It has become apparent that the definition and purpose of microschools has become muddled in this transitional time. Recent news reports cite microschools as “tiny enemies” of teachers unions and public schools.
As microschoolers and microschool advocates since 2008, we have direct insight into the priorities and positioning of microschools, and we would like to make clear the following.
Authentic microschools care very little about what the National Education Association or the public schools are doing. They do not wish to extract profit from the public system. What microschools aim to accomplish—a meaningful learning space truly of the people, by the people and for the people—cannot be achieved within the current system. The grassroots microschool community knew this long ago. Microschooling evolved from homeschooling, not from the desire to disrupt anything already in existence. If disruption is ever a priority, we may set our eyes upon the entrenched yet increasingly fragile private sector, which in exchange for 20, 30, 50 thousand dollars per year in tuition, promises always flashy new facilities and dangles the carrot of a high-price-tag college that will inevitably set students right on track in their “race to nowhere.”
In many ways, authentic microschools exist in a learned-centered vacuum. To accomplish meaningful, child-centered learning while worrying about what the masses are doing is pretty much impossible. Any effort to paint microschools as the enemy is deeply misguided. If there is an enemy clamoring outside the public school gates, it is perhaps the ubiquitous corporations, ed tech start-ups and random education “reformers” who have never served in any capacity in a microschool once again attempting to hijack public schools by hijacking the microschool model.
While Meridian Learning empathizes with families seeking temporary alternatives to traditional public school, it’s important to note that 
While pandemic wasn’t necessarily a part of our emergency preparedness plan, Meridian Learning has a high level of expertise in navigating unique circumstances. Part of planning for unseen events is the ability to anticipate changes, as well as the ability to execute new plans quickly. Our organization utilizes a network of national and international experts to guide decision-making. Additionally, our micro model, which Meridian has pioneered in the education industry, enables us to remain highly flexible when most other schools cannot. Our organization is guided by the Montessori philosophy, rooted in science and research-based practice. Our efforts to advance this practice continue. Here are some specific ways we have accommodated concerns regarding COVID-19.
Meridian Micro School is seeking founding teachers for our grassroots hybrid elementary program. Candidates seeking an autonomous, meaningful opportunity to help start, shape and grow a new learning studio, as well as build upon our well-established early learning studios will be given priority consideration. Flexibility exists around days and times, but all positions are part time. Montessori 6-12 certification or certification in progress is preferred. Please send cover letter and resume to 
Meridian Montessori is seeking a part time (2 or 3 mornings) lead guide with 3-6 credential, or an assistant guide with 3-6 credential in progress. Candidates with traditional teacher training and relevant Montessori experience will also be considered. The boutique classroom environment is ideal for those desiring a high level of autonomy and personalization. Applicants should be comfortable using technology for lesson planning and observation, and eager to guide 21st century children using tried and true Montessori principles and calm, confident energy.