Practicum Handbook And Syllabus

Montessori Educator Practicum, PART I 3 credits

INTRODUCTION TO THE PRACTICUM Contiguous with philosophical theory and lessons in curriculum presented by program instructors, supervising a year-long professional experience for the student educator is an absolute key to the success of a Montessori training program. Such consistent “internship” observation of children working under the mentorship of a master Montessori educator is a deep form of learning. Learning that arises from practical observation and need provides an effective, contextual form of training.

MACTE TEACHER CANDIDATE AND COURSE COMPETENCIES The candidate for certification exhibits the following competencies: 1. Montessori Philosophy and Human Development a. Defines and implements an understanding of Montessori philosophy, cosmic curriculum, and peace education for the elementary years; b. Defines the principles of human growth, development, and educational theories with an emphasis on the elementary years from six (6) through twelve (12) years of age; c. Demonstrates evidence of personal growth through self-evaluation and introspection; d. Demonstrates knowledge of developmental and behavioral norms and potential recommendations for special support services. 2. Classroom Leadership a. Demonstrates the ability to observe, plan, and record the needs and progress of elementary age children; b. Demonstrates sensitivity to the psychological and cultural needs of individual children; c. Demonstrates the ability to personalize educational plans for a variety of learning styles; d. Identifies and initiates effective classroom leadership strategies that build community; e. Shows awareness of proper channels of communication, administrative functions, and professional conduct. 3. Curriculum Implementation a. Implements an integrated Montessori cosmic curriculum; b. Demonstrates proficiency in applying Montessori principles in the context of the curriculum, didactic materials, and lesson presentations; c. Designs and maintains a developmentally appropriate Montessori environment in response to the needs of students; d. Utilizes a variety of instructional strategies and assessment methods e. Demonstrates and awareness and understanding of governmental regulations. 4. Communication and Partnership with Families a. Utilizes cultural sensitivity in fostering professional school-family partnerships; b. Articulates an awareness of community resources for additional support of children and families; c. Identifies and has knowledge of available professional associations

Pre-requisites for Practicum Experience:  Successful completion of all philosophy, curriculum, and classroom management courses required for certification  Approval of practicum site*  Good financial standing

Note*: It is the student teacher’s responsibility to arrange for employment and placement at a school for the practicum.

Practicum Attendance The program requirement for the practicum phase is a minimum of 1,080 hours. This value represents full-day teaching for nine months in an age-appropriate classroom. The student teacher is expected to fulfill requirements regarding administrative policies, particularly when it comes to attendance, performance of duties, and timeliness. If the student teacher exhibits chronic or protracted absences and tardiness, s/he may be dismissed from the practicum experience.

Visits and Conferences with Field Supervisors Throughout the academic year, student teachers and their field supervisors will meet regularly for consultation. On a monthly basis, student teachers and field supervisors will meet via live chat. Three filmed observations of the student teacher’s classroom will be recorded throughout the year and submitted to the field consultant.

During these observations, the student teacher is expected to present a lesson to a small group. Each observation must feature a lesson from various areas of the curriculum (i.e. first observation can be of a math lesson, the second will be language, and the third will be cultural).

Accompanying these observations will be questionnaires for self-reflection on the observations to be filled out by the student educator. Additionally, the field consultant will fill out a report on her/his observations of the classroom. The field consultant will also ask the supervising educator about the student educator’s progress, particularly in the area or record keeping, staff and parent relations, and classroom management, etc. This inquiry will be done at least three times a year in conjunction with the filmed observations and monthly contacts.

Forms for these meeting reports will be accessible online and can be submitted electronically. Seminars Comprised of Video Lecture Content and Assignment Descriptions These lectures serve to provide meaning and insight into the details, structure, and procedure of the practicum experience.

SCHEDULE OF VIDEO CONTENT AND ASSIGNMENT DESCRIPTIONS

Week One:

Introduction to the Practicum – Kym Elder What is necessary for a successful internship? The ideal program is a two-year experience with the formal internship responsibility taking place during the student educator’s second year under the direction of a supervising educator. The rationale for this approach is discussed along with suggestions and requirements for self-study.

Assignments Overview – Kym Elder The assignments for completion of the practicum are designed to support the intern’s path of becoming a competent Montessori head educator. An overview of the assignments and a suggested schedule of completion are discussed to provide a framework for practical application. Each assignment is discussed in more detail in the following lectures.

The Practicum as a Contextual Form of Training – Dr. Paul Czaja Consistent “internship” observation of children working under the mentorship of a master Montessori educator is a deep form of learning. It is a contextual form of training, basic to the effectiveness of our Practicum. This requires training in observation and scientific tracking and recording of individual children’s progress. It is not only important to develop a good recordkeeping program, but develop a habit of reviewing student records throughout the year. For new students, reviewing their school files can also provide critical information to understand student learning styles and emotional needs.

Week Two:

The Practicum as a Committed Interest in Human Learning – Dr. Paul Czaja The successful student teacher must have both a personal subjective interest and an objective topic interest in being committed to a Practicum in Montessori education. Subjective interest enables the intern to witness the vital intentionality of the child learner. Topic interest develops expertise in the presentation of and the exercising with the many sequential didactic materials of a world class Montessori learning environment. Assignment of a Field Supervisor – Mary Beth Sullivan The student educator will be assigned a field consultant who will review the requirements of the internship, gather information about the supervising educator’s education and experience, gather information about the school site and learning environment, and design a monthly chat schedule with the student educator. The student educator will need to provide a resume to Montessori for use by the field consultant. The resume should be kept updated with all pertinent information, including up-to-date contact information during the course of the program.

Assignment 1: Development of the Year-Long Project – Mary Beth Sullivan Discussion of the year-long project. This assignment must be completed by the end of the internship year.

Week Three:

The Profession of Education: Becoming a Lifelong Learner – Dr. Paul Czaja Education is not just for students. In order to be the best facilitator and connection to the environment, it is necessary to keep up-to-date with the progress of knowledge oneself. To be a Renaissance person is to know enough to lead your students in the right direction no matter what questions they have. Montessori’s view of the educator is that self- understanding is also critical to understanding the students in your care.

Suggested Protocol for Working with a Supervising Educator and Field Consultant- Kym Elder Understanding protocol is required for working with a supervising educator. Respect and humility aid the creation of harmonious relationships between adults. It is beneficial for the intern to assume a position of support even if there are differences in styles and priorities. Make notes for the future instead of criticizing and creating power struggles in someone else’s learning environment. Sometimes it may be helpful to offer suggestions, but when and how are extremely important factors to keep in mind.

Assignment 2: Development of the Case Study of a Student – Kym Elder Discussion of the case study of a student. This assignment must be completed by the end of the internship year. Week Four:

The Practicum as Revelation of Education for Children – Dr. Paul Czaja Montessori education is a reconstruction of society based directly on the reconstruction of education. The Montessori intern must shed the habits acquired over the many years of adult educational practice and develop a dedication to an educational practice completely adapted to the unique ways of learning fitting the developing child. Specifically this requires learning what it means to “follow the child.”

Understanding the Elementary Scope and Sequence – Kym Elder In order to become a master Montessori educator, it is necessary to understand the scope and sequence of the curriculum. Rather than working with a single grade for a single year, a Montessori educator needs to understand the goals of a three-year plan for a multi- age learning environment. It is also necessary to understand Montessori’s emphasis on understanding as the connection of ideas rather than the ideas themselves.

Assignment 3: Observing Other Montessori Environments – Mary Beth Sullivan Observing in other Montessori environments gives both a point of departure as well as a comparison of room design and flow. This assignment must be completed during the internship year.

Week Five:

The Practicum as Training in Partnership Communication Skills – Dr. Paul Czaja The child is primarily a member of a family and society and secondarily a person within the school community. The student teacher must develop a professional sensitivity in fostering and participating in the communication with these partnerships. As horizontal extensions of the learning environment, the intern also must become aware of community resources for additional support of children and families.

How to Balance the Flexibility of a Three-Year Plan with Grade Level Expectations- Kym Elder Following a textbook does not provide for the individualized nature of Montessori learning environment. There is a balance between following the child and making sure your students master skills necessary to succeed in the next level.

Assignment 4: Creating Beautiful and Meaningful Educational Materials – Mary Beth Sullivan Knowing how to create beautiful educational materials is a hallmark of a well-prepared Montessori educator. This assignment must be completed during of the internship year. Week Six:

The Practicum as Maintaining the Montessori Learning Environment – Dr. Paul Czaja Since Montessori education has its foundation in the provision of a well-prepared learning environment, the intern must become familiar with the critical aspects of experiential learning so that he or she may assist the master Montessori educator in this essential daily responsibility.

Assuming the Role of a Head Educator - Mastering Empowerment and Leadership Kym Elder Leadership means making others shine rather than being the center of attention. Preparing oneself to become a facilitator of knowledge requires humility rather than egotism. Mastering the Montessori method means to be on the path of empowering leadership and scholarship in others.

Assignment 5: Development of Lesson Plans in the Montessori Practice - Mary Beth Sullivan Discussion of the development of lesson plans for curriculum albums. This assignment must be completed during the internship year.

Week Seven:

Positive Discipline, Redirecting Behavior, Logical and Natural Consequences – Dr. Paul Czaja The practicality of discipline takes practice. Positive Discipline is a practice that refines the educator’s way of speaking to students in a way that emphasizes positive reinforcement and empowerment. Redirecting student behavior avoids many control struggles between educator and student to get on with the business of educating. Using logical and natural consequences encourages students to think through situations and understand the idea of consequences and choice.

Assignment 6: Practicing Various Observational Techniques – Kym Elder Observation should be practiced on a daily basis. Learning to observe is the mainstay of becoming an excellent Montessori educator. This skill takes practice and should not be set aside due to the need to complete curriculum requirements. There are different observational techniques for different purposes. This assignment must be completed during the internship year.

Assignment 7: Keeping a Field Journal – Mary Beth Sullivan It takes practice to learn the techniques of scientific observation. Social scientists and naturalists have learned to take copious notes in their study of human and animal behavior. The field journal will be used in the communication between field consultant and the intern. It will also become a keepsake, and perhaps the beginnings of a formal research study, as well as a reference notebook for community services available to children. This assignment should be implemented during both years of the program to be most effective, but is required for the internship year.

Assignment 8: Reflective Essays on Philosophy and Actual Practice - Mary Beth Sullivan There is always a difference between theory and practice. The difference comes from many factors: legal requirements, school policy, public or private orientation, parent demands, student abilities and behavior. This is especially apparent for a new educator who has not had time to synthesize the two. This assignment should be completed during the internship year.

Week Eight:

A Preparation for a World of Change and Peace – Dr. Paul Czaja, Kym Elder, Mary Beth Sullivan Practical advice to follow the children in your learning environment during your practicum year, including how and when to intervene with support staff; how to plan for lessons in ways that accommodate the interest, ability, and development of each child; self-examining your actions as facilitator if things are not going well; accommodating for the gifted child, the emotionally wounded child. What is the balance between expectation and readiness?

Assignment 9: Monthly Coaching Contacts with Your Field Consultant - Mary Beth Sullivan and Kym Elder This assignment should be completed during the internship year.

Assignment 10: Preparing Videotaped Lessons and Examples of Classroom Overview - Mary Beth Sullivan and Kym Elder In order to give the field consultant a better picture of the intern’s actual learning environment, the intern will be required to videotape lessons given to students. Videotapes of classroom overview will also be required. This requirement can also be coordinated live via web cam. These videos will be completed during the internship year in a schedule that is sensitive to the supervising educator.

Assignment 11: Assuming the Role of Educator in Teaching Peace – Mary Beth Sullivan and Kym Elder Peace education is also known as character education. Peace is a global issue that starts in the learning environment as relationships are developed between students and educators. How children exist within a learning community will be a reflection of their actions in the world at large. How do we show children the path toward peaceful coexistence? This assignment must be completed during the internship year. THE EDUCATOR PRACTICUM, Part I (3 credits)

The practicum can be designed to be a one or two-year experience. Ideally, the first year is a time for learning the pace of a school year, and getting one’s “feet wet” in an educational setting. The student educator will view the videos of this course during the summer of the first year of the program in preparation for the formal internship to start during the second year of the program. During this year, the student teacher has no responsibilities other than as an assistant. This is the year to take everything in, to reflect, to internalize, to learn. This could also be for the first semester of one school year. Full- time employment is recommended.

The second year of the program begins the formal internship. 1,080 classroom hours equals one school year of full-time experience in a Montessori learning environment under the direction of a supervising educator. The student educator is now an official intern, with more responsibility for recordkeeping, parent contact, curriculum planning, and student management. The intern must work with the supervising educator and the field consultant to develop goals for the internship year. This could also be for the second semester of one school year. Full time employment is recommended.

In addition, there are assignments that include keeping a journal, observations of other Montessori learning environments, reflective essays, a year-long project, and a case study of a student. Some of the assignments can be completed during the first year and others must wait until the end. The assignments will be explained in more detail. This course will stay open to the intern throughout the internship year to provide guidance as necessary.

Credit will be given upon completion of all projects and assignments for the practicum experience. There will be no assignment during the video viewing portion of the course. The assignments described below are due by the end of the internship. A suggestion schedule for completing these assignments is described more fully in the video lecture in week one: Assignments Overview. PRACTICUM SITE REQUIREMENTS

The student teacher’s practicum site must ensure the following requirements:

 Age Range of Class: The student teacher’s classroom contains children predominantly between the ages of 6- through 9-years-old.  Environment: The student teacher's classroom has a full complement of Montessori materials. The classroom environment is consistent with the description in these guidelines for the age level served.  Job Description/Contract: The school has given to the student teacher a job description and/or contract.  Supervision: The school agrees not to ask the student teacher to assume total responsibility for a class without the presence of a supervising teacher or other qualified staff person.  School Policies: The school has communicated to the student teacher administrative policies and guidelines for the student teacher internship.  Non-Discriminatory Policy: The school has published non-discriminatory policies for both students and faculty/staff.  Instructional/Observation Time Allowance: The school allows the student teacher release time to meet seminar training requirements and observations.  Completion Support: The school will be generally supportive of the student teacher in efforts to meet her/his practicum requirements.  Licensing: The school meets all local city/state regulations.  Janitorial Services: The school provides janitorial services. Standards and Responsibilities for Supervisors Supervising Teacher and Field Consultant Criteria 1. Credentials: Supervisors must hold a MACTE accredited teacher training program credential or the equivalent. The course director shall determine exceptions and report them to MACTE. 2. Teaching Experience: Supervisor must be in at least the second year of teaching after receipt of Montessori credential. 3. Student Experiences: The supervising teacher is responsible for providing experiences relating to the following areas:  preparation of indoor and outdoor environments  observation and recording – observing, responding/planning, assessing, 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 services; parent education, interviews, conferences, and meetings; open house  staff involvement – participation in meetings, establishing team compatibility and problem-solving techniques. 2. Meetings:  Supervising teachers: must schedule regular review sessions at least once per week to review progress and plan activities in the above areas  Field Consultants: must schedule regular review sessions with the student at least once per month to assess progress in the above areas. The Field Consultant must also meet with the Supervising Teacher for needed assessment of the intern’s job performance. 3. Assessment: The supervising teacher must complete and submit all evaluation forms requested by the teacher education institution/program at the designated times. 4. Communication: The supervisor must complete and submit all evaluation forms requested by the teacher education institution/program (Montessori), at the designated times.

For the Supervising Teacher Model – In addition to the above requirements, the Supervising Teacher must be in the student’s classroom full time. If a Supervising Teacher has student teachers from more than one program, the total number must not exceed the limit of two students per session.

For the Field Consultant Model – In addition to the above requirements, the Field Consultant shall observe the teacher candidate’s class a minimum of three times during the year and provide a written report of each observation. The Field Consultant (as noted in criterion 4) shall contact the student teacher at least once a month.

ASSESSMENT AND GRADING Following the principles Montessori educators apply with assessing children, we assess our student teachers with criteria that do not include a grade of failure. It is only from mistakes that people learn about themselves their roles in the world. Therefore, if a particular area of a student teacher’s performance is deemed unacceptable, we desire to create an opportunity to help her/him learn from the mistakes and improve her/his art, rather than to solely chastise.

Grading Codes are as follows: 3 = Commendable Demonstration 2 = Acceptable Demonstration 1 = Improvement Needs to Be Demonstrated n/o = Not Observed (there may be some situations in which certain requirements can’t be demonstrated, i.e. subject area focus of lesson presentation)

RUBRIC FOR MAXIMUM POINTS The assignment is thorough, meaningful to the participant, and well-organized. (25%) Use of oral or written language is excellent, with clear communication. (25%) The assignment clearly covers all directions given. (25%) Submission is on or before the due date. (25%) DETAILED PRACTICUM OBJECTIVES

The various reports provided online will address the following performance criteria to be assessed throughout the practicum experience:

I. Classroom Leadership a. Does the student teacher observe, plan, and record the needs and progress of elementary age children? b. Does the student teacher successfully manage class records? c. Does the student teacher demonstrate sensitivity to the psychological and cultural needs of individual children? Additionally, does the student teacher model show respect for the students and build a good rapport? d. Does the student teacher personalize educational plans for a variety of learning styles? Has the student teacher incorporated Individualized Educational Plan (IEP) requirements into lesson presentations, assignments, and assessments? e. Does the student teacher identify and initiate effective classroom leadership strategies that build community? Is inner discipline encouraged in the students? Does the student teacher model the proper tone of the environment? f. Is the student teacher aware of proper channels of communication, administrative functions, and professional conduct? Does the student teacher demonstrate ability to work with colleagues and accept constructive advice? Is the student teacher able to peacefully relate with and respectfully communicate with colleagues?

II. Curriculum Implementation a. Has the student teacher implemented an integrated Montessori cosmic curriculum? Is the progression of cosmic curriculum presentations being not only followed, but also supplemented with lessons from the rest of the Montessori curriculum areas? b. Does the student teacher demonstrate proficiency in applying Montessori principles in the context of the curriculum, didactic materials, and lesson presentations? Are appropriate lessons provided to the students considering their developmental levels? c. Does the student teacher design and maintain a developmentally appropriate Montessori environment in response to the needs of students? Is the complete range of materials for the children’s developmental level readily available, appropriately arranged (in respect to curriculum progression), and well maintained? Does the student teacher’s classroom provide a variety of work areas (i.e. small group/individual work areas, large group area, quiet areas)? d. Does the student teacher utilize a variety of instructional strategies and assessment methods? Are lesson presentations, activities, and assessments appropriate for individual degrees of student abilities? e. Is the student teacher aware of and clearly understand governmental regulations? Are accommodations observed for Americans with Disabilities Act (ADA) and Individuals with Disabilities Education Act (IDEA)? Does the student teacher maintain confidentiality and access to student personnel records in accordance with the Family Educational Rights and Privacy Act (FERPA)?

III. Communication and Partnership with Families a. Does the student teacher utilize cultural sensitivity in fostering professional school-family partnerships? b. Does the student teacher articulate an awareness of community resources for additional support of children and families? c. Does the student teacher identify and have knowledge of available professional associations?

Completion of the practicum requires completion of all projects and assignments with 80% competency assessed. Your supervising teacher, field consultant, and staff of Montessori are here to help you succeed. Some of the practicum work can begin the student educator’s first year in the course of study. Other projects and assignments will have to wait until the second year, during the official internship year. These projects can be completed during the third year of teaching as well. Full credit will not be given for the internship and the program until the practicum portion is completed.

Montessori will issue partial transcripts for a fee. Please contact [email protected].