The Doctor of Education (Ed.D.) in Montessori Education is an advanced graduate program designed to further enhance the preparation of educators for leadership roles in Montessori schools and educational organizations. This laddered program offers integrated levels of study, beginning with an Advanced Graduate Certificate (AGC), progressing to the Specialist in Education Degree (Ed.S.), and culminating in the terminal degree of Doctor of Education (Ed.D.) in Montessori Education from Sarasota University. The program provides two areas of concentration: Instructional Leadership and Leadership in Teacher Education. Its learner-centered curriculum emphasizes ethical leadership and aims to equip students to make a meaningful impact within the Montessori community. Graduates are prepared for influential roles in Montessori public, private, and charter schools, as well as in teacher preparation programs and in other organizations.

The educational objectives of Sarasota University’s Montessori Doctoral program are to provide credentialed and experienced Montessori educators with advanced preparation that supports career advancement. Graduates will be prepared for various roles, including teacher leader, school administrator, or faculty member in Montessori teacher education programs. The program is designed to enhance the careers of Montessorians who are passionate about working with children, youth, or adults and those who aim to influence the profession through leadership and innovation.

All Montessori Ed.D. graduates are required to demonstrate an appropriate set of the following competencies. The competencies are divided into ten main domains as well as an introductory domain. Since there are two doctoral concentrations being proposed, the competencies will vary. A competency grid provides an overview of MACTE competencies aligned to each course.

• Evidence of a master’s degree from a U.S. institution of higher education that is accredited. International students must have their degree evaluated by a recognized member of the National Association of Credential Evaluation Services (NACES). Evaluations and transcripts received directly from the evaluation service will be accepted as official documents. Foreign transcripts that have not been evaluated will not be accepted by the Office of Admissions. All documents issued in a foreign language must have a certified English translation attached.
• Admissions Interview
• A “B” average (2.7 GPA) or better in all work as a graduate student, or a “B” or better average in all work attempted in upper division graduate studies, or a “B” or better average in previous graduate work.
• Official transcripts from other institutions of higher learning attended for courses to be applied to the program.
• A copy of your current resume.
• A personal statement (500 words) of professional and educational goals.
• References from three people who can attest to the likelihood of your successful completion of the degree program.
• A valid government issued photo ID.
• For students for whom English is a second language, a minimum score of 530 on the paper-based or 79 on the computer-based Test of English as a Foreign Language (TOEFL), 6.5 on the International English Language Test (IELTS) or 50 on the PTE Academic Score Report.

Graduation Requirements

• Satisfactory completion of program requirements including program specific prerequisites, and fulfillment of all financial obligations.
• A cumulative grade point average of 3.0 or higher (on a 4.0 scale) and a grade of “C” in no more than 2 courses
• Completion of the program requirements within five years of matriculation

• Computer At a minimum, students must have regular access to a computer with Internet connection (preferably broadband) and a web browser. Students are expected to be knowledgeable in basic computer skills. Personal competence in word processing and using email programs is required.
• Hardware PC Users: Pentium II 300 or equivalent with 96 MB memory, CD ROM, Monitor, Sound Card and Printer. Operating System: Windows XP or higher Mac Users, please note: Coursework should be accessible via Mac software. Support is available for Mac users.
• Internet Connection Subscription to an Internet Service Provider (ISP) is required (broadband access is highly recommended). Broadband access can be cable modem, digital subscriber line (DSL), T1 Connection, or LAN connection or its equivalent. Students are responsible for clearing any firewall and/or security issues if access to the SU Portal is attempted through a workplace network.
• Web Browser Make sure you have the best online experience by upgrading your browser to the latest versions of Internet Explorer and/or Firefox.

This required core orientation for new doctoral students is a prerequisite that must be taken before or concurrently with other first-term courses. This course offers basic information on doctoral studies at Sarasota University, including an overview of the doctoral program and each doctoral-level course; guidelines on research expectations and academic honesty; APA style; utilizing technology and distance learning opportunities; and the dissertation process. Time will be devoted to review essential Montessori history, philosophy, and practice, and the course will also cover practical topics like studying, personal goal-setting, and communication with other students and mentors. Finally, issues of university life, including school policies on civil rights, discrimination, harassment, drugs and alcohol, and behavioral expectations of everyone in the Sarasota University community, will be addressed.

This required core course, a blend of both online and in-person class time, offers a thorough historical and philosophical examination of Montessori’s view of physical, intellectual, emotional, social, and spiritual aspects of human life and development. A prerequisite or corequisite to all other courses after EDU 7020, this course introduces the program’s rigorous standards in writing, discussing, and presenting.

This course offers an overview of the Montessori Cosmic program and the five Cosmic themes—the universe, life, humanity, communications, and math—and answers the fundamental questions: What does cosmic mean? What does the cosmic curriculum encompass? What are its elements? In defining the five Cosmic themes, the course explores how they develop from seeds planted in Early Childhood into the Great Lessons of Elementary and extensions in Secondary that naturally teach practical life skills, characteristics of gratitude and appreciation, and values such as honesty, fairness, and cooperation.

This required core course uses the frameworks of positive psychology and strengths-based leadership to explore leadership theory that promotes a culture of commitment and recognizes the strengths of all educators and students as a focus. In this course, students will learn to identify their own personal strengths as well as those of their individual students and create strategies for using these in Montessori instruction, relationship building, assessment, and classroom management at all levels: infants and toddlers, early childhood, lower elementary, upper elementary, and secondary school, including working with adults in teacher education.

This required core course will explore the history of storytelling and why, when, and how to use stories in schools. Students will learn and practice seven types of school-based storytelling and practice creating and utilizing significant stories crafted specially to enhance the Montessori curriculum by matching specific lessons. Students will learn how to be successful, confident storytellers in Montessori and other educational settings.

This course introduces the role of technology in the development of the Montessori curriculum as well as the role of technology in the implementation of the Montessori curriculum in the 20th century. The course is designed for students who have earned Montessori credentials and are working toward their Doctoral degree. Emphasis is on the changing role of technology in the Montessori classroom. We will analyze Montessori’s writings on technology and consider what current researchers suggest regarding technology and how educators are implementing technology in their schools. We will also analyze the life’s work of Walt Disney to evaluate how he utilized technology in new and diverse ways out of his love for children.

This required core course introduces the discipline of statistics as applied to educational research applications and mathematical thinking; it will also explore the ethical and legal implications of statistics, as well as its relevance to social justice. Topics include data analysis, correlation and regression, sampling and experimental design, numerical summaries and graphs, data production through sampling and experimental design, and inferences such as confidence intervals and hypothesis tests. The course will also introduce data analysis with statistical computing and spreadsheet software.

This required core course introduces the discipline of statistics as applied to educational research applications and mathematical thinking; it will also explore the ethical and legal implications of statistics, as well as its relevance to social justice. Topics include data analysis, correlation and regression, sampling and experimental design, numerical summaries and graphs, data production through sampling and experimental design, and inferences such as confidence intervals and hypothesis tests. The course will also introduce data analysis with statistical computing and spreadsheet software.

This required core research course explores the theoretical and practical foundations, as well as the ethical, legal, and social justice implications of rigorous, summarily excellent doctoral-level research. While examining the assumptions, theories, and processes of qualitative, quantitative, and action research, students will define a project, begin to gather and analyze data, and report on their work.

This course introduces the assumptions, theories, and processes of qualitative inquiry in order to provide advanced graduate students with necessary theoretical foundations and to enhance their abilities to conduct qualitative research and evaluation.

The primary goal of this course is to learn how to use quantitative tools to answer research questions and improve the design of quantitative research projects. This introduction to many different types of quantitative research methods and statistical techniques will examine research problems, theory testing, causal inference, research instrument design, and special topics in quantitative research methods.

Taken in the final term before beginning the dissertation, this is a required core capstone writing and research course for the doctoral student that focuses on developing and writing the problem statement and research questions for the dissertation, reviewing literature, and designing dissertation project research. Additional guidance toward dissertation writing will be covered, including APA style.

Participants will integrate foundational principles and strategies for leadership in the classroom and managing the environment. Among the techniques and topics for managing time and classroom behavior are the four-step passage to abstraction, control of error, ground rules, The Great Period, CORA, fuzzy sequencing, and the use of student notebooks.

This course explores individual units in Practical Life, Sensorial, Mathematics, Language Arts, History, Geography, and Geometry, emphasizing curriculum development, materials, methodology, and the development of curricular literacy. Students will consider scope and sequence, follow-up work, and higher-order thinking applicable to advanced presentations in Montessori classrooms from Early Childhood through Secondary.

This workshop-oriented course examines the role of scope and sequence, organized lesson plans, and other essential tools that support excellent, effective presentations. Students will learn to foster critical and higher-order thinking, effective communication, and problem-solving using Montessori materials and other hands-on activities at beginning and advanced levels. It will also address organized lesson plans, essential steps for excellent presentations, Guided Discovery, Focus Groups, Infusion of the Arts, and additional techniques.

This course explores the history of mindfulness practice and essential mindfulness techniques for encouraging gratitude and conflict resolution in Montessori settings. Students will learn how mindful activities in rituals and classroom celebrations are central to Practical Life, Grace and Courtesy, and Peace Education. Connections between mindfulness practice and brain development and self-regulated learning will also be explored.

This course on developing partnerships with parents and families argues for parental involvement in schools and examines what “working in partnership” means. The course will examine current research and different approaches to parent education, parent conferences, and communicating with families and parents. A special focus on parents and families of children with special needs aims to develop awareness of the differing expectations of parents, and, in particular, understanding referrals.

This course provides an introduction to characteristics of exceptional children and an overview of theories, programs, curriculum and instructional strategies, and technological options for improving learning for students with disabilities in Montessori settings. The course will also cover legal issues pertinent to nondiscriminatory assessments, individualized educational plans, and parental involvement, and a 15-hour special education or inclusion field experience is required. Students will apply information gathered from, or generated by, observation, experience, reflection, reasoning, and communication as a guide to action.

This course will provide an in-depth study of adult education theory and the evolving practice as they relate to education pedagogy, andragogy, and heutagogy. The planes of growth, including the biological, physical, cognitive, social, and emotional development, shall be discussed from conception through the lifespan. The emphasis will be on theory to practice as they relate to individual perception and practical application of development principles across career paths, higher education, and into professional development. Topics will include adult and traditional learning, self-directed learning, transformative learning, experiential learning, motivation theory, cognitive development, and critical thinking.

In this course, students will investigate Montessori materials from the multiple perspectives of purpose, design, function, history, use, and place in the curriculum. By examining the importance of each material and the purpose of each facet of its design, the course aims to foster presentational mastery and effectiveness, especially of key lessons and guided discovery lessons. This course requires extensive lab time to practice presentational fluency, effective communication, critical thinking, problem-solving, and decision-making as they relate to advancing student and educator alike along the continuum of theory to practice and specifically from the concrete to the contextualizing abstract relationships.

By examining a variety of teacher education program (TEP) structures, including collegiate plans, and working collaboratively to identify and solve complex problems, students in this course will earn their MACTE program auditor qualification. Focused on consultation and accreditation, course topics include accreditation standards, methods, and procedures; syllabi; tests and evaluation; instructional planning and calendars; and program evaluation.

This synthesis of adult learning theories, Montessori theory, and teaching skills aims to provide students with applicable strategies to improve presentational skills and work more effectively with adults in a Montessori context. Students will practice and strengthen their lecturing and presentation skills while analyzing and evaluating improvements in Montessori teacher education centers.

This course consists of an experiential module. The student will participate in a four-week (minimum) self-guided, self-disciplined segment with a center that focuses on the student’s level of specialization. The student will examine, audit, and review the approved TEP. The student will then present findings and reflections on the experience that meet rigorous standards for clarity, accuracy, reasoning, depth, breadth, and fairness.

This heavily self-guided, self-disciplined experience will be supported by an externship seminar in which students will raise clear, vital questions and problems; meticulously gather and assess relevant information; and clearly formulate well-reasoned conclusions and solutions. This class is required for Teacher Preparation students.

• EDUM 7510 Dissertation I
• EDUM 7520 Dissertation II
• EDUM 7530 Dissertation III
• EDUM 7540 Dissertation IV
• EDUM 7550 Dissertation

Students are required to be registered for at least one dissertation course during each term during which they are preparing either the dissertation proposal or the final dissertation for committee presentation. This requirement remains in effect until the required 12 credits have been amassed and the dissertation is complete.

The Center for Guided Montessori Studies and Sarasota University are proud to announce their collaboration in developing and launching a dual-enrollment option. 

No matter what level of Montessori credential you are seeking, you can also earn credit toward a Bachelor of Science or Master of Arts degree at the same time. Applicants must commit to the degree program by the end of their second module at CGMS. 

Students must complete some additional assignments during their credentialing program in order to earn degree credits. Upon completion of the CGMS credentialing process, students will be able to earn the degree by finishing the Sarasota University program of study.

Students may choose from a Bachelor’s of Science in Montessori Education, a Master’s of Arts in Montessori Education, or a Master’s of Arts in Montessori Leadership. Applicants for the Master’s Degree programs must already hold a Bachelor’s degree. 

For more information, visit our Dual Enrollment Option Page

About CGMS

The Center for Guided Montessori Studies (CGMS) was established in 2008 as an International Montessori Council (IMC) pilot program designed to meet the growing demand for Montessori Teachers by offering a high quality hybrid program which blends onsite residential seminars with distance learning. CGMS offers programs for certifying Montessori Guides for the following levels: Infant-Toddler (birth to age 3), Early Childhood (ages 3-6), Elementary I (ages 6-9), Elementary II (ages 9-12), and Elementary I-II (ages 6-12), Secondary (ages 12-18).  CGMS offers a Montessori Leadership program for school administrators, designed to give school heads everything they need to manage successful, authentic, and long-lived Montessori schools.  Full certification programs at all levels are MACTE accredited.  MACTE serves an important role in the Montessori community by providing set standards and fair and equitable opportunities for accreditation for all Montessori organizations and independent training programs.

Courses consist of 3 phases: distance learning phase, residential phase, and practicum phase. A brief description of each phase is described below:

Distance Learning Phase: Using the latest internet technology, CGMS presents lectures and curriculum presentations through video streaming. Students complete a variety of meaningful assignments, which are designed to provide concrete experience to deepen the understanding of key Montessori concepts and practice. Weekly interactions with instructors and fellow students in online discussion forums and chats serve to build a rich and supportive learning community and provide additional opportunities for integration of course topics.

Practicum Phase: Adult learners are also required to complete a minimum of a 9-month practicum/internship in an approved Montessori classroom serving children for the developmental level of the certification one is seeking. This phase is essential for all students. It runs concurrently with the distance learning phase, connecting Montessori philosophy and theory with everyday practice and providing opportunities for practical application of the course material.

Residential Phase: Full Certification Programs require attendance at summer residential sessions, generally before one begins the practicum/internship phase. The  residential sessions provide opportunities for additional instruction, supervised lesson practice and material making. The emphasis on classroom leadership skills helps prepare students for the practicum, providing tools for successfully translating Montessori theory and methods into daily classroom practice.

The International Montessori Council (IMC) is an international organization of Montessori schools, Montessori educators, and friends of Montessori. It works in close affiliation with the Montessori Foundation. The IMC mission is to encourage Montessori educators, parents, and schools to work together regardless of affiliation, and to provide our school and individual members with exceptional professional development, mentoring, resources and support. We welcome and serve the entire Montessori community. The IMC offers international Montessori school accreditation, Montessori teacher education, and Montessori conferences and retreats.

The International Montessori Council and CGMS are committed to creating collaborative learning communities that produce the highest quality Montessori teachers in a lifestyle friendly way. We strive to give adult learners a deep appreciation for the philosophy and spirit of Montessori as well the practical skills needed for a successful and meaningful career as a Montessori educator. For more information on our program, please visit http://www.cgms.edu/, email info@cgms.edu, or call 888-344-7897. 

Sarasota University is proud to announce an exclusive dual enrollment partnership with Brush Development, set to launch in January 2025, offering students access to Montessori for Aging and Dementia education and certification. Brush Development, renowned for its pioneering approach to dementia care and person-centered design, joins Sarasota University to provide this unique opportunity tailored for aspiring and current professionals in elder care.

The program includes two key components designed to equip students with in-depth skills in dementia care:

1. The Introductory Workshop in Aging and Dementia: “From Can’t to Can Do! Montessori for Aging and Dementia” – This 12-hour online course provides students with practical, immediately applicable tools for enriching the lives of individuals with dementia. Course topics include community-building strategies, enhancing life enrichment programs, and implementing effective communication techniques to improve the quality of life for individuals in dementia care. The course is offered as a self-paced version, online at any time, and periodically live in person at different locations.
2. Montessori Elder Care Practitioner Certification Course – Open to those who have completed the Introductory Workshop, this six-month mentored course enables students to take their learning further, applying Montessori principles through a structured self-study format. Participants will engage in hands-on case studies, develop individualized engagement plans, and create prepared environments, all under expert guidance from the Brush Development team. The in-depth course enables you to implement roles and activities and create a prepared environment for older adults using Montessori principles. Upon completion, you can serve as a role model and help to establish Montessori programming in your community.

This collaboration is part of Sarasota University’s ongoing commitment to expand Montessori-based education and continuously offer new opportunities for our students to grow personally and professionally. Graduates of the program will earn certifications in Montessori elder care practices, empowering them to lead positive, compassionate change within their fields.

About Brush Development

Brush Development is a research, consulting, and education firm that specializes in person-centered dementia care. Leaders in dementia-friendly environmental design, wayfinding and environmental modifications, the team at Brush Development helps care communities transform their settings so that everyone thrives. Their work is informed and influenced by applied research that they have completed, so each and every strategy they teach is selected because it represents proven practices that afford the best transformation possible.

Brush Development is best known for creatively taking problems and finding solutions that allow people to look at dementia differently. Their work knows no boundaries! Their skilled team teaches healthcare professionals and care partners around the world how to create a culture of care that is dignified, engaging, and person-centered.

Contact Brush Development

Dual Enrollment Opportunity with MMTEC and Sarasota University

Transform your future with this opportunity! Earn credits toward a Bachelor’s or Master’s degree at Sarasota University while obtaining your Montessori certification with MMTEC.

Our program offer a low-residency option where you come to one of our locations, either Cincinnati or Sacramento, during two summers for intensive sessions. During the school year, guides will lead you through our innovative online platform where you will have continued support.

COST

College credits earned through dual enrollment incur a $400/course fee at Sarasota University. Additionally, students pay the total cost of the MMTEC Credential.

CREDITS EARNED

Bachelor’s of Science Degree in Montessori Education

Candidates must bring 60 credit hours of foundational work. This can include credits earned elsewhere and other credit for prior learning such as a work portfolio, professional development and experience. By enrolling in the MMTEC credential, students can earn up to 30 credit hours (10 courses). Leaving ten courses (30 credits) remaining to complete the Bachelor’s degree!

Master’s of Arts Degree (Montessori Leadership or Montessori Education)

Candidates can earn up to 18 credit hours toward their degree – that’s halfway through a Master’s degree!

Contact Us
Website : www.modernmontessoritec.co
Email: ModernMontessoriTEC@gmail.com
Social Media: https://www.facebook.com/ModernMontessoriTEC

The Authentic Institute of Montessori (AIM) was founded by Mary Ellen Maunz in 2011, after decades of Montessori classroom teaching, training of teachers and administering a large school. Originally certified in Early Childhood by AMI and in Elementary I and II by the Pan-American Montessori Society, Mary Ellen was then mentored for more than 20 years by Dr. Elisabeth Caspari, personal friend and student of Maria Montessori. Accredited as an independent course by MACTE for our Early Childhood Program (2 ½ – 6), Infant-Toddler Program (0-3), Elementary I (6-9), Elementary II (9-12), and Elementary I-II (6-12) Programs, AIM offers the highest quality blended teacher education programs available. We are delighted that we can now offer our students this option to gain their Masters’ Degree in conjunctions with our Montessori certification program. We begin our course of study with a deep and thorough study of child development, Montessori philosophy, and psychology, as well as the spiritual preparation and transformation of the teacher in a robust, interactive online environment over a period of nine months so students can work on the program in the convenience of their homes as they go about their daily lives. This online component includes videos, online text, hard copy text assignments, narrated PowerPoint shows, academic papers to be uploaded, regular forums for dialogue between students and faculty, as well as unique archived video footage of Elisabeth Caspari. The online course concludes with a final written theory exam.

Students then delve into how to give the lessons in the Montessori curriculum and practical classroom management at an in-person residency for the level of certification that they are enrolled in. Residencies are held at various locations each summer, during June or July. We offer two-year certification programs: 9 months online, residency, and a year of internship in a qualified school where you live. Following the academic portion of the course, students will intern at qualified schools in their local areas for one full school year. Final practical exams are held virtually from each student’s internship classroom. 

Telephone: (406) 284-2160

E-mail: customerservice@aimmontessori.org , 

24 S. Willson Ave., #04, Bozeman, Montana 59715 ,

 www.aimmontessoriteachertraining.org

This Master of Arts degree in Montessori Education capitalizes on an affiliation with the MACTE-approved Montessori Live^tm educator training program to offer practical learning experiences supported by the philosophical foundations of the Montessori approach. This degree program is 36 credit hours (45 contact hours per course) with ten online courses, and two blended courses with residencies totaling 15 days and 120 face-time hours. The fall residency includes 16-weeks of supervised teaching. The internship requires extensive observation and involvement in Montessori classrooms. Faculty advisors from the Montessori Live training center will oversee the student initiated search, identification and approval of their field placement(s).

Supporting this program, Island Village Montessori (Venice, FL), a Sarasota County Schools’ charter school, provides a lab school experience and is the training site for the two class residencies. A hallmark of the program, the Montessori Livec Video Library contains over 800 streaming videos, enabling educators to study effective lesson presentations at their convenience in their own location. The video presentations are integral to the Montessori educator courses. The streaming video lectures and classroom instructional episodes are presented by experts in the field as are classroom vignettes used for close study of instructional episodes. Through these online video presentations and lectures on philosophy and pedagogy, students gain valuable learning experiences similar to what would be found in on-site courses. This program is intended for Montessori educators seeking a Maste’rs Degree and teachers who wish to become Montessori educators. Students who have earned, or are currently working towards their certification from Montessori Live, may be eligible to apply up to 18 credit hours to the Montessori Education program of study.

For more information about this partnership and how credits may be applied, please contact Sarasota University Admission at 866.582.8448 ext. “0” or Montessori Live at 941.484.4991. If you would like to learn more about Montessori Live^tm , click here. Montessori Live 2001 Pinebrook Rd Venice FL, 34292 Main Phone: 941.484.4991

The Orlando Montessori Teacher Education Institute (OMTEI), located in Celebration, Florida, is affiliated by the American Montessori Society (A.M.S.) and accredited by the Montessori Accreditation Council for Teacher Education (M.A.C.T.E.). Successful completion of this certification course for teaching 2 ½ to 6 year olds, and a bachelor’s degree qualify the adult learner to apply to Sarasota University to receive a Master of Arts Degree with a specialty in Montessori Education. They may be eligible to apply 18 credit hours, from their OMTEI certification, toward the 36 hours required for the Master of Arts Degree. For more information about this partnership and how credits may be applied, please contact Sarasota University Admission at 866.582.8448 ext “0”

The Orlando Montessori Teacher Education Institute was founded by Ann Neubert in 1988. Ann started other teacher education programs and educated hundreds of teachers during her twenty-three years of dedication and service to the Montessori Method of teaching, before her untimely death in 1990. These teachers, in turn, have taught thousands of children. Ann’s life touched many people throughout the world, and her intelligence, humor, sincerity, and integrity were greatly admired. Her insight and inspiration will live on in the hearts and minds of us at OMTEI, as we dedicate ourselves to continuing to provide excellence in Montessori teacher education.

OMTEI offers a unique year long program, which is designed to offer adult learners a reasonable and manageable schedule, while providing them with continued support and feedback. This approach not only provides them with 310 hours of on-going instruction at a reasonabler pace, but also allows for more extensive contact with internship schools and a strong support system among the staff and adult learners. The course is held at the Montessori School of Celebration, 901 Begonia Road, Celebration, FL 34747, which was built to serve children 2 ½ through 15 years of age and serves as a lab school for OMTEI.

The program begins with a five week summer phase, followed by four Weekend Seminars and a June evaluation session. The certification program can be completed in approximately twelve months; however, some students prefer the option of taking the course over two years or of completing the academic phase only. Individualized plans to meet the student’s needs may be arranged with the director. Successful completion of the academic and internship program entitles the student to national Montessori certification under the auspices of the American Montessori Society. Students with a bachelor’s degree will receive an A.M.S. Early Childhood Credential. Those with a high school diploma or who are working towards a bachelor’s degree will receive an A.M.S. Associate Early Childhood Credential, which can be converted to an Early Childhood Credential, when a bachelor’s degree is completed.

Classes include the four major areas of:

Practical Life Curriculum -A thorough study of this “key” area which includes Practical Skills, Care of the Person, Care of the Environment, Grace and Courtesy, and Food Preparation.

Sensorial Curriculum – A look at the importance of developing the child’s senses as a pathway to intelligence.

Math Curriculum -The historical background and study of materials that help children develop the “mathematical mind”.

Language Curriculum – Methods of building children’s oral and auditory skills, an introduction to Montessori pre-reading and pre-writing materials, and a look at the Whole Language approach. Each major curriculum area includes extensive materials presentations by the instructors, and supervised, hands-on practice sessions for the adult learners.

Other important courses include:

Educational Philosophy –  An in-depth look at the Montessori philosophy, Dr. Maria Montessori’s life, and the role of the teacher.

Child Development – The development of the child from birth through age 6, including past and current research.

Classroom Management – Ideas relating to creative environmental design, the Montessori approach to positive discipline, and the role of adults  in the classroom.

Observation Seminars – Presentation of methods and outline of record-keeping techniques to facilitate the use of observation in setting up curriculum and environment.

Advisory System – Students will be assigned a faculty member who will follow their progress and assist them throughout the year.

Weekend Seminars  The adult learners and faculty will come together regularly to review summer lessons, and to continue instruction in all the areas. Additional courses will be given in art, science, music, movement, geography and cultural studies, and administration. There will be the opportunity to meet with faculty advisors, to observe in established Montessori schools, and to share experiences, while gaining new insights to take back to the classroom.

Practicum Internship Phase  Each Montessori teacher candidate must complete a nine-month teaching practicum experience in a 2 ½ through 6 classroom. This requirement may be met in one of two ways: Supervised Teaching Practicum: This internship is done under the day-to-day supervision of an experienced, certified Montessori teacher. Self-Directed Teaching Practicum: This arrangement involves the intern working as a head teacher in a Montessori classroom, without the daily guidance of a supervising teacher. In most cases, student teachers are paid a salary or a stipend by the practicum school site. All such arrangements are made between the student and the school and no assurances can be made by the Institute.

Faculty Courses offered at the Orlando Montessori Teacher Education Institute are presented by an experienced faculty of Montessori Educators. All instructors are Montessori certified teachers, have worked in classrooms with children and have experience as teacher educators. Many of the staff have run their own schools, some have their own teacher education programs, and all are nationally recognized experts in the field of Montessori. This broad academic and practical experience of the faculty provides the student with an enriched course of study and the opportunity to learn from different perspectives.

For more information on the Orlando Montessori Teacher Education Institute, please visit our webpage at orlandomontessoritraining.com. 901 Begonia Road Celebration, FL 34747 tel (407) 873-3770 fax (407) 566-1544 email: helendevere@gmail.com

Committed to the principles and philosophy of Maria Montessori, VMTEC training courses provide the highest quality of preparation for the teacher who will serve the needs of the child. Our courses require an exceptionally high level of intellectual application as well as a commitment to personal growth. Here, you’ll be met with an enriched opportunity to study the young child, apply methodology and observe and learn from experienced Montessorians.

The quality in VMTEC really lies in our faculty. With more than two centuries of experience among us, you’ll have access to all of it. Our faculty trainers have taught on several continents: Asia, Europe, North America, including in twelve U.S. states, in both the private and public sector, faith-based schools, daycare centers, and Montessori schools of every type in every area.

We pride ourselves on the personal connection that we make with each adult learner. We want everyone who comes through VMTEC to be successful and so, not only do we support you during the academic phase, but also in the practicum phase—and even beyond that. We like to keep our relationship strong with our current students as well as our graduates.

We are located in southern Virginia in the city of Chesapeake, and we also have another teacher education program in the Twin Cities of Minnesota. Our Virginia training center is on a 7.5 acre beautiful campus in southern Chesapeake. Our building was designed for Montessori education, through and through (delete), and our classrooms are fully equipped with every material needed.

Of course, any training center has Montessori materials, but we have special albums or teacher manuals that have been written particularly for the use in this training center. The authors of the albums are the very teachers who will be teaching you! Our comprehensive Montessori albums have been tried and tested—many of these manuals are more than 20 years old, but they’ve been revised every year so they’re up to date fresh and applicable to you.

The VMTEC Minnesota Early Childhood Course is designed to be completed in 12 months. The course of study is a blended program, with one electronic week and 6 weeks of face-to-face instruction during the summer. Distance education meetings or face-to-face practice sessions will be held twice per month during the year. Approximately one week the following summer will include academic instruction, prep, and exams. A 540-hour Montessori internship at an approved Montessori school is required.

The VMTEC Virginia Elementary 1 Course is designed to be completed in two years. The course of study is a blended program, with one electronic week and 5 weeks of face-to-face instruction during the summer over the course of two years. A 1080-hour Montessori internship (one year, full-day) at an approved Montessori school is required during the 2020 school year.

The Virginia Montessori Teacher Education Center offers an Early Childhood Teacher Education program that will lead to an American Montessori Society (AMS) Montessori certification for teaching children ages 2½ – 6. VMTEC is accredited as an Early Childhood Teacher Education Center by the Montessori Accreditation Council for Teacher Education (MACTE) through 2021. Certified to operate as a post secondary institution by the State Council of High Education for Virginia (SCHEV).

We’ve made the application process very easy. You can apply right through our website at vmtec.org or give us a call at (757)547-0221.