PCTE Course Catalog

Course Catalog If helping a child take on the world appeals to you, then the Princeton Center for Teacher Education (PCTE) may be right for you. Founded in 1989, PCTE trains adults to find and cultivate the maximum potential in every child as the focus of its MACTE accredited and American Montessori Society (AMS) affiliated teacher-training programs. Its worldclass facility within the Princeton Montessori School offers a handson learning experience by a highly trained and experienced faculty.

PCTE graduates are credentialed AMS teachers of Infant and Toddler, Early Childhood, or Elementary levels. But the world waits for no one, so hurry. Contact PCTE today!

For more information, visit our website at:

www.pctemontessori.org 1

Table of Contents General Inforomation A Message from the Director, Gwen Shangle..................................................................3 Facilities............................................................................................................................4 PCTE Accreditation..........................................................................................................4 PCTE Affiliation...............................................................................................................4 Credentials Granted Adult Learners..................................................................................5 Career Opportunities.........................................................................................................5 Infant and Toddler Program Choose Your Schedule......................................................................................................6 Infant Toddler Program Options.......................................................................................6 Course Descriptions..........................................................................................................6 Practicum..........................................................................................................................8 Standards for the Practicum Site.......................................................................................9 Standards for the Supervising Teacher..............................................................................9 Criteria for a Successful Completion of Program...........................................................10 Early Childhood Program Choose Your Schedule....................................................................................................11 Early Childhood Program Options..................................................................................11 Course Descriptions........................................................................................................12 Practicum........................................................................................................................13 Standards for the Practicum Site.....................................................................................14 Standards for the Supervising Teacher............................................................................14 Criteria for Successful Completion of Program..............................................................15 Elementary Program Program Format..............................................................................................................16 Course Descriptions........................................................................................................16 Practicum........................................................................................................................18 Standards for the Practicum Site.....................................................................................19 Standards for the Supervising Teacher............................................................................20 Criteria for Successful Completion of Program..............................................................20 Administration and Faculty PCTE Leadership Team..................................................................................................22 Faculty and Staff.............................................................................................................23 Procedures and Policies Procedures and Policies..................................................................................................26 Admissions......................................................................................................................26 Requirements........................................................................................................26 Procedures.............................................................................................................26 Financial Information .....................................................................................................27 Additional Costs.............................................................................................................27 Financial Resources........................................................................................................27 Attendance......................................................................................................................28 Grading...........................................................................................................................28 Adult Learner Records....................................................................................................28 Time Extensions and Adjustments.......................................................................29 Conduct...........................................................................................................................29 Dismissal, Withdrawal, and Cancellation ......................................................................30 Code of Rights and Responsibilities*.............................................................................30 Adult Learner Rights and Program Responsibilities......................................................31 Degree Opportunities......................................................................................................31 Nondiscrimination Policy ..............................................................................................32 Advertising......................................................................................................................32

2

Introduction A Message from the Director, Dorothy Paul Welcome to PCTE …

We welcome you to take a closer look into our training program, so you may better understand our unique approach to Montessori teacher education. Our philosophy is based on the core tenets of the writings and methods of Maria Montessori. We believe that our training experience is best when it mirrors our classroom practices.

Therefore we design our training around respect, individual instruction, pace and a belief that we learn by doing.

Respect - our staff is largely made up of Montessori trained personnel and we understand that respectful relationships are inherent to a successful experience. In regard to learning, the course offers alternative assignments if needed to - different learning styles of our adult learners. Our schedule offers some variety of pacing and is made to more easily fit your lifestyle and there is flexibility in the Practicum model that you choose.

Our learning environments - our training center is a part of the Princeton Montessori School campus, which offers programs for children from 8 weeks through Middle School. The school serves as a Lab School for our adult learners, and offers a full range of quality materials per level, innovative design elements and a well prepared learning space for every experience from lectures, to group work, to research and presentations.

Instructors - while we strive to inspire future Montessori teachers, we also acknowledge the importance of remaining inspired in our practice of the Montessori method. Through our classroom practice, ongoing professional development and personal self care, we feed our passion for not only teaching, but for living well.

Perspective - gaining a perspective other than our own is a vital part of being a successful Montessori teacher or guide. It is in the the Psychology of teaching and guiding. We offer a unique opportunity for prospective Montessori teachers to embark on an exciting new voyage: an exploration into Montessori training from the inside – inside real children’s classrooms, inside the environment filled with developmental materials so integral to Montessori philosophy, inside the Princeton Montessori School. I am proud and grateful to have the opportunity to direct the Princeton Center Teacher Education which is the Inside Track to Montessori Training.

Our PCTE students get hands-on experience inside a school that is second to none. The school has Infant, Toddler,Preschool, Elementary, Middle School and Adult Education Programs with an enrollment of approximately 220 and a staff of approximately 60 teachers. The head of school Michelle Morrison, provides the leadership, vision and executive support that makes Princeton Montessori School a very special place for children and their families. Our teaching philosophy is to empower a child to learn thus developing the whole child. By teaching academic and social skills, as well as life skills, we build the foundation for purposeful, responsible and fulfilling lives. At Princeton Montessori School we seek to ignite the innate and lifelong joy of learning.

At the Princeton Center Teacher Education we seek to instill this core belief in teaching and use the Princeton Montessori School model to set the standards for a successful and rewarding career as a Montessori-trained teacher in any school. This is the Inside Track.

PCTE continually strives to obtain the highest standards of program format and student/faculty relations. Accreditations remain current at all levels to provide our graduates with credentials that will represent them around the world as the highest caliber of Montessori teachers, as well as lead to further educational degrees. While the principles and practices of Montessori are embraced and incorporated in the instruction, the teaching also takes into account various adult learning styles.

Welcome to PCTE! It’s the Inside Track to Montessori teacher training. Come and learn how to: - Prepare a Montessori environment - Observe children and assess their needs - Plan and implement programs responsive to children’s needs - Support children’s development - Prepare materials tailored for each developmental stage - Educate within the guidelines of your State - Communicate effectively with parents and colleagues - Earn graduate credits You are on your way to a successful and fulfilling career!

3

General Information Facilities

PCTE Accreditation

The academic phase of the teacher education program is held on the campus of:

The Princeton Center for Teacher Education (PCTE) is a program of the Princeton Montessori Society, a notfor-profit 501(3)(c) Corporation.

Princeton Montessori School 487 Cherry Valley Road Princeton, NJ. 08540

PCTE is accredited by the Montessori Accreditation Council for Teacher Education (MACTE). MACTE is an autonomous, adult learner, nonprofit postsecondary accrediting agency for Montessori teacher education institutions and programs. The MACTE Commission accredits independent institutions that offer comprehensive, certification classes, and programs or departments located within colleges and universities. MACTE was granted initial recognition by the U.S. Secretary of Education in 1995.

The school is conducive to learning with developmentally appropriate materials that give adult learners first-hand experiences in Montessori philosophy and practice.

Adult instruction is continually supplemented with opportunities to observe children and their teachers in daily-life occurrences. PCTE adult learners learn from watching the interaction, listening to the conversation, and focusing on children’s unique ways of expressing themselves.

Contact information: MACTE 108 Second Street SW, Suite 7 Charlottesville, Virginia 22902 Tel: 434-202-7793 • Fax: 888-525-8838 Email: Rebecca@MACTE.org

The school building is situated amid farmland and trees in a campus setting. The interior is spacious and open; a peaceful learning environment with state-of-the-art conveniences. The facilities were designed while keeping in mind Maria Montessori’s reflection, “We must create a favorable environment that will encourage the flowering of a child’s natural gifts”. PCTE believes this is also true for the adult learner.

PCTE Affiliation

PCTE is MACTE accredited, a requirement for American Montessori Society affiliation. As an AMS-affiliated teacher education program, it includes both an academic phase and a practicum phase guided by dedicated professionals ensuring that adult learners receive an education consistent with standards for entry into practice at the chosen level. Upon successful completion of requirements, PCTE recommends the adult learner for an AMS Montessori credential.

Teaching takes place in rooms that are large and comfortable with tables for group interaction and writing.

Comfortable, adult-size furniture is provided for class instruction time. The Dr. Nancy McCormick Rambusch Library is named for the late founder of the American Montessori Society and former Director of staff development at the Princeton Montessori School. The library contains pertinent resource materials and is accessible during normal summer class hours, as well as during the school year.

The American Montessori Society (AMS), is a not-forprofit organization based in New York City, with nearly 13,000 members worldwide, is the foremost advocate for quality Montessori education. AMS sets the high professional standards that inform Montessori education as practiced in AMS-accredited schools and taught in AMS-affiliated teacher education programs.

Princeton Montessori School is centrally air-conditioned during the summer session. All classrooms have individual climate controls as well as large, operable windows for fresh air and natural light. The school has two kitchens available for use, each with stovetop, oven, microwave and refrigerator. Restrooms are centrally located and are accessible to the physically challenged, as is the entire building.

Contact information: American Montessori Society (AMS)

American Montessori Society (AMS) 116 East 16th Street, New York, New York 10010 Tel: 212-358-1250 • Fax: 212-358-1256 Email: ams@amshq.org

Adult learners who attend PCTE for the summer may also enjoy entertainment opportunities offered in the Princeton area. The school is within a five-minute drive from downtown Princeton and Princeton University.

From McCarter Theatre performances to canoe rides on Lake Carnegie, there is plenty to do for all ages.

Princeton is a one-hour drive from Philadelphia and a one-hour train ride from New York City.

Princeton Montessori School

The Princeton Montessori School (PMS) is accredited by the American Montessori Society (AMS), Middle States Association for Colleges and Schools (MSA). It is a member of the National Association of Independent Schools (NAIS).

4

General Information Degrees Outside U.S.A. College degrees received from non-US colleges or universities may not meet the degree standards required for the US. For an assessment of non-US degrees, applicants should contact a credentialing agency that is a member of the National Association of Credential Evaluation Services (NACES). To find a listing go to http://www. naces.org/

Credentials Granted Adult Learners AMS Infant and Toddler Full Credential Awarded to those who hold a college degree from a regionally accredited college or university in the US and have satisfactorily completed the Infant and Toddler teacher education program.

AMS Infant and Toddler Associate Credential Awarded to those who do not hold a college degree and have satisfactorily completed the Infant and Toddler teacher education program. The associate credential satisfies the necessary qualifications to teach in a Montessori Infant and Toddler environment in a recognized Montessori program in most states. However, some schools may not accept an Associate credential as the qualification for full teaching responsibility. Upon completion of a bachelor’s degree, the candidate may upgrade to a full credential. *AMS strongly encourages holders of the Associate credential to obtain a Bachelor’s degree within seven years of credentialing.

AMS Non-US Credential Awarded to those whose degree is earned in a country outside of the United States, has been evaluated by a recognized agency (NACES) in the United State but is deemed unequal to a Bachelor’s degree from a regionally accredited college or university in the US. The Non-US Credential will state the name of the home country of the recipient “BA or BS Awarded in country name”

Career Opportunities

More and more people are seeking Montessori education for their children. The method has been recognized in all 50 United States and in countries all over the world.

Montessori education continues to expand and develop, answering the needs of all cultures, social strata, and age levels from prenatal to adulthood.

AMS Early Childhood Full Credential Awarded to those who hold a college degree from a regionally accredited college or university in the US have satisfactorily completed the Early Childhood teacher education program.

Although PCTE does not guarantee employment, salary, or advancement, some schools contact the training center to register employment opportunities, which will be passed on to potential candidates from the PCTE graduate pool. The American Montessori Society also has teacher employment opportunities posted on their website, www.amshq.org.

AMS Early Childhood Associate Credential Awarded to those who do not hold a college degree and have satisfactorily completed the Early Childhood teacher education program. The associate credential satisfies the necessary qualifications to teach in a Montessori early childhood classroom in a recognized Montessori program in most states. However, some schools may not accept an Associate credential as the qualification for full teaching responsibility. Upon completion of a bachelor’s degree, the candidate may upgrade to a full credential. *AMS strongly encourages holders of the Associate credential to obtain a Bachelor’s degree within seven years of credentialing.

An AMS Montessori credential qualifies a person to be a teacher in a classroom in a Montessori school, as well as helps to prepare individuals to start their own school or day care center in the future. Montessori-trained teachers can also provide adult and parent education in the private and corporate sector. *For all who receive an AMS credential after July 1, 2013, AMS requires 50 hours of professional development over 5 years to keep that credential current. You must document your professional development with the AMS office.

AMS Elementary I (6-9 years) Full Credential Awarded to those who hold a college degree from a regionally accredited college or university in the US and have satisfactorily completed the Elementary I teacher education program.

AMS Elementary II (6-12 years) Full Credential Awarded to those who hold a college degree from a regionally accredited college or university in the US and have satisfactorily completed the Elementary I & II teacher education program. A college degree is required to enter the program.

Infant and Toddler and Early Childhood Montessori teachers will meet Department of Youth and Family Services (DYFS) qualifications for Head teacher after two years of experience in a Montessori classroom of those age ranges.

5

Infant and Toddler Program INFANT AND TODDLER

session. Then you can finish the class work by attending the remaining series of classes during the year.

The Infant and Toddler program prepares adults for working with young children from birth through 3 years of age in a variety of settings which include home, school, and day-care. There are two components to the IT Montessori teacher training: the academic phase (242 contact hours) and the practicum phase (540 hours minimum).

Infant Toddler Program Options The length of the course is one full year. The course has two parts: The academic phase and the practicum phase.

The academic phase includes six weeks in the summer, a four-day fall seminar, and a four-day spring seminar.

In the academic phase, adult learners attend classes at the Princeton Center for Teacher Education located at the Princeton Montessori School. The practicum phase is a nine-month period, which follows the six-week summer academic phase.

1 Year Option Calendar Summer, 6 weeks June – August Practicum September-June Fall Seminar 4 days, TBA Spring Seminar 4 days, TBA 2 Year Option Calendar Philosophy 9 evening classes fall Child Development 9 evening classes winter Summer 4 ½ weeks, July-Aug. Practicum September - June Fall Seminar 4 days, TBA Spring Seminar 4 days, TBA 3 Year Option Calendar Philosophy 9 evening classes fall Child Development 9 evening classes winter Summer I 2 ½ weeks, July Summer II 2 weeks, July Practicum September – June

(Following Summer II) Fall Seminar 4 days, TBA Spring Seminar 4 days, TBA

Choose Your Schedule

The Princeton Center for Teacher Education understands that adult learners have different needs depending on their family and work responsibilities as wells as their career aspirations. The training program has been designed to accommodate adult learners. We offer different options for scheduling your training. The options for these programs are outlined below. Choose the plan that is right for you!

Course Descriptions Child Development There are two sections to the Child Development Course.

Infant Toddler Program Options

The Princeton Center for Teacher Education understands that adult learners have different needs depending on their family situation, work responsibilities, and career aspirations. Our training program has been designed to accommodate our adult learners. We offer two different options for scheduling your training. The options for these programs are outlined below. You can attend the Philosophy and Child Development classes during the Fall and Spring Evening Classes or during the summer

Section I Child Development Theory and Practice Adult learners study the basic theories of child development according to the major contemporary child developmentalists. Stages of development related to the social, emotional, physical, cognitive, and spiritual development of children are examined. The class is presented through lecture, videos, and class discussions.

6

Section II

the emphasis is on the organization and management of an infant environment while, at the same time, assisting the unfolding of the human personality of each infant.

Child Development Prenatal to 3 Years

Adult learners concentrate on the social, emotional/ psychological, cognitive, and physiological (physical, neurological, nutritional) characteristics of the child during the first three years of life. Adult learners also study prenatal development and childbirth. The class is presented through lecture, observation of children at various stages of the three-year development, and class discussion.

Environmental Design

Section I Toddler Environmental Design Designing a suitable environment for children according to the principles of Dr. Montessori is the focus of this class. Topics include the study of developmental needs of children as the basis of environmental design, the aesthetics and functionality within the room, the age ranges and groupings, child/teacher ratios, meeting the needs of sensitive periods through activities, space and materials, safety and legislations.

Montessori Philosophy

The study of the Montessori philosophy is essential in the preparation of a Montessori caregiver. This class is based on the principles of the Montessori method as found in the primary works of Maria Montessori and works of various contemporary authors who describe implementation of Montessori method for birth through six years of age in American culture today. Topics covered are the study of Dr. Montessori’s life, development of the method, preparation of the environment, observation, spiritual development of the teacher and the adult role in nurturing and assisting the unfolding of the human personality.

Section II Infant Environmental Design

Adult learners study environmental design as it relates to infants, birth to 18 months, during the infant section of the academic class in the summer.

Program Leadership

This component focuses on the the preparation of the environment, scheduling staff and the child’s day, evaluation of the children, techniques for discipline, communication and problem-solving, needs and requirements specific to a full or extended day, diversity in all forms, multi-culture and understanding issues related to school administration, professional relationships and best practices.

Montessori Pedagogy There are three sections

Section I General Pedagogy for Toddlers This class integrates the study of Montessori philosophy: The understanding of the physical, cognitive, social, and emotional development of the toddler, and the skills learned in designing an appropriate environment. The following topics are examined: Interaction techniques with toddlers, rationale for scheduling staff as well as the schedule for the child’s day, management of the environment, and positive communication with toddlers and other adults in the environment while assisting the unfolding of the human personality of each toddler.

Child, Family and Community

Section I Parent Issues This class is designed to assist the adult learner in understanding the importance of parents, family, and community in the care of the young child. The class includes understanding the psychology of the parent/toddler relationship, and translating Montessori principles and accepted child rearing practices to the home. Adult learners will learn the importance of family and school as a partnership, need for mutual trust and respect, skills in communication and conferencing, need and opportunities for parent education, and skills in offering practical help to the parents, i.e. health, nutrition and discipline.

Section II Procedures for Toddlers Adult learners learn procedures of eating, napping, diapering, toileting, and orientation as it relates to developing an appropriate environment for toddlers.

Section II

Section III General Pedagogy for Infants Adult learners study Montessori pedagogy as it relates to infants, birth to 18 months, during the Infant Section of the academic class in the summer. The following topics are examined: Interaction techniques with infants, management of the infant environment, and positive communication with infants and adults. Throughout the class

Infant Parent Issues

Adult learners study family and community issues relating to children from birth to 18 months. Adult learners will learn about fostering communication between home, the infant center, and parent lifestyle issues.

7

Observation Techniques The essential techniques of observation and recording are the focus of this class. Adult learners observe infants and toddlers, using a variety of methods, in order to prepare for observation assignments required during the practicum phase. The balance of the class is taught in a lecture and discussion format. The class is designed to provide a framework for observations that will be used in the other classes as well as within the practicum class.

choose from. The course Director and the practicum supervisor have the responsibility of determining the appropriate setting selection for the adult learner, according to these criteria: • The area of specialization (birth to 18 months or 18 months to 3 years) • Extent of the adult learner’s previous Montessori teacher education • Special professional purpose

Personal Growth and Development This is an independent online class to be completed in conjunction with the practicum. Adult learners will learn the importance of professionalism, introspection, spiritual growth and ethics. The Enneagram, a personality typology, is introduced to the adult learners as a tool for self-awareness.

The Practicum

Setting 1: Infant Concentration (Birth to 18 Months) The practicum provides a period of concentration for the adult learner whose primary interest is the care and development of infants. This model requires the adult learner to participate in all facets of infant care and development, as well as parent education and administrative procedures, for a minimum of 540 hours completed over a nine-month period.

The preparation of an Infant and Toddler teacher involves both the acquisition of basic knowledge outlined in the academic requirements and the use of that knowledge in developing skills and fulfilling the MACTE competencies. The practicum in the Infant and Toddler classroom provides a laboratory for the implementation of the theory, philosophy, and concepts that are presented in the academic phase.

Setting 2: Toddler Concentration (18 Months to 3 Years) The practicum provides a period of concentration for the adult learner whose primary interest is the care and development of toddlers. The adult learner is required to work for a minimum of 540 hours over a nine-month period in a Montessori toddler environment with an approved supervising teacher.

The Infant and Toddler practicum is defined as lasting a minimum of 540 hours completed over a nine-month period with the adult learner working at the practicum site, in the classroom for three hours a day, five days a week for nine consecutive months. Alternative scheduling is possible at the discretion of the program Director.

Over the course of the practicum, the adult learner is required to follow the development of the children in the assigned class and establish relationships with the children. The adult learner must present activities and materials and participate in the various aspects of planning, record keeping, classroom management, and parent communication. For self-directed adult learners, this guidance may be facilitated by a local mentor teacher and an approved field consultant.

Setting 3: Special Interest The practicum is designed to meet the individual needs of a wide variety of professionals involved in child services, e.g., social workers, vocational child care specialists, pediatric nurses, Montessori administrators and consultants, and others. The candidate may fulfill practicum requirements by applying information received during the academic phase in a variety of settings for a minimum of 540 hours over a nine-month period. The practicum is co-designed by the teacher education program and the candidate.

There are two practicum models: The Supervising Teacher and the Self-Directed.

Supervising Teacher Model This model is one in which the adult learner teacher works in the classroom under a qualified Supervising Teacher at an approved school site. In this model the adult learner does not assume total responsibility for a class without the presence of a supervising teacher or other qualified staff person. In the presence of the Supervising Teacher the adult learner must present materials and participate in the various aspects of planning, record keeping, classroom management and parent communication.

No part of the practicum may precede the beginning of the academic phase of the course. Adult learners must complete the 90% of the academic phase before the practicum phase ends. Practicums must be completed within three years of completing the academic phase.

Locating a practicum site is the responsibility of the adult learner. All practicum sites must be approved by PCTE prior to the beginning of the practicum phase.

There are three practicum settings the adult learner may

8

A minimum of three on-site field consultant visits are required. To best support the growth of the adult learner, the consultations/evaluation visits must be spread throughout the practicum phase.

Job Description and Contract of Agreement The site must issue a job description and a contract of agreement to the adult learner. This job description or agreement should include the nature and type of remuneration given the adult learner, if any.

Self-Directed Model In some circumstances there is not an opportunity for an adult learner to work under a Supervising Teacher. In that case adult learners may do a self-directed practicum provided they meet one of the following requirements: • Prior experience as an assistant in a Montessori environment • Two or more years of previous teaching experience at the Early Childhood Level • Written approval of the teacher education program Director • A bachelor’s degree All the requirements for the supervised practicum apply to the self-directed practicum with the additional task of the adult learner assuming full responsibility for the Montessori class without the daily guidance of a qualified Supervising Teacher in the classroom.

Because the adult learner has full responsibility for the Montessori class and does not have a Supervising Teacher, the practicum extends over a period of two academic school years instead of one as in the Supervising Teacher model. There is an additional fee for selfdirected practicum. See the current fee schedule.

Cooperation with the Teacher Education Course The school must agree to cooperate with the TEP in all matters relating to the practicum.

Job Responsibilities Adult learners in their practicum phase cannot be asked to provide service to the school other than that which would be found as the responsibility listed in the job description of any teacher/administrator during their practicum hours (i.e. janitorial services, before or after day care services, etc.). Adult learners may provide additional services outside their practicum hours if agreed upon by both parties.

Age Range of Class Children should be within the age range of the practicum model selected.

Supervision Supervision of the adult learner must be provided according to one of two options: · In the classroom with an approved Supervising Teacher.

Supervising Teacher must be present at all times. · In a self-directed classroom with regular supervision by a qualified and approved Field Consultant and/or a mentor within the school.

A minimum of six on-site consultation evaluation visits by a field consultant is required. In addition, adult learners doing a self-directed practicum are assigned a mentor. Adult learners are required to follow a schedule for communication with the mentor and observations at the mentor’s school.

Classroom Environment The environments are characterized by order, simplicity, and aesthetics to meet the developmental needs of the age group of the children. The classroom must include child-sized furnishings and a full array of recommended materials for the age range of the class, arranged on open shelves accessible to all children the adult learner who will need to implement the curriculum presented by the teacher education program during the academic phase. (A list of recommended materials is located on the AMS website.)

Standards for the Practicum Site AMS Membership Practicum sites should be members of the American Montessori Society (AMS). If a school is not a member, PCTE strongly suggests that it becomes affiliated with AMS. Nondiscrimination Policy The school site must have a written nondiscriminatory policy for children and staff.

Standards for the Supervising Teacher Credentials The supervising teacher must have a recognized Montessori Credential at the age level of the class at the level of supervision.

Licensing The site must meet all local and state regulations.

School Policies The school must communicate to the adult learner and the teacher education program, in writing, its administrative policies and guidelines relating to the adult learner.

9

Teaching Experience The supervising teacher must have at least one year’s experience of teaching after receipt of the credential.

The Supervising Teacher cannot be the adult learner’s field consultant.

Approval The Director of the teacher education program must approve the supervising teacher.

Adult Learner Experiences The Supervising Teacher is responsible for providing experiences relating to the following areas: •Preparation and Management: Indoor and outdoor environments.

•Observation and Recording: Observing, planning, assessing, and maintaining records.

•Interaction: Relations among parents, staff, and children.

•Instruction: Designing activities, individual and group presentations.

•Management: Individual and group strategies.

•Parent/Community Involvement: Family support and community service, parent education, interviews, conferences and meetings, and open houses.

•Staff involvement: Participating in meetings and establishing team compatibility and problem-solving techniques.

Meetings The Supervising Teacher must schedule regular review sessions with the adult learner at least twice per month to assess progress in the above areas.

Assessment The Supervising Teacher must complete and submit all evaluation forms requested by the teacher education program at the designated times.

Communication The Supervising Teacher is to inform the teacher education program of any difficulties in the professional performance of the adult learner.

The Supervising Teacher Model The Supervising Teacher must be present in the classroom for the entire supervised portion of the adult learner’s schedule. Not more than two adult learners can be assigned to one supervising teacher. The Supervising Teacher cannot be the adult learners Field Consultant.

Criteria for Successful Completion of Program Adult learners must meet the following competencies in order to be recommended for an AMS Infant/Toddler credential: The candidate for certification • Demonstrates understanding of and implements Montessori Philosophy with a focus from prenatal to age three.

• Comprehends and utilizes an understanding of the stages of human growth and development with an emphasis on prenatal to age three.

The candidate for certification has knowledge of and understands the lessons and subject matter for: • fine and gross motor skills • sensory and motor experiences • language experiences • self care and practical life • positive social experiences • peace education • he arts • Cosmic education • community resources for learning The candidate for certification also has knowledge of and understands: • Scope and sequence of the curriculum (spiral curriculum) • Correct uses of Montessori materials, • Principles of a prepared environment • Importance of and need for parent/teacher/ family/ community partnerships • Importance of and need for culturally responsive methods • Purpose and methods of o observation o planning for instruction o assessment & documentation • Benefits of and purpose for reflective practice, • Need for support and intervention for learning differences The candidate for certification will exhibit skills in teaching with grace and courtesy as observed by the employer, the field consultant and the supervising teacher, through children’s learning and progress and the implementation of Montessori philosophy and methods. (materials), through post-graduate professional performance, classroom leadership, authentic assessment, parent/teacher/ family partnerships, professional responsibilities, and innovation and flexibility.

10

Early Childhood Program EARLY CHILDHOOD The Early Childhood program prepares adults to educate 3-6 year old children in environments, which are in keeping with the Montessori philosophy. There are two components to the EC Montessori teacher training: the academic phase (314 contact hours) and the practicum phase (540 hours minimum).

1 Year Option Calendar Summer 6.5 weeks, June - August Practicum September-June Fall Seminar 4 days, TBA Spring Seminar 4 days, TBA 2 Year Option The length of the class is two years. The class has two parts: the academic phase and the practicum phase. The academic phase includes a fall evening class in philosophy, a winter evening class in child development, four and a half weeks in the summer, a four-day fall seminar, and a four-day spring seminar.

In the academic phase adult learners attend classes at the Princeton Center for Teacher Education located at the Princeton Montessori School. The practicum phase is a nine-month period, which follows the four-week summer academic phase. The seminars occur during the practicum phase.

Choose Your Schedule

The Princeton Center for Teacher Education understands that adult learners have different needs depending on their family situation, work responsibilities, and career aspirations. Our training program has been designed to accommodate our adult learners. We offer four different options for scheduling your training. The options for these programs are outlined below. Choose the plan that is right for you and decide if you would prefer to attend training during a condensed period of time or extend the training to a longer period. Consider whether you would like to take the academic phase over the summer exclusively or combine it with philosophy and child development evening classes during the year.

Early Childhood Program Options

1 Year Option The length of the class is one full year. The class has two parts: The academic phase and the practicum phase.

The academic phase includes six and a half weeks in the summer, a four-day fall seminar, and a four-day spring seminar.

In the academic phase adult learners attend classes at the Princeton Center for Teacher Education located at the Princeton Montessori School. The practicum phase is a nine-month period, which follows the six and a halfweek summer academic phase.

11

2 Year Option Calendar Philosophy 9 evening classes fall Child Development 9 evening classes winter Summer

4.5 weeks, July - August Practicum September-June Fall Seminar 4 days, TBA Spring Seminar 4 days, TBA 3 Year Option The length of the class is three years. The class has two parts: The academic phase and the practicum phase. The academic phase includes a fall evening class in philosophy, a winter evening class in child development, two weeks in the summer, two weeks the following summer, a four-day fall seminar, and a four-day spring seminar.

The seminars occur during the practicum phase.

In the academic phase adult learners attend classes at the Princeton Center for Teacher Education located at the Princeton Montessori School. The practicum phase is a nine-month period that follows the final two-week summer academic phase.

3 Year Option Calendar Philosophy 9 evening classes fall Child Development 9 evening classes winter Summer I 2 weeks, July Summer II 2.5 weeks, July-August Practicum September-June

(following Summer II) Fall Seminar 4 days, TBA Spring Seminar 4 days, TBA

Course Descriptions

Child Development/Psychology Adult learners study the basic theories of child development according to the major contemporary child developmentalists. Stages of development related to the social, emotional, physical, cognitive, and spiritual growth of the 3 - 6 year old child are examined along with current research. The class is presented through lecture, videos, and class discussions.

Montessori Philosophy The study of the Montessori philosophy is essential in the preparation of a Montessori caregiver. This class is based on the principles of the Montessori method as found in the primary works of Maria Montessori and works of various contemporary authors who describe the implementation of Montessori method in American culture today. Topics covered are the study of Dr. Montessori’s life, development of the method, preparation of the environment, observation, the role of the adult, the nature of the child, discipline and peace education, the spiritual preparation and personal development of the teacher, and Montessori child care and its historical foundations.

Observation Techniques The essential techniques of observation and recording are the focus of this class. Adult learners observe the Early Childhood classrooms using a variety of methods, in order to prepare for observation assignments required during the practicum phase. The balance of the class is taught in a lecture and discussion format. The class is designed to provide a framework for observations that will be used in the other classes as well as within the practicum class.

Practical Life/Everyday Living This class is designed to introduce the adult learner to the philosophy and rationale of Practical Life/Everyday Living. There are four areas: Analysis and control of movement, grace and courtesy; care of self, and care of the environment. The goals of the activities are order, coordination, concentration, independence, cooperation, and sequence. The class includes lectures, discussions, practice, group work on albums, material design and variations.

Sensorial This class prepares the adult learner to use the sensorial materials in a classroom setting. These include: Visual, tactile, gustatory, olfactory, and auditory materials. The adult learner examines the relationship between size, color, shape, and texture and relates these concepts to mathematical functioning. The class will include lectures, demonstration of lessons, readings, discussion, practice of materials and album preparation.

Mathematics This class focuses on the development of the child’s mathematical mind. Concepts studied in this class include: introduction to numeration, the decimal system, the operations performed with the decimal system, linear counting, memorization of basic arithmetic facts, fractions and math applications. Adult learners learn to approach concepts using concrete materials. The class format includes lectures, lesson demonstrations, readings, discussions, and practice with materials and album preparation.

Language This class is designed to introduce the adult learner to the philosophy and rationale of language development.

It provides instruction for preparing a proper language environment. Topics include oral language development, receptive and expressive language experiences, vocabulary development and enrichment, word composition, reading, writing, children’s literature and drama. The class format includes lecture, demonstration of lessons, readings, discussions, and practice of materials and album preparation.

Art This class is designed to give adult learners the tools they need to incorporate art into their early childhood classrooms regardless of their prior art experience. Adult learners explore art appreciation, art in the classroom, art in everyday living, and art techniques.

Music This class is designed to give adult learners the tools they need to incorporate music into their early childhood classrooms regardless of their previous musical experience. Areas covered are: Singing, music appreciation, reading and writing music, listening, and rhythm instruments.

Movement This class is designed to give adult learners the tools and experiences they need to incorporate movement into their early childhood classrooms. Adult learners will learn the importance of movement in the classroom, body awareness, basic loco-motor skills, stationary skills, games, and line activities.

Physical and Life Science This class is designed to give adult learners the lessons and materials needed for preparing science materials and lessons in the early childhood environment, including botany, zoology, earth elements, and physical science.

Social Studies This class includes the philosophy and rationale of teaching geography and history to young children. Geography

12

covers land and water forms, globes, maps, flags, and multicultural awareness. History includes time, calendar, seasons, and personal history.

Classroom Leadership/Management This class is designed to assist the adult learner with the implementation of the Montessori principles in a classroom setting. The format of the class is discussion, observation, adult learner activities, and presentations.

Areas of study are preparation of the environment, scheduling and curriculum planning, evaluation of children, techniques for discipline, communication, and problem solving, multiculture and diversity and understanding issues relating to school administration, professional relationships and best practices.

Reflective Journal Introduction (Year Long Project) This class introduces and prepares the adult learner for engaging in reflective practice through the reflective journal entry form during the practicum.

Parent Involvement/Education Adult learners will learn the importance of family and school as a partnership, the need for mutual trust and respect, skills in communication, need and opportunities for parent education, and skills in offering practical help to parents. This class covers different options for collaboration with parents, including parent meetings, telephone calls, parent-teacher conferences, and written communication. The instructor presents various models for parent interactions and encourages the adult learners to adapt these models to their own school situation.

The Practicum

The preparation of an Early Childhood teacher involves both the acquisition of basic knowledge outlined in the academic requirements and the use of that knowledge in developing skills and fulfilling the MACTE competencies. The practicum in the early childhood classroom provides a laboratory for the implementation of the theory, philosophy, and concepts that are presented in the academic phase.

The Early Childhood practicum is defined as lasting a minimum of 540 hours completed over a nine-month period with the adult learner working at the practicum site, in the classroom for three hours a day, five days a week for nine consecutive months. Over the course of the practicum, the adult learner is required to follow the development of the children in the assigned class and establish relationships with the children. The adult learner must present activities and materials and participate in the various aspects of planning, record keeping, classroom management, and parent communication.

For self-directed adult learners, this guidance may be

facilitated by a local mentor teacher and an approved field consultant.

No part of the practicum may precede the beginning of the academic phase of the course. Adult learners must complete the 90% of the academic phase before the practicum phase ends. Practicums must be completed within three years of completing the academic phase.

Locating a practicum site is the responsibility of the adult learner. All practicum sites must be approved by PCTE prior to the beginning of the practicum phase.

There are two practicum models: The Supervising Teacher and the Self-Directed.

Supervising Teacher Model This model is one in which the adult learner teacher works in the classroom under a qualified Supervising Teacher at an approved school site. In this model the adult learner does not assume total responsibility for a class without the presence of a supervising teacher or other qualified staff person. In the presence of the Supervising Teacher adult learner must present materials and participate in the various aspects of planning, record keeping, classroom management and parent communication.

A minimum of three on-site field consultant visits is required. To best support the growth of the adult learner, the consultations/evaluation visits must be spread throughout the practicum phase.

Self-Directed Model In some circumstances there is not an opportunity for an adult learner to work under a Supervising Teacher. In that case adult learners may do a self-directed practicum provided they meet one of the following requirements: • Prior experience as an assistant in a Montessori environment • Two or more years of previous teaching experience at the Early Childhood Level • Written approval of the teacher education program Director • A bachelor’s degree All the requirements for the supervised practicum apply to the self-directed practicum with the additional task of the adult learner assuming full responsibility for the Montessori class without the daily guidance of a qualified Supervising Teacher in the classroom.

Because the adult learner has full responsibility for the Montessori class and does not have a Supervising Teacher, the practicum extends over a period of two academic school years instead of one as in the Supervising Teacher model. There is an additional fee for selfdirected practicum. See the current fee schedule.

13

A minimum of six on-site consultation evaluation visits by a field consultant is required. In addition, adult learners doing a self-directed practicum are assigned a mentor. Adult learners are required to follow a schedule for communication with the mentor and observations at the mentor’s school.

Standards for the Practicum Site

AMS Membership Practicum sites should be members of the American Montessori Society (AMS). If a school is not a member, PCTE strongly suggests that it becomes affiliated with AMS. Nondiscrimination Policy The school site must have a written nondiscriminatory policy for children and staff.

Licensing The site must meet all local and state regulations.

School Policies The school must communicate to the adult learner and the teacher education program, in writing, its administrative policies and guidelines relating to the adult learner.

Job Description and Contract of Agreement The site must issue a job description and a contract of agreement to the adult learner. This job description or agreement should include the nature and type of remuneration given the adult learner, if any.

Cooperation with the Teacher Education Program The school must agree to cooperate with the TEP in all matters relating to the practicum.

Job Responsibilities Adult learners in their practicum phase cannot be asked to provide service to the school other than that which would be found as the responsibility listed in the job description of any teacher/administrator during their practicum hours (i.e. janitorial services, before or after day care services, etc.). Adult learners may provide additional services outside their practicum hours if agreed upon by both parties.

Age Range of Class Children should be within the age range of the practicum model selected.

Supervision Supervision of the adult learner must be provided according to one of two options:

· In the classroom with an approved Supervising Teacher.

Supervising Teacher must be present at all times. · In a self-directed classroom with regular supervision by a qualified and approved Field Consultant and/or a mentor within the school.

Classroom Environment The environments are characterized by order, simplicity, and aesthetics to meet the developmental needs of the age group of the children. The classroom must include child-sized furnishings and a full array of recommended materials for the age range of the class, arranged on open shelves accessible to all children the adult learner who will need to implement the curriculum presented by the teacher education program during the academic phase. (A list of recommended materials is located on the AMS website.)

Standards for the Supervising Teacher

Credentials The supervising teacher must have a recognized Montessori Credential at the age level of the class at the level of supervision.

Teaching Experience The supervising teacher must have at least one year’s experience of teaching after receipt of the credential.

The Supervising Teacher cannot be the adult learner’s field consultant.

Approval The Director of the teacher education program must approve the supervising teacher.

Adult Learner Experiences The Supervising Teacher is responsible for providing experiences relating to the following areas: •Preparation and Management: Indoor and outdoor environments.

•Observation and Recording: Observing, planning, assessing, and maintaining records.

•Interaction: Relations among parents, staff, and children.

•Instruction: Designing activities, individual and group presentations.

•Management: Individual and group strategies.

•Parent/Community Involvement: Family support and community service, parent education, interviews, conferences and meetings, and open houses.

•Staff involvement: Participating in meetings and establishing team compatibility and problem-solving techniques.

14

Meetings The Supervising Teacher must schedule regular review sessions with the adult learner at least twice per month to assess progress in the above areas.

Assessment The Supervising Teacher must complete and submit all evaluation forms requested by the teacher education program at the designated times.

Communication The Supervising Teacher is to inform the teacher education program of any difficulties in the professional performance of the adult learner.

The Supervising Teacher Model The Supervising Teacher must be present in the classroom for the entire supervised portion of the adult learner’s schedule. Not more than two adult learners can be assigned to one supervising teacher. The Supervising Teacher cannot be the adult learners Field Consultant.

Criteria for Successful Completion of Program Adult learners must meet the following competencies in order to be recommended for an AMS Early Childhood credential:

The candidate for certification also has knowledge of and understands: • Scope and sequence of the curriculum (spiral curriculum) • Correct uses of Montessori materials, • Principles of a prepared environment • Importance of and need for parent/teacher/ family/ community partnerships • Importance of and need for culturally responsive methods • Purpose and methods of o observation o planning for instruction o assessment & documentation • Benefits of and purpose for reflective practice, • Need for support and intervention for learning differences The candidate for certification will exhibit skills in teaching with grace and courtesy as observed by the employer, the field consultant and the supervising teacher, through children’s learning and progress, the implementation of Montessori philosophy and methods (materials), through post-graduate professional performance, classroom leadership, authentic assessment, parent/teacher/ family partnerships, professional responsibilities, and innovation and flexibility.

The candidate for certification •Demonstrates understanding of and implements Montessori Philosophy with a focus from prenatal to age three.

•Comprehends and utilizes an understanding of the stages of human growth and development with an emphasis on two and half (2 1⁄2) through six (6) years of age.

The candidate for certification has knowledge of and understands the lessons and subject matter for: The lessons and subject matter for • fine and gross motor skills • sensory and motor experiences • language experiences • self care and practical life • math • science • physical geography • cultural studies • positive social experiences • peace education • the arts • Cosmic education • community resources for learning

15

Elementary Program ELEMENTARY I AND II

Calendar

There are two levels of Elementary teacher education.

Elementary I (6-9 years) The Elementary I program prepares adults to teach children ages 6-9 in classrooms that are in keeping with the Montessori philosophy. There are two components to the Elementary I Montessori teacher training: the academic phase (347.5 contact hours) and the practicum phase (1080 hours minimum), unless the practicum will be done in the Elementary practicum phase.

Elementary I-II (6-12 years) The Elementary I-II program prepares adults to teach children ages 6-12 in classrooms that are in keeping with the Montessori philosophy. There are two components to the Elementary I-II Montessori teacher training: the academic phase (206 contact hours) and the practicum phase (1080 hours minimum), unless the practicum was completed in the Elementary I practicum phase. Adult learners must complete Elementary I before entering the Elementary II.

Program Format

Elementary I Adult learners attend classes for seven weeks the first summer, (six weeks if the prerequisite requirements are met) and two weeks during the second summer. They attend two four-day seminars (spring and fall) during their practicum year.

Elementary I-II Adult learners attend classes for five weeks in the summer and one four-day seminar in the fall during the following school year.

Adult learners can complete the two weeks of their Elementary I second summer academic phase and can begin their Elementary II academic phase the same summer if Elementary II is running. Elementary II is generally offered every other year on even numbered years.

Elementary I (6-9 year olds) • First Summer Pre-requisite, 1 week

Academic portion 6 weeks

June – July • Practicum: September – June • Fall Seminar: 4 days, TBA • Spring Seminar: 4 days, TBA • Second Summer: 2 weeks, June – July Elementary I-II (6-12 year olds) • All Elementary I requirements (6-9) • Summer: 5 weeks, July – August • Fall Seminar: 4 days, TBA • Practicum: September – June

(if not completed in Elem. I)

Course Descriptions Elementary I

Prerequisite Course (3-6 overview) This one-week class is offered prior to the first week of the summer Elementary I teacher education. All Elementary I candidates who do not hold a Montessori Early Childhood Credential must take this class.

During this class, the adult learner will become familiar with the Montessori philosophy as it relates to the Early Childhood years, and study the Montessori rationale and basic methodology for the materials in the curriculum areas of practical life, sensorial, mathematics, and language. There is a separate fee for the class listed in the fee schedule.

Montessori Philosophy & Montessori Philosophy and Theory The study of the Montessori philosophy is essential in the preparation of a Montessori elementary teacher. The class is divided into sections.

General Philosophy Section I This section addresses the basic principles of Montessori philosophy as found in the primary works of Maria Montessori and works of various contemporary authors who describe the implementation of the Montessori method in the American culture today.

Topics covered are the study of Dr. Montessori’s life, development of the method, spiritual preparation and personal development of the teacher, preparation of the environment, moral development, and discipline.

Elementary Philosophy Section II This section addresses topics concerning the elementary

16

child as found in Dr. Montessori’s primary works and works of various contemporary authors. Other topics include the four planes of development, characteristics of the child from 6-12, implications for the design of the elementary curriculum, the Great Lessons, changes at the second plane, the elementary classroom environment.

Philosophy Section III This class introduces adult learners to the developmental characteristics of the 6-12 year old child. Adult learners will examine the middle childhood years with regard to social and moral development. Adult learners will be required to comment upon Montessori theory regarding behaviors indicative of developmental competencies displayed in this age group. They will practice building peacemaking skills.

Classroom Leadership This class is a study of classroom management systems that will help adult learners create a classroom climate that enhances learning. Discussions will include elements of the Montessori philosophy that facilitate children’s academic and spiritual growth. Adult learners will learn communication skills that encourage positive interactions between themselves and parents, co-workers, and administrators. They will learn the importance of having a broad repertoire of teaching strategies that accommodate varied learning styles.

Curriculum Design (Year Long Project) In this independent class, adult learners will study the theories of curriculum development, design original materials, and learn to reconfigure current learning materials while demonstrating an understanding of curriculum development.

Mathematics The focus of this class is the presentation of Montessori math materials to teach concepts of number and quantitative relationships, four fundamental operations, laws of arithmetic, base systems of numeration, measurement of space and weight, money, fractions, percentages, decimals, ratio and proportion, problem solving, exponential notation, preparation for algebra, probability and statistics. This class will include lectures, lesson demonstrations, group discussions, and practicum experiences.

Geometry This course covers the advanced ideas and nomenclature This class covers the advanced ideas and nomenclature of geometry using the Montessori materials. It includes a review of geometric plane and solid forms and nomenclature, equivalency, congruency and similarity as well as a thorough study of area, volume and other topics accompanied by theory and rationale.

17

Language This class covers five areas of language arts: Oral language, writing (descriptive, narrative and expository), reading (comprehension skills, trade books, book reports, and integrated reading in the Montessori classroom), research skills, Grammar (advanced parts of speech and sentence analysis), word study (prefixes, suffixes, root words, word etymology, spelling, and vocabulary), and punctuation (review of rules within the context of writing).

Geography This class covers physical geography including the child’s place in the world, vertical-horizontal knowledge of the earth, and geological and climatological phenomena of the earth. The class also examines economic, political, ethnological, and astronomical geography.

History This class introduces the adult learner to the function of history in the elementary curriculum. It focuses on time concepts, formation of the universe and earth, fundamental needs of people, the time-line of life, and the time-line of people, history of county, state and/or province.

Biological Sciences The Elementary I Biological Sciences class has two parts: Botany and Zoology. Each covers concepts of living/nonliving, plant/animal, the existing kingdoms, classification, characteristics and needs, including ecological responsibility. Literature, music, art, and story connections are an integral part of these fields of study.

Science This class is designed to give adult learners knowledge and understanding of the science curriculum. It is divided into three sections: physical science, earth science and chemistry. Adult learners will learn appropriate activities and experiments for this age group.

Movement and Physical Education This class covers coordination (muscular, eye-hand, hand-hand, hand-leg), laterality, time-space relationships, position in space, balance, body image, integrative activities, and group games. This is a participatory class.

Art This class is designed to give adult learners the tools and experiences they need to incorporate art into their elementary classrooms regardless of prior art experience.

Adult learners learn how to integrate art and art history into the elementary curriculum. They learn how to teach

art in a simple, sequential, and comprehensive manner through lessons and activities.

matter, measurement, mixtures, the periodic table, and energy.

Music The focus of this class is on the development of elementary classroom musical activities for the elementary classroom teacher. These activities are designed for teachers regardless of musical background. Activities include singing, rhythm activities, and circle ideas.

Physical Geology The focus of this class is the formation of the universe and the processes involved in the shaping of the earth.

Practical Life The emphasis of this independent study class is on the importance and philosophy of practical life for children ages 6-12 years. Adult learners learn how to implement practical life within the elementary environment, including ecological responsibility, grace and courtesy, care of self, care of community, practical use of technology.

Elementary II The classes for Elementary II (9-12) are a continuation of the Elementary I curriculum. Adult learners must have completed the Elementary I (6-9) training before beginning the Elementary II classes.

Mathematics This class includes history of mathematics, multiples, factors, divisibility, fractions, decimals, binomial, cross multiplication, squaring, square root, cubing, cube root, algebra, bases, ratio and proportion, probability/statistics, exponential notation, data and graphs, metric and customary measurement, and percentages.

Geometry This class includes the basic concepts of Geometry with a review of nomenclature and an introduction to equivalence, congruence and similarity, area and volume, and metric and standard measurement.

Language Arts There are two parts to the 9-12 language arts class.

Part I is designed to provide adult learners with a handson approach using Montessori grammar materials, as well as an overview of reading instruction using a reading workshop model.

Part II covers all the areas of writing in the 9-12 curriculum, including writing as a process, journal writing, poetry, journalism, research report writing, and creative writing.

Chemistry The focus of this class is the development of the child’s analytical mind. Concepts include the scientific method,

18

Physics The class is designed to provide adult learners with a basic understanding of the physics in the elementary classroom. Topics include buoyancy, gravity, inertia, simple machines, magnetism, electricity, and the electromagnetic spectrum.

Biology This class will include lectures, discussions, and This class will include lectures, discussions, and experiences for Biology instruction of 9-12 year old children using the Montessori method. It is designed to provide adult learners with a basic understanding of the biological principles, as well as hands on activities, resources, and extensions for implementation within a classroom setting.

History/Geography This class will include lectures, discussions, and experiences for History and Geography instruction of 9-12 year old children using the Montessori method. It will cover presentations specific to the 9-12 classroom, including ways to integrate presentations and concepts with History and Geography, and examine possible extensions.

Child Development This class is designed to teach awareness of the specific developmental issues of the 9-12 year old child. These include gender issues, puberty, peer relationships and play.

The Practicum The preparation of an Elementary teacher involves both the acquisition of basic knowledge outlined in the academic requirements and the use of that knowledge in developing skills and fulfilling the MACTE competencies. The practicum in the elementary classroom provides a laboratory for the implementation of the theory, philosophy, and concepts that are presented in the academic phase. Only one practicum is required if the adult learner is taking both the Elementary I and Elementary II training at PCTE. The Elementary practicum is defined as lasting a minimum of 1080 hours completed over a nine-month period with the adult learner working at the practicum site, in the classroom full time, five days a week for nine con-

secutive months. Over the course of the practicum, the adult learner is required to follow the development of the children in the assigned class and establish relationships with the children. The adult learner must present activities and materials and participate in the various aspects of planning, record keeping, classroom management, and parent communication. For self-directed adult learners, this guidance may be facilitated by a local mentor teacher and an approved field consultant.

No part of the practicum may precede the beginning of the academic phase of the course. Adult learners must complete the 90% of the academic phase before the practicum phase ends. Practicums must be completed within three years of completing the academic phase.

Locating a practicum site is the responsibility of the adult learner. All practicum sites must be approved by PCTE prior to the beginning of the practicum phase.

There are two practicum models: The Supervising Teacher and the Self-Directed.

Supervising Teacher Model This model is one in which the adult learner teacher works in the classroom under a qualified Supervising Teacher at an approved school site. In this model the adult learner does not assume total responsibility for a class without the presence of a supervising teacher or other qualified staff person. In the presence of the Supervising Teacher adult learner must present materials and participate in the various aspects of planning, record keeping, classroom management and parent communication. A minimum of three on-site field consultant visits is required. To best support the growth of the adult learner, the consultations/evaluation visits must be spread throughout the practicum phase.

Self-Directed Model In some circumstances there is not an opportunity for an adult learner to work under a Supervising Teacher.

In that case adult learners may do a self-directed practicum provided they meet one of the following requirements: • Prior experience as an assistant in a Montessori environment • Two or more years of previous teaching experience at the Early Childhood Level • Written approval of the teacher education program Director • A bachelor’s degree All the requirements for the supervised practicum apply to the self-directed practicum with the additional task of the adult learner assuming full responsibility for the Montessori class without the daily guidance of a qualified Supervising Teacher in the classroom.

Because the adult learner has full responsibility for the Montessori class and does not have a Supervising Teacher, the practicum extends over a period of two academic school years instead of one as in the Supervising Teacher model. There is an additional fee for selfdirected practicum. See the current fee schedule.

A minimum of six on-site consultation evaluation visits by a field consultant is required. In addition, adult learners doing a self-directed practicum are assigned a mentor. Adult learners are required to follow a schedule for communication with the mentor and observations at the mentor’s school.

Standards for the Practicum Site

AMS Membership Practicum sites should be members of the American Montessori Society (AMS). If a school is not a member, PCTE strongly suggests that it becomes affiliated with AMS. Nondiscrimination Policy The school site must have a written nondiscriminatory policy for children and staff.

Licensing The site must meet all local and state regulations.

School Policies The school must communicate to the adult learner and the teacher education program, in writing, its administrative policies and guidelines relating to the adult learner.

Job Description and Contract of Agreement The site must issue a job description and a contract of agreement to the adult learner. This job description or agreement should include the nature and type of remuneration given the adult learner, if any.

Cooperation with the Teacher Education Program The school must agree to cooperate with the TEP in all matters relating to the practicum.

Job Responsibilities Adult learners in their practicum phase cannot be asked to provide service to the school other than that which would be found as the responsibility listed in the job description of any teacher/administrator during their practicum hours (i.e. janitorial services, before or after day care services, etc.). Adult learners may provide additional services outside their practicum hours if agreed upon by both parties.

19

Age Range of Class Children should be within the age range of the practicum model selected.

Supervision Supervision of the adult learner must be provided according to one of two options: · In the classroom with an approved Supervising Teacher.

Supervising Teacher must be present at all times. · In a self-directed classroom with regular supervision by a qualified and approved Field Consultant and/or a mentor within the school.

Classroom Environment The environments are characterized by order, simplicity, and aesthetics to meet the developmental needs of the age group of the children. The classroom must include child-sized furnishings and a full array of recommended materials for the age range of the class, arranged on open shelves accessible to all children the adult learner who will need to implement the curriculum presented by the teacher education program during the academic phase. (A list of recommended materials is located on the AMS website.)

Standards for the Supervising Teacher Credentials The supervising teacher must have a recognized Montessori Credential at the age level of the class at the level of supervision.

Teaching Experience The supervising teacher must have at least one year’s experience of teaching after receipt of the credential.

The Supervising Teacher cannot be the adult learner’s field consultant.

Approval The Director of the teacher education program must approve the supervising teacher.

Adult Learner Experiences The Supervising Teacher is responsible for providing experiences relating to the following areas: •Preparation and Management: Indoor and outdoor environments.

•Observation and Recording: Observing, planning, assessing, and maintaining records.

•Interaction: Relations among parents, staff, and children.

•Instruction: Designing activities, individual and group presentations.

•Management: Individual and group strategies.

•Parent/Community Involvement: Family support and community service, parent education, interviews, conferences and meetings, and open houses.

•Staff involvement: Participating in meetings and establishing team compatibility and problem-solving techniques.

Meetings The Supervising Teacher must schedule regular review sessions with the adult learner at least twice per month to assess progress in the above areas.

Assessment The Supervising Teacher must complete and submit all evaluation forms requested by the teacher education program at the designated times.

Communication The Supervising Teacher is to inform the teacher education program of any difficulties in the professional performance of the adult learner.

The Supervising Teacher Model The Supervising Teacher must be present in the classroom for the entire supervised portion of the adult learner’s schedule. Not more than two adult learners can be assigned to one supervising teacher. The Supervising Teacher cannot be the adult learners Field Consultant.

Criteria for Successful Completion of Program Adult learners must meet the following competencies in order to be recommended for an AMS Infant/Toddler credential: The candidate for certification •Demonstrates understanding of and implements Montessori Philosophy with a focus on age range •Comprehends and utilizes an understanding of the stages of human growth and development with an emphasis on elementary years from six through twelve years of age.

The candidate for certification has knowledge of and understands the lessons and subject matter for: •Cosmic education and the Great Lessons •language, read, written and spoken •math and geometry •physical and natural science •history and cultural geography •positive social experiences •peace education •the arts •self care and practical life

20

•fine and gross motor skills •community resources for learning The candidate for certification also has knowledge of and understands: •Scope and sequence of the curriculum (spiral curriculum) •Correct uses of Montessori materials, •Principles of a prepared environment •Importance of and need for parent/teacher/ family/ community partnerships •Importance of and need for culturally responsive methods •Purpose and methods of o observation o planning for instruction o assessment & documentation •Benefits of and purpose for reflective practice, •Need for support and intervention for learning differences The candidate for certification will exhibit skills in teaching with grace and courtesy as observed by the employer, the field consultant and the supervising teacher, through children’s learning and progress, the implementation of Montessori philosophy and methods (materials), through post-graduate professional performance, classroom leadership, authentic assessment, parent/teacher/ family partnerships, professional responsibilities, and innovation and flexibility.

21

Administration and Faculty PCTE Leadership Team

The Princeton Center for Teacher Education is governed by the Princeton Montessori Society Board of Trustees. The Board of Trustees has appointed the following people who are responsible for the administration and educational quality of PCTE programs.

Director, Dorothy Paul, M.Ed

Dorothy brings a passion for Montessori education, a nurturing spirit, and demonstrated leadership in teacher education to her role as Program Director. She began her Montessori career at Princeton Montessori School in 1987. Since then, she has taught in both public and private schools for over 20 years and has developed the Duhovka Montessori Teacher Education Program (DMTEP), in Prague, Czech Republic, where she served as Program Director. Her extensive experience as a teacher trainer has guided her work on pedagogy, curriculum, and program design.

Dorothy has recently served on the AMS Board of Directors and remains active in AMS initiatives on both national and international levels. She has served on various MACTE verification teams in the US and abroad.

Dorothy received an Education Specialist (EdS) degree in (Montessori) Early Childhood Education, and a Masters of Science in (Montessori) Elementary Education, both from Barry University in Miami, Florida.

She holds (2) AMS Early Childhood credentials, and an AMS Elementary I-II credential. She holds a Professional Educator’s Certificate (FL) for Pre-Kindergarten/Primary education, Elementary education and ESOL. She has led workshops on Montessori Education in the US and abroad and is a frequent presenter at the AMS and Montessori Europe Annual Conferences.

Executive Director, Michelle Morrison, M.A.

Michelle Morrison is the Head of the Princeton Montessori School, and Executive Director of PCTE and a member of Princeton Montessori Society Board of Trustees.

She brings over twenty years of teaching at the elementary and middle school levels to this role as well as faculty mentor and parent educator. Michelle holds the American Montessori Society credentials for Elementary I-II and Secondary I. She is also completing the PCTE Montessori Leadership class. She earned a B.S. in Business Administration from University of Northern Colorado and a Master of Arts in Teaching from College of New Jersey.

Lisa Meisenbacher, PCTE Associate

Lisa L. Meisenbacher (2008) currently splits her time between leading a part-day Montessori Toddler classroom and supporting PCTE and adult learners. She oversees the Admissions process, student records, Practicum visits and applying for final credentials. She instructs in the Toddler program and is an active field consultant.

Lisa received a BA in Italian Literature from Rutgers University, NJ, and holds an American Montessori Society credential in Infant/Toddler through the Princeton Center Teacher Education (PCTE), NJ.

Admissions & Business Office Associate, Banu Eser

Banu Eser is a native of Ankara, Turkey. She has both classroom and administrative experience She coordinates both the Student Services office for Princeton Montessori school and the PCTE business office. Banu also provides administrative support for the faculty and families of the school. She is a key contributor to both the school and training center in terms of business management, organization and operations.

22

Administration and Faculty Faculty and Staff Judy Bauerlein, M.Ed. Judy Bauerlein holds a Masters in Education and AMS credentials for the Early Childhood and Elementary levels.

She is an extraordinary Montessorian and a model example of teacher educators. Her optimism, her spirit of adventure, her determination and her dedication to Montessori education have benefited countless for over 44 years. One of the first Montessori teachers in a public school, she not only took on that challenge, but also mentored teachers along the way on her Montessori journey. She has been involved in educating and inspiring teachers for the past 35 years through presenting at AMS conferences, AMS touring symposia, workshops, and consultations, as well as through her work at many AMS teacher education programs. She is an instructor in the PCTE Elementary classes.

Kathy Chrzan, B.A. Kathy Chrzan holds a BA from the University of Scranton, PA, with a concentration in Psychology. She holds an American Montessori Society Infant and Toddler credential through the Montessori Center Teacher Education in Scarsdale, NY. She was a former elementary teacher at the Princeton Charter School and Stuart Country Day School. and Elementary classes.

Lynn Crow, B.A. Lynn is AMS certified in early childhood. She is a former Primary teacher at the Princeton Montessori School and has experience in both public and private school settings.

She has been involved in Middle States Accreditation for the school. Lynn is an instructor in the PCTE Early Childhood class.

Ginny Cusack, M.A. Ginny holds an MA from the New Brunswick Theological Seminary, NJ and a BS in Education from Alverno College, WI. Ginny is a New Jersey state certified teacher and received an Association Montessori Internationale (AMI) credential. She has had experience as a teacher, an administrator, a founder of a Montessori School, a lecturer and a parent education specialist in both public and independent schools. She has achieved national recognition for her work in the development of the Princeton Center Teacher Education (PCTE) programs, which is accredited by Montessori Accreditation Commission Teacher Education (MACTE) and affiliated with the American Montessori Society (AMS).

Upon completion of classes and requirements Ginny was awarded a Leadership Coaching certificate from Georgetown University in 2010. Ginny is a leadership consultant for PCTE.

Christine Frost, M.A. Christine is an AMS certified Montessori teacher for the Infant and Toddler level and the early childhood (3-6) level. Christine is a former Stepping Stones teacher at The Albrook School in Basking Ridge, NJ. She brings a varied background to her adult learners because of her many years of experience in both the primary and the toddler classroom and her world travels. Christine is an instructor in the PCTE Early Childhood and Infant and Toddler classes.

Lorraine Gahles-Kildow, Ph.D. Lorraine Kildow received her MPhil and Ph.D. from the City University of New York and received her M.A. from Long Island University - CW Post Center. Her area of expertise is in Cognitive Behavior Therapy as well as Applied Behavior Analysis. Dr. Gahles-Kildow has many years experience working as a college adjunct professor teaching general psychology, developmental psychology, and psychology in business and industry. Dr. GahlesKildow is an instructor in the PCTE Infant and Toddler and Elementary programs.

Lee Gardener, Ph.D. Lee Gardener received her B.A. in Botany from Connecticut College and Masters in Social Work from Rutgers University School of Social Work. Lee trained in Bowen Family Systems Theory and its Applications. She currently serves on the Board of Trustees of the Princeton Family Center for Education and is one of the three Teacher/Trainers on the faculty. She also serves on the Board of Trustees of the Princeton Montessori Society.

Teresa Hartmann, B.A. Teresa holds a BA in Psychology and Communications from Rutgers University, NJ, an MA in Psychology from the New School for Social Research, NY, and an American Montessori Society Early Childhood credential through Princeton Center Teacher Education. She also has experience in the corporate and medical field.

Huma Kazmi, B.S. Huma received a BS degree in Chemistry with honors from the University of London, England. Prior to education, she worked in Business Development and Marketing.

She earned an American Montessori Society credential in Elementary I-II and is an instructor and field consultant with Princeton Center Teacher Education (PCTE), NJ. Judy Laidlaw, B.A. Judy is a certified AMS early childhood teacher. She currently teaches at the Albrook School in the Early Childhood program. Judy has many years experience teaching in both public and private school settings in reading and the humanities. Judy is an instructor of language in the Early Childhood PCTE class.

23

Lisa Lalama, BAAS Lisa Lalama is AMS certified for Elementary I-II. She is a former Elementary II lead teacher and program coordinator at Wilmington Montessori School in Wilmington, DE and is also a certified graduate of the Schools Attuned Program.

Lisa currently serves as the Wilmington Montessori Head of School. Lisa holds a Bachelors of Applied Arts and Sciences in Sociology. She is an instructor in the PCTE Elementary I and I-II Courses, as well as a field consultant.

Rosann Larrow, M.A. Rosanne Larrow holds a BS in math and Science Education from Notre Dame College, OH and an MEd in Education with an emphasis on Montessori from Walsh University.

She is holds AMS credentials at Early Childhood and Elementary I-II levels. Montessori teacher. Rosann has presented numerous workshops at AMS conferences, as well as workshops in Korea, Taiwan, China and Uganda.

She is a former Elementary Montessori Representative to the AMS Teacher Education Action Commission. Rosann is an instructor in the PCTE Elementary Courses.

Alex Mitnick, B.A. Alex Mitnick graduated with honors with a BA in Jazz Guitar from The University of the Arts in Philadelphia, PA. He enjoys creating school musicals with the Elementary and Middle School students, composing songs and producing CD’s with his Kaleidoscope Band. He presents to schools and teachers, and is an instructor of music for the Princeton Teacher Education (PCTE).

Vandana Monteiro, MBA Vandana holds an MBA with specialization in Human Resources and a BS in Environmental Science from St. Joseph’s College of Business Administration, India.

She holds an American Montessori Society credential in Infant/Toddler through the Princeton Center Teacher Education (PCTE). Vandana’s philanthropic generosity and educational expertise has led her to begin the process of opening a school in India for Street Children. Vandana is an instructor for the Infant/Toddler Course. She also is the Level Coordinator for students enrolled at the Infant/ Toddler level.

Jennifer Morgan, MBA Jennifer is the award-winning author of Universe Story Trilogy, Born With a Bang, From Lava to Life, and Mammals Who Morph. She gives school programs for adult learners, teachers and parents on the Montessori Cosmic Education Curriculum including dramatic telling of the universe story.

She has an MBA from Rutgers University and graduated cum laude from University of San Francisco with a BA in Theology. Ms. Morgan serves on several environmental and agricultural boards in Princeton. She is an instructor for the Elementary I and I-II classes.

Ayla Sen, B.S. Ayla Sen received a BS in Philosophy and Pedagogy from the University of Ankara, Turkey. Ayla is a certified AMS early childhood teacher. She presently teaches a 3-6 class at Princeton Montessori School. Ayla has experience teaching in Turkey and the United States. Ayla is an instructor in the PCTE Early Childhood and Elementary I classes.

Gwen Shangle, M.Ed. Gwen Shangle, Princeton Montessori Director of School Services, earned a M.Ed. in Reading from the College of New Jersey and a BA in Psychology and Elementary Education from Georgian Court College, NJ. She is certified by the State of New Jersey as a Reading Specialist for kindergarten through eighth grade. She holds an AMS credential in Elementary I through Seacoast Teacher Education, MA and in Elementary II through the PCTE. Gwen is an instructor for the PCTE Elementary classes, as well as Child Development for all levels.

Sherry Schweighardt, M.A. Sherry is a physical education specialist and a doctoral adult learner in Kinesiology and Applied Behavior Analysis at Temple University. She is a Graduate Teaching Fellow of the University and a U.S. Forest Service Sustainability Science Fellow. Sherry holds teaching certificates in elementary and higher education, along with coaching certifications in multiple sports. She is an experienced teacher and teacher educator and a frequent presenter at national and regional conferences; she also consults with schools and community organizations. Sherry is an instructor in the Early Childhood and Elementary I classes.

Kathleen Sellers, M.A. Kathy Sellers holds a graduate level teacher’s certification and a BA in English Literature from Rider University, NJ. She holds a NJ certificate in Elementary Education as well as an American Montessori Society Elementary I and Elementary II credential. She presently teaches a 9-12 class. Kathy teaches in the PCTE Elementary I-II classes.

She also is the Level Coordinator for students enrolled at the Elementary level.

Susan Steidel, B.S. Susan is an AMS certified early childhood and elementary I and II Montessori teacher. She has many years teaching experience in public and independent Montessori schools including Princeton Montessori School. Susan is an instructor in the PCTE Elementary I class.

24

Joyce Tatsch, B.A. Joyce earned a BA in Elementary Education from the College of New Jersey. Joyce is an early childhood AMS certified teacher. During her years as a teacher at the Princeton Montessori School she developed and refined a well-integrated language program for the early childhood environment. She also serves as the PCTE field consultant coordinator and liaison between alumni and PCTE. Joyce is an instructor in the PCTE Early Childhood class.

Melanie Thiesse, M.Ed. Melanie holds an AMS credential in Elementary I from CMTE North Carolina, and an NCME credential in Elementary I & II from Teachers College of San Diego. She taught for fifteen years in elementary and middle school classrooms in both private and charter Montessori schools and is now the curriculum coordinator for a NJ Montessori school. She is a conference presenter, has served on and chaired school accreditation teams for AMS and the Middle States Association of Colleges and Schools, and also sits on several education committees. She received her Master of Arts in Education from St. Catherine University and her Bachelor of Arts degree in Integrative Studies focusing on Child and Adolescent Development from Arizona State University.

25

Procedures and Policies PROCEDURES & POLICIES

for the US. For an assessment of non-US degrees, applicants should contact a credentialing agency that is a member of the National Association of Credential Evaluation Services (NACES). To find a listing go to http://www.naces.org/

Admissions Requirements Infant and Toddler The minimum educational achievement level accepted for entrance into the Infant and Toddler program is a high school diploma, verified by an official transcript. *AMS strongly encourages those who enter the training program with a high school diploma to obtain a Bachelor’s degree within seven years of credentialing.

Early Childhood The minimum educational achievement level accepted for entrance into the Early Childhood program is a high school diploma, verified by an official transcript. *AMS strongly encourages those who enter the training program with a high school diploma to obtain a Bachelor’s degree within seven years of credentialing.

Elementary Candidates for the Elementary I and II Program must hold a bachelor’s degree from an accredited institution, verified by an official transcript. An early childhood prerequisite class or independent study designed by PCTE is required if the candidate does not already hold an early childhood credential.

Acceptance of College Credits College credits are recognized if earned at regionally accredited institutions listed in the U.S. Department of Education Directory of Higher Education and verified by official transcript.

Transferring from another Teacher Education Program Adult learners from another Montessori Accreditation Council for Teacher Education (MACTE) accredited TEP may transfer to PCTE based on the following conditions: • Adult Learner is with the three-year time-frame following the academic phase.

• Is a current AMS member • A review of the classes taken and evaluation of the adult learner’s work deems the adult learner is qualified to enter the program .

• Adult learner provides a letter from previous training center stating he or she is in good standing and has fulfilled all financial obligations.

Evaluation includes assessment of transcripts, previous work, written or oral exams, and demonstration of competencies. PCTE follows the American Montessori Society standards and used it to establish the transfer policy.

Degrees Outside U.S.A. College degrees received from non-US colleges or universities may not meet the degree standards required for the US. For an assessment of non-US degrees, applicants should contact a credentialing agency that is a member of the National Association of Credential Evaluation Services (NACES). To find a listing go to http://www.naces.org/

English Language Adult learners must be able to speak, read, write and comprehend the English language. Proficiency in speaking is determined during the application interview. Proficiency in reading and writing is determined through a writing sample as part of the interview process.

AMS Non US Credential Awarded to those whose degree is earned in a country outside of the United States, has been evaluated by a recognized agency (NACES) in the United State but is deemed unequal to a Bachelor’s degree from a regionally accredited college or university in the US. The Non-US Credential will state the name of the home country of the recipient “BA or BS Awarded in country name”

Procedures

Degrees Outside U.S.A. College degrees received from non-US colleges or universities may not meet the degree standards required

Adult learners who do not meet the above Admissions Requirements will not be accepted into the program.

Application and Fee The applicant completes the application. A nonrefundable fee is sent with the application. Refer to the current fee schedule. Registration deadline is May 15. Adult learners registering after May 15 pay a late registration fee. A discount is granted to applicants who apply before April 1.

26

Transcripts The applicant notifies his/her college or university to send two sets of official transcripts to the Princeton Center for Teacher Education.

Letters of Recommendation The applicant submits three letters of recommendation from people who know the applicant personally or through employment.

Interview A personal interview in person, or on the phone or

by Skype in special cases, is scheduled with a PCTE representative. The interview includes a timed writing assignment to confirm English proficiency.

Acceptance The applicant’s qualifications and suitability are determined on the basis of the written application, previous academic record, and interview. When all required information has been received, a final review is made.

The applicant is notified via e-mail regarding his/her acceptance into the training program.

Program capacity Each program will enroll up to a maximum of 25 adult learners during one training cycle. Applications for a particular class cycle may be accepted up to the first day of the classes. However, adult learners are advised to enroll well before this date, and should allow no less than 30 days for completion of the application process and the preparation requirements.

Financial Information Tuition and Fees

Each year tuition and fees are set by the Princeton Montessori Society Board of Trustees and are published in the PCTE Fee Schedule published on the PCTE website.

Payment Schedule and Responsibility PCTE uses TADS, an electronic system that facilitates the payment of tuition and fees. Once you have set up your TADS account, you will be able to conveniently access and process your payments directly to TADS. The payment schedule is listed on the PCTE Fee Schedule found on the PCTE website. Failure to meet the payment schedule will result in halting Field Consultant visits during the practicum and suspension of class attendance. Only after all requirements are met and the account holds a zero balance will PCTE recommend the adult learner for an AMS credential.

When a school sponsors an adult learner for training by paying tuition and fees, the adult learner is responsible to provide all information for billing to the PCTE registrar during the application process. This includes: school name address phone number e-mail addresses of both the school and the person responsible for making the payments The school is required to follow the same payment schedule as outlined for adult learners and will be billed accordingly. The school makes payments directly to PCTE. The adult learner also receives a copy of all billing statements and records. The sponsoring school is responsible for full payment of all fees.

• PCTE adheres to the Family Educational Rights and Privacy Act as outlined in the section on Adult learner Records in this Handbook. Adult learner records are confidential between the adult learner and PCTE. Under this Privacy Act PCTE may not provide any information to schools concerning an adult learner’s status, assignments or attendance without written permission from the adult learner even, if the school is paying the tuition and fees.

Additional Costs

Associations Fee This fee entitles the adult learner to membership in the American Montessori Society (AMS) for two years and pays the Montessori Accreditation Council of Teacher Education (MACTE) and AMS fees.

Books PCTE requires the adult learner to read and refer to a number of Maria Montessori’s books and other child development books. It is the responsibility of the adult learners to obtain their own books. Some books are available through the PCTE section of the Nancy McCormick Rambusch Library located in the administration wing.

Materials Each course incurs a materials fee. This fee is found on the PCTE website under admission. During training adult learners may also incur other costs in addition to the materials fee. Most adult learners find it essential to have a camera for taking photos during the academic phase. A list of other supplies is issued upon enrollment.

Field Consultant Visitation Adult learners pay for travel, food, and lodging expenses of the field consultant when the practicum site is more than 100 miles from PCTE.

27

Late Fee A late fee will be charged per month until scheduled payments are made. This is automatically added through TADS.

American Montessori Society website, www.amshq.org or by writing or calling, American Montessori Society (AMS) 116 East 16th Street, New York, NY 10010 212-358-1250

Late Enrollment Fee Adult learners registering after May 15 pay a late fee. See current fee schedule located on the PCTE website.

Housing A listing of nearby hotels is posted on the PCTE website.

There may be rooms to rent in nearby houses. More information is available through the PCTE office.

Returned Checks A charge of $29 for each returned check that is reprocessed is assessed to the student’s TADS account. Payment is due in the next billing cycle.

Refunds Course fees are refundable on a pro-rated basis at the approval of the Director and the Administrative Team of PCTE. Application and Material Fees are non-refundable. The Association Fee is refundable if withdrawal is within one week of the start of class. The adult learner is required to withdraw officially by letter or email addressed to the PCTE Director.

Continuum Fee If an adult learner does not complete the program in the time allotted, there is an additional fee charged each year that the adult learner extends the time. The practicum must be completed within three years after the academic phase or the adult learner must begin again.

Financial Resources

Financial Aid Financial aid for training programs is available through the following: Sponsorship Programs Some schools sponsor Montessori teacher candidates in exchange for a commitment to teach during the practicum year and a specified time as a head teacher.

It is the responsibility of the adult learner to initiate a sponsorship program.

Discounts • Register by April 1 • Register by April 1 -Save 5% • Register 2 from same school - Save 10% • Register 2 from same school by April 1- Save 15% • Register 3 from same school by April 1- Save 25% • Military Discount 5%

American Montessori Society Scholarships The American Montessori Society provides a limited number of scholarships. Information is available on the

Summer Programs for Children Princeton Montessori School offers summer programs for children age infant through ten years. PCTE adult learners who enroll their child(ren) in the summer program receive a 50% discount on the tuition. Contact the Princeton Montessori School Admissions Office through the website at www.princetonmontessori.org or call 609924-4594 ext. 227.

Attendance

Class Attendance Adult learners must attend at least 90 percent of all class hours given within the entire teacher education course.

Attendance is taken everyday during the academic phase.

Adult learners are expected to attend all classes. If an adult learner is absent, class work must be made up, and a review with the class instructor and the Teacher Education Director is required. This may result in the adult learner being required to repeat a particular section.

Adult learners are responsible to obtain all information, presentations, and demonstrations of the classes they were unable to attend.

Leave of Absence Written requests for leaves of absence will be considered and such leaves may be granted to adult learners at the discretion of the program Director.

Grading

All assignments, class work, and exams are evaluated as accepted or not accepted.

Each class syllabus outlines the specific requirements.

All assignments and exams must be accepted prior to the recommendation for a credential. If any assignment or exam is not accepted the adult learner must retake the exam or resubmit the assignment a maximum of two times. Adult learners may be required to repeat the class. If an adult learner’s re-submissions are not satisfactory, PCTE will not recommend the adult learner for an AMS credential.

28

Adult Learner Records

The school adheres to educational rights and privacy and is consistent with the Family Educational Rights and Privacy Act of 1974. Adult learners’ educational records are in the custody of the school registrar. Access to any educational record may be requested through the registrar. Upon written request, an adult learner’s educational record will be made available and reviewed with him/her.

Time Extensions and Adjustments

Ordinarily, adult learners complete the training course in the time allotted for the option schedule they choose all of which establish a completion timeframe within three years. The practicum must be completed within three years after completion of the academic phase or the adult learner will have to begin again.

In certain cases, adult learners may need more time to complete the academic phase. There is an additional fee for each year adult learners extend their time. The time extension period begins 6 months after expected completion.

An adult learner who has not satisfactorily completed the academic phase and wishes to continue must: • Submit a written statement of intent to complete the requirements in the next training cycle.

• The statement of intent includes confirmation that the adult learner understands that he or she pays extra costs for staff services, travel, and lodging related to on-site assessment by a program representative.

An adult learner who has not satisfactorily completed the practicum phase and wishes to continue must: • Work with the Director to develop a plan for improvement and success as indicated by the final evaluation of field consultant, supervising teacher, instructors and Director.

The plan may require: • Classroom participation in an approved Montessori environment either under the guidance of a supervising teacher or self-directed.

• Self-documentation of experience through maintenance of a personal journal with entries made at least weekly, and other requirements as appropriate to the personal plan formulated by the Director.

• In the event that the course requirements are not completed satisfactorily during the second cycle, the adult learner’s flis is closed and PCTE has not further respite to the adult learner.

Conduct

American Montessori Society Code of Ethics “As American Montessori Society members, we pledge to conduct ourselves professionally and personally in ways that will reflect our respect for each other and for the children we serve. We will do whatever is within our talents and capacity to protect the rights of each child to have the freedom and opportunity to develop his or her full potential.”

Principle I Commitment to the Adult Learner In fulfillment of the obligation to the children, the educator shall: • Encourage independent action in the pursuit of learning.

• Protect the opportunity to provide for participation in educational programs without regard to race, sex, color, creed or national origin.

• Protect the health and safety of adult learners.

• Honor professional commitments, maintain obligations and contracts while never soliciting nor involving adult learners or their parents in schemes for commercial gain.

• Keep in confidence information that has been secured in the class of professional service, unless disclosure serves professional purposes or is required by law.

Principle II Commitment to the Public The Montessori educator shares in the responsibility for the development of policy relating to the extension of educational opportunity for all and for interpreting educational programs and policies to the public. In fulfilling these goals, the educator: • Shall support his or her professional society and not misrepresent its policies in public discussion.

• Whenever speaking or writing about policies, the educator should take the precaution to distinguish private views from the official position of the Society.

• Shall not interfere with nor exploit the rights and responsibilities of colleagues within the teaching profession.

Commitment to the Profession The Montessori educator makes efforts to raise professional standards and conditions to attract persons worthy of trust to careers in Montessori education. In fulfilling these goals the educator shall:

29

• Extend just and equitable treatment to all members of the Montessori education profession.

• Represent his/her own professional qualification with clarity and true intent.

• Apply for, accept, offer, recommend, and assign professional positions and responsibilities on the basis of professional preparation and legal qualifications.

• Use honest and effective methods of administering duties, use of time, and conduct of business.

As American Montessori Society members, we pledge to conduct ourselves professionally and personally, in ways that will reflect our respect for each other and for the children we serve. We will do whatever is within our talents and capacity to protect the right of each child to have the freedom and opportunity to develop his/her full potential. AMS requires that all member schools and AMS-affiliated teacher education programs agree to comply with the AMS Code of Ethics. AMS relies solely on self-compliance of this Code.

Adopted by the AMS Board of Directors October, 1969 Updated: 1975, 2008, 2010

Dismissal, Withdrawal, and Cancellation

Dismissal Dismissal of an adult learner is the decision of the Director in collaboration with the faculty. Adult learners may be dismissed for the following reasons: • Unprofessional behavior • Instability with regard to the performance as a teacher of young children • Inability to perform academic class work successfully • Poor attendance • Nonpayment of tuition and fees • Plagiarism Before dismissal is enforced, adult learners may be placed on probation for one or more of the above reasons.

If, after one month, the adult learner’s performance is still unsatisfactory, the dismissal procedure is enforced.

Tuition refunds for dismissal follow the same refund schedule as described in the financial agreement with the Society and are settled within 60 days of dismissal or withdrawal.

Withdrawal When adult learners withdraw from the program they must do so officially by submitting a letter of intent to PCTE. Refunds are computed upon receipt of the letter, not from the time when the adult learner ceases to attend

30

classes. Tuition and fees are refundable on a prorated basis as stated under “Refunds” in this Handbook. If an adult learner withdraws before attending the first day of class, all moneys are refunded except the nonrefundable application fee.

Cancellation In the event PCTE must cancel a class all applicants will be notified by email with a request for confirmation of receipt. The email will include information about alternate classes if available as well as future scheduling of cancelled class.

Code of Rights and Responsibilities* Program Rights and Adult learner Responsibilities

The Princeton Center for Teacher Education maintains its rights as an institution of post secondary education and expects the adult learner: In the area of academic programming: • To enroll only out of the need and desire to learn rather than a wish to manipulate the class for other means, getting a certificate without growth, or qualifying for financial aid as a adult learner rather than have a job.

• To be informed by reading the information disseminated by the class.

• To take an active part in planning and executing the class of study within the context of stated requirements and existing institutional resources.

• To continually monitor academic progress.

• To attend class and participate in other learning activities, come prepared, and complete assignments on time.

• To embrace the principle of academic honesty.

• To respect the freedom of PCTE staff to inquire, publish, and teach.

• To respect the facilities and property of the class.

In the area of finances: • To be informed about the full cost, refund policies, and financial stability of the program, by reading published statements on fees and policies, and by consulting the administrators if questions arise.

• To read and fully comprehend contracts before signing them, and to keep a copy of all contracts and receipts.

• To report tuition costs completely and accurately.

• To satisfy financial obligations to the program in a timely fashion.

In the area of admissions: • To be knowledgeable about other available classes/ programs based on an informed decision. Published information should be read. Adult learners, former adult learners, and staff should be contacted and questioned about the level of satisfaction in their relationship to the class, ethics, and general quality and it is expected adult learners will do this with any other class/program they may be considering.

• To call his or her state department of education about potential questions, when in doubt.

• To represent his/herself honestly in applying to the class.

• To complete the application process promptly by submitting requested materials and fulfilling pre-training requirements.

Adult learner Rights and Program Responsibilities In order to preserve and protect the rights of adult learners, the program makes a commitment to the following responsibilities.

In the area of academics: • Emphasize quality.

• Award credit where and only where it is due.

• Maintain clear written policies for accepting credit from other institutions.

• Disclose accurate information about the acceptability of credit for this class to other institutions.

• Insure fair and reasonable academic evaluation, with grades and evaluations that are meaningful, timely, and based on quality of adult learner performance. Maintain transcripts or records of grades properly and guarantee confidentiality and adult learner access to records.

• Award certifications when they are merited. Inform adult learners regularly of their academic progress and award certifications after all stated requirements are satisfied.

• Provide adequate facilities and services to support academic goals.

• Offer quality instruction through instructors who have appropriate training and expertise, are up-to-date in their fields, meet scheduled classes, come to class prepared, and are available to adult learners outside class.

• Describe class requirements in clear, specific and accurate terms, in written form, and ensure that requirements are educationally meaningful.

• Notify adult learners of unusual features of the class that cannot be readily anticipated.

• Forego unconditional changes in requirements for adult learners who have already enrolled in the class.

• Offer class work that is comparable to its catalog description.

• Embrace the principle of academic honesty.

• Publish causes for dismissal in clear and specific form.

Dismiss an adult learner only for appropriate cause, and after due process.

In the area of advertising: •Publish advertising that is accurate and reliable, up-todate, and understandable.

In the area of finances: • Inform adult learners of the full cost of education.

• Inform potential adult learners with regard to financial aid.

• Employ fair and accurate, published refund policies.

• Charge fair and reasonable fees for infractions such as breaking equipment or non-return of library books.

• Assess reasonable tuition increases and provide notice of raises.

• Keep records of fees paid by each adult learner.

• Inform adult learners about financial instability in the event such a condition exists.

In the area of admissions: •Make available written policies on admission.

•Give prospective adult learners as complete and accurate a picture of the class as possible, encouraging them to visit the facility and talk with staff and adult learners.

•Maintain clear and specific policies on job placement services. *From, “Fair Practices in Higher Education: Rights and Responsibilities of Adult learners and Their Colleges in a Period of Intensified Competition for Enrollments”, a report of the Carnegie Council on Policy Studies in Higher Education (1979, Jossey-Bass).

Princeton Center Teacher Education/ The College of New Jersey Master of Arts in Teaching (MAT) Joint Offering between The College of New Jersey Princeton Center Teacher Education

PCTE Graduates who hold an Early Childhood and Elementary credential earned between 1999 and present may transfer 18 Master credits into the MAT program at

31

TCNJ. After completion of all requirements adult learner will be awarded a Master of Arts in Teaching (MAT) and NJ Teacher Certification. PCTE Adult learners in the process of earning an Early Childhood and Elementary credential may begin the MAT program and earn both the credential and the MAT simultaneously.

Requirements: • Maintain a 2.75 average • Pass The Praxis Series to receive a New Jersey Teaching Certificate • Pay a transfer fee to TCNJ for the PCTE Credential Credits Courses: • Collaboration, Consultation and Partnerships (3 credits) • Multicultural and Social Foundations of Emergent and Early Literacy (3 credits) • Curriculum Experiences for Young Children in the Inclusive Classroom (3 credits) • Teaching Young Children: Creating and Sustaining Classroom Communities (3 credits) • Two-part research course in conjunction with Regional Training Center (6 credits) For more information, contact: Elizabeth Clarke, Associate Director, PCTE eclarke@pmonts.org 609-924-4594 ext. 308

The Van Loan School at Endicott College Online B.A. in Liberal Studies for Montessori Infant & Toddler and Early Childhood Graduates

Princeton Center Teacher Education (PCTE) students are invited to obtain graduate credit for their Montessori training through The Institute for Educational Studies (TIES) at Endicott College, an internationally recognized Montessori graduate program that will begin its 20th year in 2015. Endicott College is located in Beverly, Massachusetts, just north of Boston. This program continues to be a forerunner in online education.

To earn your M.Ed. requires 36 credits. There are no required residencies on the physical campus. Credits are earned through Endicott’s innovative eCampus.

Please visit the program website at www.ties-edu.org.

The descriptions there provide insight into the context of the program. We also encourage you to read the Program Commentaries page. The web site is where you will find the online graduate school application.

Download the TIES flyer. For more information, contact Carol Adams, TIES-Endicott Admissions, atties@ endicott.edu.

ST. CATHERINE UNIVERSITY Blended (online with some face-to-face) Master’s Degree for PCTE Infant & Toddler, Early Childhood and Elementary Students and Alumni.

Please direct your questions and interest to: Syneva Barrett, Program Director 2004 Randolph Ave. St. Paul, MN 55104 (651) 690-6001 • FAX (651) 690-6039 email to montessori@stkate.edu

PCTE Mission Statement

The Princeton Center for Teacher Education’s mission is to educate and train adults according to the philosophy of Dr. Maria Montessori. PCTE prepares Montessori teachers of Infant and Toddler children (birth to 3 years old), Early Childhood age children (3 to 6 years old), and Elementary children (6 to 12 years old). It provides a complete education for prospective Montessori teachers, offering quality academic and practical instruction through the experience and observation of an on-site model.

PCTE Nondiscrimination Policy

PCTE affirms its commitment to equal opportunity and nondiscrimination in employment and education for all qualified individuals regardless of race, religion, color, national origin, sex, age, sexual preference, or disability in the admission of adult learners, in the hiring of staff, and in the selection of supervising teachers.

Advertising

The program adheres to a policy of truth in advertising and, at no time, does it knowingly disseminate false information. By the use of accurate information in publications and by making this information available to staff, adult learners, and the professional community, the program attempts to educate both its clientele and the public as to its purposes and procedures, as well as to the nature and potential of Montessori education. ©2019 by the Princeton Montessori Society - All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the Princeton Montessori Society.

32