Project 41 12 Inc

“Section a, line 2: jennifer schadler and robin miller are siblings.”

“There are no committees that have been granted authority to act on behalf of the board.”

“The 990 is prepared by an independent firm and reviewed by management and the board for approval. All concerns by relevant parties and addressed prior to filing with irs.”

“The board reviews and determines compensation for officers and key employees using comparable salary scales by non profits as provided by zip recruiter and salary.com. Discussions and deliberations take place during board meetings and are documented in the minutes. The process described was last completed in 2024.”

“The organization makes its governing documents, conflict of interest policy, and financial statements available upon request via contact initiated on the organization's website.”

“Train montessori, the math institute, maps”

“Support children's education by, among other activities, fostering, supporting, promoting, and conducting programs that train educators in montessori educational methodologies, provide professional development opportunities, training and a professional conference for educators that focus on removing racial, social, and economic barriers to high fidelity adult preparation, and help educators to blend pedagogy, community, and local partnerships with the goal of ensuring that children everywhere receive dynamic, accessible, and equitable education”

“The math institute the math institute equips educators with the tools and training necessary to teach mathematics as a liberating and empowering discipline, enabling students from all backgrounds to develop critical life skills - including the ability to accurately and thoughtfully interpret quantitative information. In 2024, the math institute focused on two primary objectives: 1. Delivering high-impact professional development workshops centered on adolescent mathematics pedagogy and the use of hands-on, conceptual learning materials. 2. Providing physical math materials designed to transform classroom environments and support deep, meaningful student engagement with mathematical concepts. During the reporting period, the math institute supported a broad network of educators through: - 223 sales of physical materials and resources aligned with our educational framework - workshop trainings and material distribution reaching educators in 33 u.s states and the district of columbia across public, private, charter, and homeschool settings. - international engagement with educators in 21 countries, further demonstrating the global relevance and adaptability of our approach. All programing is rooted in our commitment to equity in mathematics education, offering resources and learning experiences that elevate the pedagogical standards of mathematics teaching and improve educational outcomes for adolescent students.”

“Train montessori train montessori delivered association montessori internationale (ami)- recognized adolescent training through its 12-18 diploma course, a comprehensive program designed to prepare adults to lead montessori enviroments for adolescents. In the reporting year, 44 adult learners participated in this teacher training, representing 14 u.s states and 11 countries, including canada, argentina, nigeria, brazil, japan, and spain. To ensure global accessibility, the program was offered in a hybrid format, combining online academic instruction with an immersive, in-person residential session hosted at a public montessori school in california. This approach allows for participants to have hands-on experiences aligned with montessori adolescent principles. All participants were supported through ongoing mentorship by experienced montessori trainers and practitioners. Train montessori remains committed to equity and access in educator preparation. During the year, the organization awarded 125,500 in need- based scholarships, with 80% of participants receiving some financial assistance. The program also implemented a tiered tuition model and sliding scale, enabling participation across a wide range of economic circumstances. Additional programmatic initiatives focused on expanding educational access and innovation included: - programing across multiple time zones to accommodate global participants - free post-graduation coaching for all students for six months, ensuring sustained professional growth. - digital observation practices that allow for multiple, real-time observations without the cost and carbon impact of extended travel. - piloting adolescent competencies as a framework for preparing future montessori teachers, with an eye toward international adaptability and relevance. - modeling equitable assessment practices, including discussions on inter-rater reliability, to challenge and improve traditional exam methods. - international leadership development, fostering a new generation of montessori trainers from diverse backgrounds. - strategic reduction in trainer travel, supporting life/work balance while redirecting savings to further scholarship support. Train montessori continues to build authentic partnerships with organizations and communities committed to racial justice and transformational education, contributing to long-term systemic change. In addition to the diploma course, train montessori hosted global montessori orientations for adolescent work, drawing 111 participants from 13 countries. These high-impact workshops continue expand awareness of montessori principles and demonstrated the program's growing international reach and influence.”

“Montessori adolescent practitioner symposium (maps) in 2024, the montessori adolescent and practitioner symposium (maps) convened a dynamic and diverse community of 88 attendees from 11 countries, reflecting growing international momentum in support of adolescent-centered montessori education. The symposium brought together educators, researchers, and adolescent guides from across the united states - spanning both coasts-as well as from countries across north america, asia, latin america, and europe. This broad geographic representation underscores the global relevance of maps ands its commitment to developmentally aligned, equity-driven educational practices. A key highlight of the event was the participation of 39 adolescents, who engaged not only as attendees but also as active contributors and leaders. Five sessions were led by adolescents themselves, offering original presentations that shared their lived experiences, insights, and aspirations for educational environments that support autonomy, agency, and meaningful learning. Maps 2024 continues to serve as a platform for intergenerational dialogue, innovation, and international collaboration-affirming the organization's role in advancing transformative educational practices for adolescents worldwide.”

“Administration of non profit”