Period III-Student Teaching Practicum Period (9 months) (540 Practicum Clock Hours)
The Student Teaching Practicum provides adult learners a real-world experience under the direct supervision of a qualified Montessori educator at a qualified and accredited Montessori school. The Student Teaching Practicum is a key component of the adult learner’s preparation to be a teacher. Although distinct from the Academic Content Period, it is infused with academics and their real-life application with classes and students. The Practicum Period serves as an opportunity for adult learners to develop and refine the craft of teaching. The Student Teaching Practicum Period may take one of two forms:
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Supervised Practicum
The practicum candidate is typically employed by or paid a stipend by the practicum site and works in the capacity of Assistant to an experienced and certified Montessori teacher.
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Self-Directed Practicum
The self-directed practicum is not recommended and must be approved in advance by HMEI. Self-directed practicum candidates are typically employed by or paid a stipend by the practicum site, where the candidate serves as Lead Teacher. Although a Montessori Educator is not physically present in the classroom every day, regular access to, and conference with, an experienced and certified Montessori teacher who is identified and designated as the Practicum Cooperating Teacher is required for HMEI approval. Special requirements are enforced in order for a self-directed practicum to be approved by HMEI, including at least one of the following:
- Prior experience as an Assistant in a Montessori environment
- Two or more years of previous teaching experience at the Infant/Toddler level
- A qualified supervising teacher is not available
- The written approval of the HMEI Academic Director
Practicum Models
The HMEI course director and the practicum supervisor will determine the appropriate model selection for the adult learner. They will consider:
- The area of specialization (birth to 18 months or 18 months to 3 years)
- The extent of the adult learner’s previous Montessori experience
- Special professional purposes
Model 1: Infant Concentration (Birth to 18 Months)
Prerequisite: Montessori credential or overview of Montessori principles. This model provides a period of concentration for the adult learner whose primary interest is the care and development of infants. Practicum is a minimum of 540 hours over a nine-month period.
Model 2: Toddler Concentration (18 Months to 3 Years)
Prerequisite: Montessori credential or overview of Montessori principles. This model provides a period of concentration for the adult learner whose primary interest is the care and development of toddlers. Practicum is a minimum of 540 hours over a nine-month period.
Model 3: Infant and Toddlers (Birth to 3 Years)
Prerequisite: Montessori credential or overview of Montessori principles. This model is designed for the adult learner whose primary interest is the care and development of infants and toddlers. Practicum is a minimum of 540 hours over a nine-month period.
Field Consultant Visits
Three on-site evaluation visits by Field Consultants will be required for candidates engaged in a Supervised Practicum. Three or more on-site evaluation visits will be required for those involved in a Self-Directed Practicum.
School Observation Visits
All practicum candidates are required to participate in 12 hours of observation during the course of the Practicum.
Policy for Entering Practicum
Adult learners must begin the practicum within two years of completing Period II - Academic Phase. Adult learners may not begin the practicum before the beginning of Period II - Academic Phase.
Standards of Completion for Period III
The student teaching practicum site, as well as the supervising teacher, must be approved in advance by HMEI. American Montessori Society affiliated schools are strongly preferred as practicum sites. No part of the practicum may precede the completion of the academic phase of the Infant Toddler Education Course. Successful completion includes attendance and participation in all aspects of the Practicum Period, including School Observation visits; a passing grade on the Satisfaction of Practicum Requirements Report by the supervising Montessori teacher; and a passing grade on all Practicum Evaluation Visit Reports by the designated Field Consultant.
Practicum Phase Online Learning Sessions (50 Academic Clock Hours)
The Practicum Phase Online Learning Sessions are designed to support adult learners during their practicum. Classes will meet on Wednesday evenings from 6pm-8pm CT via the Zoom platform. Most of these sessions will be synchronous with some asynchronous elements to enhance learning. Sessions will include lecture, small group discussion, large group discussion, reflection time, and presentations.
Practicum Phase In-Residence (40 Academic Clock Hours)
Adult learners will participate in two in-residences (Friday through Sunday) – Fall and Spring – during the Student Teaching Practicum Period. The seminars are imbedded into the Practicum Phase as a strategy for providing adult learners with opportunity to focus on relevant topics and issues. This is designed to enhance the Student Teaching Practicum experience. Seminars will include lectures, workshops, demonstrations, practice sessions, and performance assessments specifically intended to extend the learning and comprehension acquired during Period II.
Fall In-Residence (20 Clock Hours)
Spring In-Residence (20 Clock Hours)
Standards of Completion for In-Residences
Successful completion of the In-Residences includes attendance and participation in Fall and Spring sessions.
ACADEMIC COURSE CURRICULUM
Montessori Philosophy (30 Hours)
Fundamentals of Montessori philosophy and theory will be presented, beginning with its origins and historical context. Emphasis will be placed on distinguishing characteristics and central constructs, including the absorbent mind, sensitive periods, the prepared environment, etc. This class will focus on Montessori’s concept of the children from birth to three and understanding how scientific analysis of our observations allow us to nurture and assist the unfolding of the human personality using an anti-biased and antiracist lens. The adult learners will develop the ability to articulate Montessori’s principles as they relate to our interaction with children and the way we design our environments for children from birth to three. The course will include readings, lectures, videos, and class discussions.
Pedagogy (24 Hours)
Montessori pedagogy is an active, respectful, reflective, and culturally responsive practice of meeting the physical and psychological needs of infants and toddlers. Topics to be discussed include daily routines as curriculum, strategies for assistance within the continuum of independence, culturally responsive interactional techniques with infants and toddlers, and developmental assessment and record keeping using a culturally responsive perspective.
Environmental Design (68 Hours)
The design of an aesthetically pleasing, dynamic, consistent environment is only possible with the understandings that come from the other elements of this course. The environment is based in Montessori’s philosophy of freedom and activity. It is dependent on the inner development of the adult who is able to take her/his place as an active observer and allow the children freedom and respect. Technology enhances the materials and activities that have grown from observation and understanding the development of each individual child. We will work as a team of master teachers to assist adult learners to observe, to analyze, to hypothesize, and to create an environment that appeals to and meets the needs of each child. These teachers will work in the design studio with the adult learners to make original materials for their albums and those of the other students.
We will work in the Model Infant-Toddler Classroom to study, then to create and recreate an environment that will accommodate multi-age groupings of infants and toddlers.
Child, Family, and Community (20 Hours)
Understanding the diversity of child, family, and community relationships is essential to engaging infants and toddlers and their families. This is especially important to develop mutual respect, cooperation, and support. This course helps to explore strategies to support families. We will explore the psychology of parenting and help the adult learners develop a deeper understanding of how to effectively communicate with a diverse group of families through conversations, home visits, conferences, parent education, parent involvement, videotaping, and e-mail. The adult learners will develop an extensive list of resources available to them and their parents locally and nationally. We will address the issues of health, nutrition, media, play, extracurricular activities, and inclusion through the lens of Montessori philosophy. The course will include lectures, role playing, discussions, and reading.
Observation (32 Hours)
The scientific method will be presented and discussed with particular emphasis on its relevance and application to the educational setting. Methods of scientific inquiry and research will be introduced (including qualitative, quantitative, case study, and narrative) and the relative value and benefit of the varied approaches will be discussed. Adult learners will develop their techniques and methods for observing and recording information will be presented. Technology will be incorporated, including digital photography and videography, as a means for enriching behavioral analysis, enhancing accuracy in recordkeeping, facilitating the continual process of teacher education and for fostering meaningful relationships with parents.
Personal Growth and Development (17 Hours)
Personal and spiritual growth is essential to the development of the adult who has chosen to guide young children. This course will foster growth through a variety of techniques including yoga, reflection, introspection, and creativity. We will discuss ethical and professional behavior in a Montessori environment. We will discuss how becoming more sophisticated at meeting the children’s needs will enhance your development in the professional Montessori community.
Program Leadership (16 Hours)
The leadership of a Montessori Infant/Toddler Community requires a variety of skills. We will discuss how to prepare a culturally responsive environment, the human needs and requirements of children, families, and staff in full day, half day, and parent/infant programs. We will discuss and practice interview and employment practices, how to staff properly to meet licensing requirement and AMS standards, creating relevant staff training, organizing parent meetings, and how to draw from the diversity of the student/parent body.
Child Development: Prenatal to 3 years (48 Hours)
This course will familiarize the adult learners with principles of physiological development, cognitive development, and social/emotion development of children from birth to three years. The adult learners will become familiar with normal physical and neurological milestones of growth from pre-birth to age three. We will explore theories of childbirth, and normal physiological development in utero. Adult learners will become familiar with recommendations for healthy nutrition as it relates to the growth and development of children from birth to three years.
We will examine, compare, and contrast major theories of human development, including Erikson, Adler, Piaget, Maslow, and Vygotsky. Adult learners will review theories of physical, cognitive, emotional, social, and language development as they pertain, specifically, to the children from birth to three. Emphasis will be on developmentally appropriate applications in the context of an educational setting. Current research will be incorporated, and the readings, lectures, and class discussions will be supplemented and enhanced by observations in Montessori classroom settings.
Technology (6 Hours)
This course addresses the many and varied potential uses of current technology in relation to the educational setting. Presentations will address the application and use of technology in the classroom, in supporting parent communication, as well as in effective crisis management. The course will include lectures, presentations, demonstrations, and practice sessions utilizing equipment available in the HMEI Art Studio and Lecture Hall.
Professional Development and Year Long Project (21 Hours)
Professional Development provides an opportunity for adult learners to dive deeper into the Infant Toddler Year-long project during their practicum and to participate in additional special interest sessions during the summer academic session and practicum phase of the course. The special interest project involves independent research and development by the adult learner. Special interest sessions offer an opportunity to explore both practical and theoretical aspects of the professional development and the personal transformation of the Montessori guide.
Early Childhood Overview (24 Hours)
AMS requires the 3-6-overview course for those adult learners who do not have an Early Childhood certification and are enrolled in an Infant & Toddler training program. The course will introduce core Montessori principles and theory to adult learners. The purpose of this course is to provide information on Montessori philosophy and develop a deeper understanding of key concepts for the Montessori Early Childhood level. The course will round out the adult learner’s knowledge of the First Plane of Development: 0-Three.