The Lower Elementary Program consists of the following 13 courses:

Online Component: 

Foundational Courses: (8 weeks each)

• Foundations of Montessori Philosophy (FDN)
• Observation, Classroom Management, and Child Development (OBS)

Curriculum Courses: (7 weeks each)

• Correct Expression, Handwriting, Whole Language (LNCE)
• Phonics, Spelling, and Punctuation (LNPH)
• Numeration and Place Value (MTNU)
• Operations with Whole Numbers (+ *) (MTOP)
• Advanced Operations with Whole Number (- /) (MTAO)
• Geometry Studies (MTGM)
• Big Picture of the Universe (CBPU)
• Earth and Human Studies (CEHS)
• Early Childhood Practical Life, Sensorial (PRSE)

Practicum Course: (Sept-June)

• Practicum (PRED) (location approval required, online)
• Internship with a Teaching Component (at your location)

Face-to-Face Component

In-Person Residency (80 clock hours, 10 days)

• Summer Residency (RESS-ELI) (Birmingham, Alabama // McCordsville, Indiana)

The Upper Elementary Program consists of the following 17 courses:

Online Component: 

Foundational Courses: (8 weeks each)

• Foundations of Montessori Philosophy (FDN)
• Observation, Classroom Management, and Child Development (OBS)

Curriculum Courses: (7 weeks each)

• Correct Expression, Handwriting, Whole Language (LNCE)
• Phonics, Spelling, and Punctuation (LNPH)
• Grammar and Writing (LNGR)
• Numeration and Place Value (MTNU)
• Operations with Whole Numbers (+ *) (MTOP) 
• Advanced Operations with Whole Number (- /) (MTAO) 
• Geometry Studies (MTGM)
• Fractions and Decimals (MTFR)
• Decimals and Algebra (MTAL)
• Big Picture of the Universe (CBPU)
• Earth and Human Studies (CEHS)
• Early Childhood Practical Life, Sensorial (PRSE)
• Advanced Cultural, Language, and Math (RESS-ELV)

Practicum Course: (Sept-June)

• Practicum (PRED) (location approval required, online)
• Internship with a Teaching Component (at your location)

Face-to-Face Component

In-Person Residency (120 clock hours, 15 days)

• Summer Residency (RESS-ELI-II) (Birmingham, Alabama // McCordsville, Indiana)

Online Component

The two foundational courses are nine weeks in duration.  They generally consist of eight weeks of video presentations, weekly chats, discussion forums, reading, and essay assignments.

Each curriculum course lasts seven weeks. There are generally five weeks of video presentations, weekly chats, discussion forums, assigned readings, lesson planning, practicing with materials, and presentation assignments, and one observed presentation assignment. The observed lesson presentation can be completed by the course instructor via video conferencing technology or the adult learner’s supervising educator at your location. 

The practicum course runs from September to June. There are 10 synchronous chats, 10 discussion forums, video presentations, a year-long project, a case study, and observation of an adult learner, observing other Montessori schools, a peace essay, and regular contact with the course instructor through video streaming.  

Curriculum and Foundational Assignments – Explanation

Video Lectures – (approximately two hours per topic)

Adult learners are required to review all the lecture and presentation videos for that topic. The viewing sequence should be from top to bottom within each topic’s resource menu. Adult learner progress is tracked electronically for administrative purposes. After seeing the videos, respond to the questions posted in the forum.  Forums close after two topics and will not reopen. All practice assignments must be conducted based solely on an adult learner’s review of the course videos as well as the supplied lesson plans. Once opened, the videos will remain available to adult learners while actively enrolled in the course.

Asynchronous Discussion Forums – (approximately one hour per topic)

Provides opportunities for adult learners to reflect on the content presented and learn from one another. The instructor does not provide comments during this portion; instead, they comment privately. The forums are designed to encourage members of a cohort to engage in reflective practice together. Questions are based on both philosophy and the practical applications of the content. Participation in discussion forums is required. All work must be original and not copied from other resources without proper citation.

Asynchronous Chats – (approximately one hour per topic)

The course instructor prerecords a lecture for each topic.  Adult learners are required to view each lecture and submit a summary of it.

Synchronous Chats – (approximately one hour per topic)

In the practicum course, adult learners will meet regularly online together with the course instructor.  There are ten chats scheduled throughout the practicum year.

Observed Lesson Presentations– (average one observation per curriculum course)

Most online courses require all adult learners to complete an observed lesson presentation.  This assignment assists adult learners in practicing with materials presented during the online component and provides a verification of practice as well as an opportunity to engage in reflective practice. Supervising educators or course instructors can provide comments in person, by watching a lesson recording, or via a video chat program. The adult learner must be observed by the supervising educator indicated in the adult learner’s enrollment paperwork or by the course instructor.

Lesson Plans – (average one lesson plan per curriculum course)

Assists adult learners to understand the components of a Montessori lesson plan, how to organize and present a lesson to a child, and how to analyze the movement between the adult and child.

Practice Summaries – (average one practice summary per curriculum course)

Assists adult learners in practicing with adult learners using the materials being presented through our video resources during each of the online curriculum components. This assignment provides a detailed narrative that serves as verification of materials practice throughout the program.  The assignment also provides an ongoing opportunity for reflective practice.

Making Materials

Provide opportunities for the adult learner to create materials and allow the instructor to see the quality of the materials being constructed, as well as to provide comments. Material making occurs throughout the program, both in the online component and the residency component, and counts toward a portion of the adult learner’s practicum requirement.

Reflective Essays

Provide opportunities for the adult learner to engage in reflective practice and demonstrate a deepening understanding of Montessori philosophy, classroom management, practical application, and the curriculum scope and sequence. Reflections are a daily part of the summer residencies as well.

Year-long Project

Part of the practicum is to create an extension of an area of interest for the adult learner’s learning environment based on the adult learner’s interest.

Case Study and Observation of an Adult Learner

Observation is a critical component of the Montessori method.  The case study provides an opportunity for adult learners to design an individualized program for themselves that spans most of the school year.

Classroom Observation Requirements 

Adult learners must observe their students throughout the program. These observations are written up in narrative form and discussed during the practicum chats.

Observing Other Montessori Schools

Adult learners are required to visit at least two other Montessori schools in their local area and write up a summary of each observation.  The comparison reveals the many facets of Montessori and offers the adult learner a broader perspective.  In the School Leadership program, administrators are required to observe at two local Montessori schools and interview the head of school.

Reflecting on Peace Education 

Adult learners will be asked to reflect on peace education activities throughout their practicum year.  Montessori’s peace education and lessons on grace and courtesy are reviewed during the Summer Residency as well as the practicum experience.

Regular contacts with the Practicum Instructor during the Practicum Experience 

The instructor for the practicum course maintains close communication with adult learners throughout the practicum year. Chats are scheduled throughout the practicum year to help adult learners navigate obstacles throughout their first year of teaching. The chats also provide a way for other adult learners going through the practicum to share their experiences and receive support.

Creating and Collecting Lesson Plans and Albums 

Adult learners must demonstrate that they have a complete scope and sequence of lesson plans for their level. This collection of lessons and support materials is organized to support the adult learner throughout their teaching career.

Supervised Practice during the Residency phase

Adult learners have opportunities to demonstrate their understanding of the material and practice during the Summer Residency component. Opportunities to create materials and art extensions are available in the residencies.

Textbooks are available for purchase at Montessori Research and Development at (www.montessorird.com).  Montessori Live provides additional resources upon enrollment in the courses.  Lesson plans, manuals, PowerPoint lectures, and sample assignments are available for free download.

Montessori Foundations of Philosophy (FDN)

• Required Resources: Kramer, Rita. Maria Montessori: A Biography – Digital download, Amazon Kindle, or Apple iBooks – Kramer, Rita. Maria Montessori: A Biography – Digital download, Amazon Kindle, or Apple iBooks

Observation and Child Development (OBS)

• Required Resources: Lillard, Angela. Montessori: The Science Behind the Genius, 3rd EDITION– Digital download Amazon Kindle or Apple iBooks

Survey of Montessori Curriculum (SMCU)

Most are available as digital downloads from Amazon Kindle or Apple iBooks

• Montessori, M. (1989). To Educate the Human Potential: The Clio Montessori Series (85 pages)
• Lillard, P.P. (1996). Montessori Today: A Comprehensive Approach to Education from Birth to Adulthood (186 pages)
• Miller, J.P. (2006). Educating for Wisdom and Compassion: Creating Conditions for Timeless Learning(158 pages)
• Mayes, C. (2010). The Archetypal Hero’s Journey in Teaching and Learning: A Study in Jungian Pedagogy (140 pages)

Practical Applications for Administrators (PRAA)

Most are available as digital downloads from Amazon Kindle or Apple iBooks

• Montessori, M. (1917) Spontaneous Activity in Education – Various publishers
• Mayes, C. & Williams, E. (2012). Nurturing the Whole Student: Five Dimensions of Teaching and Learning. NY: Rowman and Littlefield Publishers, Inc.
• Kouzes, J. & Posner, B. (2012). The Leadership Challenge: How to make extraordinary things happen in organizations. SF: Jossey-Bass.
• Zaffron, S. & Logan, D. (2009). Three Laws of Performance: Rewriting the Future of your Organization and your Life. SF: Jossey-Bass.

Residency for Administrators (RESADM) Most are available as digital downloads from Amazon Kindle or Apple iBooks

• Fullan, Michael (2019). Nuance: Why Some Leaders Succeed and Others Fail.
• Kouzes, J. & Posner, B. (2012). The Leadership Challenge: How to make extraordinary things happen in organizations. SF: Jossey-Bass.
• Zaffron, S. & Logan, D. (2009) Three Laws of Performance: Rewriting the Future of your Organization and your Life. SF: Jossey-Bass.

Topics include:

• Philosophy: scientific method, respect for the child, the absorbent mind, sensitive periods, child development, observation of the child, and classroom management
• Early childhood overview: practical life and sensorial lessons, materials, and practice
• Language arts: the story of language, correct expression, punctuation, sentence analysis, and word study
• Math: addition, multiplication, subtraction, and division, operations, geometry, introduction to decimals, fractions, and algebra
• Cultural studies: introductory lessons in botany, zoology, geology, functional and political geography, physics, chemistry, biology, and history
• Educational skills: assessment, record keeping, ethics, curriculum scope and sequence, and engendering wonder
• Art integration: art extensions into the curriculum, music, art presentations and projects, health, and physical education
• Practice: material-making workshop and hands-on practice, presenting with materials

Topics include:

• Philosophy: scientific method, respect for the child, the absorbent mind, sensitive periods, child development, and the first day of school
• Language arts: lessons in phonics, correct expression, and reading
• Math: 2D and 3D sensorial geometry, decimal system, numeration, operations, money, time, and fractions
• Cultural studies: lessons in botany, zoology, geography, and history
• Practical life: developmental aims in concentration, coordination, order, and independence, practical skills to encourage independence, hands-on activities, and discussions on environmental design, grace and courtesy, peace education, spiritual preparation of the educator, respect for the child, the absorbent mind, sensitive periods, and the art of the presentation
• Sensorial to science: presentations include exploration with sensorial materials to refine senses and development of fine motor skills, the development of “motor memory”, receptive and expressive skills in language, preparation for handwriting, sensorial practice with material to refine senses, and the presentation of language
• Art integration: music, art extensions, health, food preparation, and physical education
• Practice: material-making workshop and hands-on practice, presenting with materials