About
An Introduction to Montessori School of Education
Dear Future Montessori Teacher,
I hope this letter finds you well and excited about embarking on a rewarding and fulfilling career in Montessori education. As a seasoned educator within the Montessori community, I love sharing the many benefits and joys of teaching Montessori as a profession. And I’m thrilled to share them with you!
Teaching in a Montessori environment offers a unique and enriching experience beyond traditional educational settings. The Montessori approach strongly emphasizes respecting and nurturing each child’s individuality, fostering a love for learning, and promoting a sense of independence and responsibility from a young age. As a Montessori teacher, you will have the opportunity to make a meaningful impact on the lives of children and inspire a lifelong passion for discovery and exploration.
One of the key benefits of teaching Montessori is the emphasis on hands-on, experiential learning that caters to each child’s developmental needs and interests. The Montessori classroom is a dynamic and engaging environment where children are encouraged to learn at their own pace, follow their curiosity, and take ownership of their educational journey. As a Montessori teacher, you will be privileged to guide children through self-discovery and witness their growth and transformation firsthand.
Additionally, teaching in a Montessori school provides a supportive and collaborative community of educators, parents, and students who share a common vision of holistic education and child-centered learning. You can participate in ongoing professional development, collaborate with experienced mentors, and engage in a culture of lifelong learning and growth.
Above all, teaching Montessori allows you to be a part of a transformative educational philosophy that values the whole child, nurtures a love for learning, and fosters a sense of respect, empathy, and social responsibility. Your role as a Montessori teacher is to impart knowledge and cultivate a lifelong passion for exploration, creativity, and critical thinking in your students.
Please consider the profound impact and rewards of teaching Montessori and embrace this opportunity to inspire the next generation of lifelong learners and global citizens.
If you have any questions or want to learn more about the wonderful world of Montessori education, please do not hesitate to reach out. We are here to support and guide you on becoming a Montessori teacher.
With warm regards and best wishes for your future endeavors,
Jamie Watts
An Industry in High Demand
Completing an MS of E certification program qualifies graduates to work in new or existing Montessori schools. The demand for Montessori-trained teachers is greater than ever before. The education industry is still growing, particularly in early childhood education, and Montessori is at the forefront of this development. There are thousands of Montessori schools worldwide, including over 6,000 in the United States alone. Due to proven success and parental demand, Montessori programs are rapidly expanding in private, charter, and public schools. As these programs grow, so will the demand for highly trained Montessori teachers. Over 200 Montessori teaching posts remain vacant yearly in the United States.
How the Program Unfolds
Step 1
Complete the online application. There is a $50 fee to apply. Program prerequisites vary from program to program. Please refer to the “Programs” section for more information. You may begin anytime.
Step 2
Upon acceptance, you will gain access to the online content in Canvas, and the supplemental materials will be shipped directly to you.
Your Master Teacher will reach out and offer to answer any questions. Note: Because our Master Teachers are real teachers, they may not be available during class hours. However, they will always respond to any need you may have within 1 to 2 business days.
Step 3
Study the resources and complete the assignments in Canvas. The written assignments are directly based on the program materials, curriculum support material, videos (where relevant), and other learning resources we provide. They are primarily reflective and practical (e.g., responding to parent emails). Your MS of E Master Teacher will be available to assist you throughout the program.
Once you have completed the assignments, your Master Teacher will grade the portfolio on a pass-or-fail basis. A rubric is provided in the Syllabus for each course. If your submission needs more work, your Master Teacher will give you specific instructions and allow you to make the appropriate corrections before submitting the final grade. When the final grades have been posted and all fees have been paid, your diploma and transcript will be mailed to you.
Academic Integrity Policy
Every student must act with honesty and integrity. MS of E believes that any academic dishonesty harms not only the student engaged but all MS of E students.
Academic dishonesty involves attempting or acting in the following ways:
- Academic deception;
- Using a substitute or acting as a substitute for another person in any Academic Evaluation;
- Relying on the aid of others, including other students, tutors, or for-hire agents, in connection with any Academic Evaluation to the extent that the work is not representative of the student’s abilities;
- Providing inappropriate aid to another person in connection with any Academic Evaluation;
- Plagiarism, or using another’s words, ideas, or material. Students are responsible for understanding the standards that govern using someone else’s work or resources and properly acknowledging and recording the source.
- Taking credit for someone else’s work or using unauthorized technology.
- Providing false information about internships, externships, field experiences, clinical activities, or similar activities.
- Attempting to influence or change academic evaluations or records for non-academic reasons.
Montessori-Specific Acreditation
The Montessori Accreditation Council for Teacher Education (MACTE) is an accreditation organization that Montessori training programs with classroom training might opt to join. To be eligible for MACTE accreditation, training institutes must require students to complete three weeks of classroom instruction and a minimum of 400 hours as interns at a MACTE-accredited institution. Currently, MACTE does not accredit programs that only offer distance education.
While MACTE accredits exceptional Montessori teacher education programs, these are not appropriate for adult students with personal and professional obligations and students living in areas where attending a MACTE-accredited institution is impossible. Also, tuition at these training centers is about five times as high as at independent training institutions.
Modern technology makes it possible to assess the quality of schools, teachers, and training programs without excessive fees or in-person residencies and internships. At MS of E, we firmly believe that widely accessible Montessori teacher education is essential to the mission of Montessori education, especially for marginalized communities. Other accrediting bodies, such as the NAEYC, might be a better fit for Montessori schools who wish to offer a more “level playing field” for teachers.
Any Montessori-trained teacher seeking employment may confront a biased teacher or administrator. AMI schools might not be willing to hire AMS-trained teachers, for instance. This risk affects all Montessori teachers, regardless of their training. Because of these factors, the number of non-MACTE schools and teacher training centers is growing worldwide. Research over the last ten years has revealed that few institutions now expressly state that a particular Montessori certification is required for employment, and the pay gap between teachers with different Montessori qualifications is not considerable.
Restrictions Created by In-Person Residency Requirements
In-person residency requirements in teacher preparation programs can pose challenges for historically underprivileged communities, limiting aspiring educators’ access to quality education and professional development opportunities. While residency requirements are intended to provide hands-on experience and practical training for future teachers, they may inadvertently create barriers that disproportionately harm people from marginalized communities.
In-person residence requirements in teacher education programs also present obstacles for differing abilities, including those with impairments or special learning needs. These requirements may unintentionally create hurdles to the full involvement, accessibility, and success of teachers with differing abilities in completing their studies and pursuing teaching careers.
To better support teachers with varying abilities in meeting residency requirements, teacher education programs should promote accessibility, inclusion, and accommodation, providing physical adjustments, flexible learning options, accessible transportation, health services, and a culture of respect and diversity. Prioritizing accessibility and inclusivity can create empowering environments for teachers of all abilities to flourish and contribute their talents to the field of education.
Here are some examples of how in-person residence restrictions might hinder the growth of historically underprivileged communities and teachers of varying abilities:
Geographic Barriers
In-person residency requirements may necessitate travel or relocation to specified regions where teacher education programs are available. This can be difficult for those from underprivileged groups who may face financial limitations, transportation obstacles, or a lack of affordable accommodation near the program location, limiting diverse participation in teacher preparation programs.
Financial Burdens
Meeting in-person residency requirements often results in additional tuition, housing, transportation, and living expenses, placing extra financial strain on individuals from historically oppressed areas. This can exacerbate existing gaps and limit opportunities for aspiring educators from underrepresented communities.
Family and Community Commitments
In-person residency requirements may clash with family obligations, caregiving duties, or community responsibilities that individuals from historically marginalized communities frequently juggle. Balancing academic requirements with personal or family commitments can be challenging, especially without flexible program options to accommodate various backgrounds and circumstances.
Cultural and Linguistic Considerations
In-person residency criteria may not always consider important cultural or linguistic factors for individuals from historically marginalized areas. Lack of culturally responsive support, language accommodations, and inclusive environments can alienate diverse candidates, hindering the success of underprivileged individuals in teacher preparation programs.
Physical Accessibility
In-person residence requirements may pose physical challenges for teachers with mobility impairments or disabilities. Limited accessibility in residency buildings can hinder instructors with physical limitations from fully engaging in program requirements.
Transportation Issues
Teachers with disabilities may encounter transportation difficulties when attending in-person residencies, especially in areas with insufficient public transportation. Limited mobility alternatives can create logistical challenges for teachers who rely on specific transportation services.
Health and Well-being Support
In-person residency programs may not always accommodate the health and well-being needs of teachers with differing abilities. Lack of health resources and accommodations can limit their full participation and success in the program.
Communication and Learning Styles
Teachers with varying abilities may have unique communication styles or learning needs that are not always addressed in traditional in-person residency settings. Lack of adaptations to diverse learning styles can impact engagement and learning experiences.
Stigmatization and Bias
In-person residence requirements that do not foster an inclusive and supportive environment may perpetuate stigma or biases toward teachers with differing abilities, creating additional obstacles to integration and full participation.
Ready to begin or continue your Montessori education journey?
Our Montessori teacher certification programs and professional development courses are designed specifically to meet the individual needs of our students. Explore our class offerings today to see how we can help you elevate your skills as a Montessori guide.