Brenda Jones, Founder, Head of School, Invictus Nashville Montessori School
In an interview with Invest:, Brenda Jones, Founder, Head of School of Invictus Nashville, said that expanding access to Montessori education for historically underserved communities is transforming student outcomes and reshaping the local education landscape. “Our goal from the beginning was to bring what is traditionally a private school model into the public sector,” she said.
How would you describe the most meaningful ways Invictus has changed or made an impact over the past year?
Invictus Nashville is the first charter Montessori school in Nashville. Our goal from the beginning was to bring what is traditionally a private school model into the public sector. We believed ,and still believe, that by doing so, more students, especially Black and Brown students, could access this type of education. One of the ways we’ve made an impact is by offering a standalone Montessori program in the district, something no other charter school currently provides. Our student population is about 75% Black and Brown, and roughly 60% of our families fall below the poverty line. This gives us the opportunity to provide something that these communities typically wouldn’t have access to, and that’s how we’re contributing to changing the educational landscape in Nashville.
How have family engagement and trust in the model evolved in the past year?
We’ve made great progress. One of the most impactful steps was establishing a 40-member parent council. This council plays a major role in distributing information and giving input on how we implement different aspects of the model. It’s helped families feel heard and involved. I’d say that the parents we have now are not only on board with the model but are learning alongside us. We keep communication consistent with a weekly newsletter, and we use platforms like Transparent Classroom, which provides weekly updates, photos of students at work, and explanations of what’s happening in the classroom. We also use ClassDojo, which allows for real-time communication via text and pictures, particularly around behavior. Ultimately, it’s all about proactive communication. We’ve built systems that ensure parents are informed ahead of time so they can engage meaningfully in conversations with their children about their learning.
How are you ensuring that equity and representation are embedded in students’ daily experiences, both in the curriculum and school culture?
Our first step toward ensuring equity and representation was making sure our staff received proper Montessori training. I fundraised to send Black and Brown teachers to official Montessori programs something not widely accessible in traditional education settings. Representation is vital. We wanted families and students to see themselves reflected in the educators around them. That shared identity builds trust and a sense of belonging. Beyond staffing, we also have a mentoring program. Every morning, students are in small mentoring groups where they can talk about their feelings, big emotions and things happening outside the academic setting. It reminds them that they matter not just because of their test scores, but as whole people. This also serves as a proactive behavior management tool. Additionally, we’ve worked to ensure our staff, board and leadership team reflect the community we serve. Equity is not just about access to education — it’s about being seen and valued in every part of that experience.
How do you see the mentoring model shaping students’ confidence, resilience and character in addition to their academic development?
The mentoring program has been incredibly powerful. We’re seeing strong, healthy relationships forming between students and teachers, and among the students themselves. You can see it in behavior. When one student is off task, another might gently correct them using respectful language. They’re learning how to support each other. We’re also seeing emotional growth. Students are developing the language to describe how they feel. If someone’s crying, their peers won’t just ask, “What’s wrong?” but “Are you hurt, or are you feeling something else?” We’ve taught coping mechanisms too, such as deep breathing, self-soothing techniques like the “kangaroo hug,” and more. Many of our kids are still dealing with the social-emotional fallout from the pandemic, so these skills are essential. And when they calm down, they’re able to articulate things more effectively. All of that is emerging through the relationships built in the mentoring program.
How are expeditionary learning experiences shaping students’ curiosity and sense of purpose, and what are your plans to expand them?
Our first Expedition Week is set to take place on September 22 and we’re still in the planning phase. Right now, we’re working with community partners to identify age-appropriate opportunities for our pre-K through second-grade students to explore, serve and connect with their community. My hope is that this becomes a time for students to step outside the classroom and give back to see themselves as part of something bigger. We’re also working on bringing community members into the school for hands-on, non-traditional learning experiences. We’ve got students who love the arts, others who are drawn to books and storytelling, and many who are energetic and need movement-based activities. We’re designing the week to reflect all of those interests.
Could you share more about your approach to literacy and the outcomes you’re seeing so far?
Early literacy is a top priority at Invictus Nashville. The Montessori method is deeply rooted in the science of reading. Students engage in tactile activities that build reading and writing skills through sound, motion and touch. To complement that, we’ve layered in additional resources like the Core Knowledge Language Arts (CKLA) curriculum and Heggerty, which supports phonics and phonemic awareness. We want to ensure students have a strong foundation, and we know literacy is essential to everything they’ll do in the future. So we’re being very intentional about integrating both Montessori methods and supplemental literacy instruction to meet all of our students’ needs.
How are you measuring growth in adaptability and perseverance, and what feedback are you hearing from families?
We rely heavily on both our mentoring program and the long work cycles in the Montessori classroom. Observation is a key component of Montessori education. Teachers are trained to observe students closely, not just academically, but emotionally and socially. Through social emotional learning (SEL) and mentoring, we track areas like self-regulation, peer relationships and confidence. Students participate in simple self-assessments appropriate for their age, such as reflecting on how they feel each day. Meanwhile, teachers use observation trackers to document behaviors like how students handle conflict or respect their environment. We collect that data and use it to guide our planning. We also keep families informed. Our progress reports include both academic updates and behavioral insights, and we let them know the monthly SEL theme we’re focusing on. Being a unique, standalone school, we have the flexibility to customize our approach based on our students’ evolving needs.
How are you navigating funding and sustainability pressures now, and what strategies are you using to ensure long-term stability?
That’s been a key focus. Fortunately, I was able to secure a number of startup grants, including support from community foundations and national organizations like TN SCORE and the Charter School Growth Fund. In fact, we recently received a $1 million grant, which has been critical in getting us through these early, challenging years. Sustainability moving forward means leaning into enrollment, ensuring we have a waitlist, that students are showing up consistently, and that our attendance stays strong. Attendance isn’t just tied to funding; it’s directly connected to academic performance as well. We’re also continuing to engage foundations and private donors to support specific aspects of our model. Fundraising remains a key part of both the board’s and my leadership goals as we think about long-term growth.
Where do you see the greatest opportunities for innovation at Invictus over the next two to three years?
Each year, we add a new grade level, and we’re approved through eighth grade under a 10-year contract. As our students reach fourth and fifth grade, I see huge potential in community partnerships. For example, our students are currently learning about gardening. I envision us partnering with something like the Donelson Farmers Market, where students could eventually sell produce they’ve grown. Through that, they’d learn about entrepreneurship, money management, customer service — all while reinforcing classroom learning and connecting with the community. I want our students to use their skills not just within the classroom, but to positively impact the world around them. That’s where the real innovation lies.
