The Master of Education in Elementary I Montessori Education program consists of six weeks of full time coursework with an additional four weekends of study and a nine-month clinical practicum in a Montessori classroom. Teacher candidates will be instructed in all academic and theoretical aspects of Montessori Elementary I education including child development and the use of Montessori hands-on materials for learning.
Accreditation
The Center for Montessori Education at Trine University is in application for accreditation with the Montessori Accreditation Council for Teacher Education, which provides rigorous standards for effective preparation of Montessori teachers. Applicant for accreditation status in no way determines the outcome of the accreditation decision by MACTE. More information may be found at http://www.macte.org.
Mission
Franks School of Education Mission: The mission of the Montessori Teacher Education Program in the Franks School of Education at Trine University is to advance equitable access to Montessori teacher preparation that elevates the child to the center of learning and the prepared environment to the center of engagement.
The Center for Montessori Education Mission: The mission of The Center for Montessori Education at Trine University is to advance equitable access to Montessori teacher preparation that elevates the child to the center of learning and the prepared environment to the center of engagement.
Program Objectives
FSOE PROGRAM OBJECTIVES
- Learner Development. The teacher candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
- Learning Differences. The teacher candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
- Learning Environments. The teacher candidate works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
- Content Knowledge. The teacher candidate understands the central concepts, tools of inquiry, and structures of discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
- Application of Content. The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
- Assessment. The teacher candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
- Planning for Instruction. The teacher candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
- Instructional Strategies. The teacher candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skill to apply knowledge in meaningful ways.
- Professional Learning and Ethical Practice. The teacher candidate engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
- Leadership and Collaboration. The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning and development, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
MACTE Montessori accrediting body Competencies
MACTE (Montessori accrediting body) COMPETENCIES
I. Content Knowledge
1a. Montessori Philosophy
1b. Human Growth and Development
1c. EC Practical Life Subject Matter
II. Pedagogical Knowledge
2a. Correct use of Montessori materials
2b. Scope and sequence of curriculum (spiral curriculum)
2c. The prepared environment
2d. Parent/Teacher/Family/Community partnership
2e. The purpose and methods of observation
2f. Planning for instruction
2g. Assessment and documentation
2i. Support and intervention for learning differences
2j. Culturally responsive methods
III. Practice
3a. Classroom leadership
3b. Authentic assessment
3c. Montessori philosophy and methods (materials)
3d. Professional responsibilities
Montessori Elementary I (36 hrs.)
Academic Phase (23 hrs.)
| EDU 5601 | Montessori E-I Movement, Art and Music Curriculum I | 1 |
| EDU 5603 | Montessori E-I EC Overview | 3 |
| EDU 5611 | Montessori E-I Movement, Art and Music Curriculum II | 1 |
| EDU 5613 | Montessori E-I Philosophy/Child Development | 3 |
| EDU 5621 | Montessori E-I Curriculum Design/Classroom Leadership I | 1 |
| EDU 5622 | Montessori E-I Practical Life Curriculum | 2 |
| EDU 5623 | Montessori E-I Cultural Geography Curriculum | 3 |
| EDU 5631 | Montessori E-I Curriculum Design/Classroom Leadership II | 1 |
| EDU 5633 | Montessori E-I Mathematics Curriculum | 3 |
| EDU 5641 | Montessori E-I Geometry Curriculum I | 1 |
| EDU 5651 | Montessori E-I Geometry Curriculum II | 1 |
| EDU 5653 | Montessori E-I Language Curriculum | 3 |
Practicum Phase (13 hours)
| EDU 5632 | Montessori E-I Practicum Seminar I | 2 |
| EDU 5642 | Montessori E-I Practicum Seminar II | 2 |
| EDU 5663 | Montessori E-I Practicum Teaching I | 3 |
| EDU 5673 | Montessori E-I Practicum Teaching II | 3 |
| LDR 5333 | Research Methods | 3 |