an educational environment for their children, Montessori resonated deeply with their parenting values. She has completed the AMI 3-6 and AMI 12-18 orientations and is currently pursuing the AMI 6-12 orientation to deepen her understanding.
As a Contextual Behaviour Analyst and Psychologist, Sarah integrates behaviour science, child and adolescent development, advocacy, social-emotional wellbeing, and Montessori philosophy, guided by her core beliefs that relationships are foundational, behaviour is communication, inclusion must be equitable, and that children and young people must be truly respected and heard. She also firmly believes that the adults supporting them deserve the same kindness and compassion to nurture their own growth and learning.
The Nature of Belonging: Evolving Inclusive Montessori School Communities
Sarah Mooy
The Nature of Belonging: Evolving Inclusive Montessori School Communities
Montessori education is grounded in the core philosophy that each child has an innate drive to explore, develop, and learn, fostering qualities such as independence, interdependence, and adaptability as they progress towards adulthood. Diversity and differences are inherent in every classroom and school, reflecting the richness of our world. As prepared adults, we can expand our learning, broaden our perspectives, and continually challenge ourselves to observe and adapt to our evolving educational communities.
The discourse surrounding autism, for example, has shifted within a single generation from a deficit-centred perspective to one significantly influenced by disability rights, advocacy, affirming practices, and research grounded in lived experience. Accordingly, similar developments can be observed across numerous characteristics of diversity and their intersections, as research and practice continue to evolve.
This session offers a chance to explore key factors in creating inclusive Montessori communities and fostering a genuine sense of belonging. It involves engaging in honest and compassionate conversations that reflect our core values.
This session will be adaptable and flexible, valuing the shared wisdom and diverse experiences in the room. As a result, participants will take away different insights, shaped by their context and reflections over time. Some may deepen their awareness of how assumptions shape others’ experiences of belonging, or renew their focus on observing through the lens of inclusion and belonging. Others might question policies or processes, or reflect on the difference between inclusion as access and belonging as an authentic felt experience.
