Our dedicated staff of educators not only have ample experience teaching in Montessori classrooms with children they also have extensive experience helping adults become Montessori educators.
MWTTP offers a consciously designed experience that prepares the adult learner to create a positive psychological environment. Not only do we guide the adult learner through the Montessori philosophy and materials, we offer that "extra something". Through the study of interpersonal growth and development, conflict resolution, positive discipline, peace education and communication skills the adult learner develops the skills vital to facilitate a Montessori classroom.
Only the experience of a nurturing environment can get you conscious of how to create one, and TRANSFORM your life, the children's lives and the WORLD in the process!
Early Childhood (ages 2.5 through 6)
Elementary I (ages 6-9)
During the summer phase the adult learner will participate in an 8 week intensive, seminar-style class. (8 hour a day, 5 days a week)
The practicum period requires the adult learners involvement as a student teacher from September to June.
EC Level- Internship - minimum requirements 4 hrs. per day, 5 days per week.
ELM I Level-Student teaching - FULL time.
To assist the integration of the academic and internship/student teaching experiences the adult learner will meet at the MWTTP training site on set dates throughout the school year.
Montessori Western Teacher Training Program offers a unique, process-oriented approach to early childhood teacher preparation, with an overall emphasis on student responsibility for self-directed learning, communication, and the dynamics of human relationships. The Early Childhood Course prepares the teacher candidate to conduct classes for young children between the ages of 2½ – 6 and to serve as director of a preschool, daycare center, or other child development facility enrolling children in this age range. This year-long program (June 25, 2018—June 30-2019) has two parts: the summer/academic phase—an intensive 8-week session (320 hours), followed by a two-semester practicum phase (940 hours, minimum), which includes supervised student teaching in an approved site, field observation, seminar sessions, and supervised directed study projects.
Contingent upon licensure from the California Bureau for Private Postsecondary Education, MWTTP course work is accepted by the California Department of Social Services as an alternative preparation for the required units of postsecondary education required to qualify preschool teachers and directors in the state. Thus, the Early Childhood course serves as a portal of entry for high school and college graduates who intend to seek employment as preschool teachers/directors in California. Teachers from other public or private schools who hope to apply Montessori principles to their own teaching situations may be enrolled for just the summer phase of the course, without student teaching and without AMS certification.
MWTTP operates on the basis of a philosophy developed out of the writings of Maria Montessori, Carl Rogers, Arthur Janov, and Jean Piaget. The following statements reflect both this background and the staff's continuing study and experience of participation in the educational lives of both adults and children:
• Learning is part of the process of living.
• Each person is responsible for her/his own learning.
• To learn, one must participate!
• Montessori teacher preparation provides a context in which to study both child and self.
• Relationships with others in the learning environment must provide a basis for acceptance and mutual support to create a safe space for knowing and being.
• Clear objectives and organization of material and environment facilitate the tasks of both teacher and learner.
• Educational methods which encourage active student participation in the instructional process result in more complete and effective learning.
• Evaluation is an integral part of learning activity; it provides an ongoing clarification of responsibility and facilitates expansion of personal goals.
• Effective assistance for the child depends on the establishment of a helping partnership between educator and parent
This list includes the intents and purposes of the program with regard to the general content of the course work, the approach to training, results with students, involvement with the professional community, and influence upon American educational practices:
• to provide a related group of varied educational experiences that are congruent, on an adult level, with the child's experience and growth in a Montessori setting;
• to convey clearly a conception of the Montessori method as an open-ended system designed to foster autonomy;
• to facilitate the development of personal communication skills within a framework for understanding the dynamics of human relationships;
• to communicate an accurate and effectively organized picture of contemporary knowledge about the sequence of human development from birth through the elementary years and its relation to the Montessori system;
• to encourage, support, and provide opportunity for methodological and professional competence in the teacher;
• to serve as a consultation resource for early childhood programs in public and private schools;
• to support ongoing professional education for Montessori teachers;
• to support and encourage membership in the American Montessori Society by both schools and teachers as a means of supporting and promoting the sharing of Montessori ideas as an influence on the education of all children.