EDUC 370: PRACTICUM / STUDENT TEACHING SYLLABUS 

Course Number: EDUC 370,  10 units   (Fall Terms 1 & 2 and Spring Terms 1 & 2)                                                                                          Component Hours: 700 classroom student teaching hours (540 Direct contact with children), 100+ hours additional learning in material making/assignments

Instructor: Nelson and Lorenz

INTRODUCTION:

The function of the Practicum fall and spring terms 1 and 2 are to provide the student teacher (adult learner) with the opportunity for personal and practical experiences in a teaching / learning experience as an Early Childhood Montessori teacher with children ages 2½ through 6 year old. 

It also provides a period of observation, student normalization, and further study, to bring together the theory and practice of Montessori education. This course is intended to allow the adult learner as a student teacher time to experience instruction in the form of cosmic lessons, develop new curriculum materials, as well as manage the daily routines of an early childhood classroom.  

The environment must be prepared with materials and modes of activities that respond to the developmental and varied needs and interests of the Early Childhood adult learner.  It is the student teacher’s responsibility to procure an Early Childhood Practicum/student teaching placement in an approved Montessori school, which agrees to cooperate with the Montessori Teacher College Sacramento in all matters relating to the practicum site.

COURSE CONTENT:

1. Care of the Person

2. Care of the Environment

3. Small Muscle Development

4. Gross Muscle Development

5. Social Grace and Courtesy

6. Control of Movement 

7. Food Preparation and Nutrition 

COURSE OBJECTIVES:

1. The adult learner will have the opportunity for gradual personal and practical competence as a Montessori Early Childhood teacher.

2. The adult learner will be able to have the opportunity to foster self-evaluation, peer evaluation, and supervising evaluation in preparation for joining a Montessori school staff.

3. The adult learner will understand how to create a well prepared Montessori early childhood setting in which to begin to apply the Montessori philosophy into the classroom opportunities to help in the organization of the prepared environment.

4. The adult learner will be able to put the theories learned into practice.

5. The adult learner will have time to prepare and present lessons in a Montessori classroom. 

6. The adult learner will have the opportunity to learn and manage the daily routines of a Montessori classroom. 

7. The adult learner will practice accurate record keeping strategy;

8. The adult learner will have the opportunity to develop communication skills with other teachers, children, parents, and the administration.

9. The adult learner will have the opportunity to learn how to operate as part of a team with the administration and staff of the school.

10. The adult learner will have the opportunity to participate in organizing schedules, supplies, equipment maintenance, and budget planning for the classroom.

11. The adult learner will enable classroom management skills to be evolved.

12. The adult learner will have the opportunity to experience the joy of becoming a Montessori teacher.

13. The adult learner will understand the importance of respect of the individual person in the Montessori classroom as a basis for the development of Peace Education.

MACTE COMPETENCIES TARGETED:

1. Knowledge

1. 1b: Human Growth and Development

2. 1d: Community resources for learning

2. Pedagogy

1. 2a: Correct use of Montessori materials 

2. 2b: Scope and sequence of curriculum(spiral curriculum )

3. 2c: The prepared environment

4. 2d: Parent / Teacher / Family / Community / Partnership

5. 2e: The purpose and methods of observation

6. 2f: Planning for Instruction

7. 2g: Assessment and Documentation

8. 2h: Reflective Practice

9. 2j: Culturally responsive methods

3. Teaching With Grace and Courtesy

1. 3a: Classroom leadership

2. 3b: Authentic Assessment

3. 3c: The Montessori philosophy and methods ( materials )`

4. 3d: Parent / Teacher / Family Partnership

5. 3e: Professional Responsibilities

6. 3f: Innovation and Flexibility

LEARNING OUTCOMES:

Upon completion of the course component, the adult learner will:

1. The adult learner will demonstrate personal and practical competence as a Montessori early childhood educator.

2. The adult learner will develop and maintain an appropriate environment for fostering lifelong learning and growth.

3. The adult learner will move from theoretical ideals to the practical implementation of the Montessori philosophy for the young child.

4. The adult learner will become aware of and selective toward respectful, equitable, and useful inclusion and practices in the classroom and across the curriculum.

5. The adult learner will learn the importance of observation; and be able to utilize observation techniques effectively.

6. The adult learner will demonstrate appropriate communication skills with other teachers, the children, parents, and administration.

COURSE OUTLINE, ASSIGNMENTS, ASSESSMENTS, and EVALUATIONS:

The following guide provides the adult learner with monthly requirements across the courses and terms. Each assignment is expected in the individual’s digital portfolio.

REQUIRED TEXTBOOKS:

1. Montessori, Maria, The Montessori Method, New York:  Schocken Books, 1964

2. Montessori, Maria, The Discovery of the Child, New York:  Ballantine Books, 1990

3. Standing, E.M., Maria Montessori: Her Life and Work, New York:  New American Library, Penguin Books, 1984

4. Course Component Handouts

TECHNOLOGY REQUIREMENTS & SUPPORT:

REQUIREMENTS:

• Computer: A minimum, students must have regular access to a computer with Internet connection (preferably broadband) and a web browser. Students are expected to be knowledgeable in basic computer skills. Personal competence in word processing and using email programs is required.

• Hardware Users: Pentium II 300 or equivalent with 96 MB memory, CD ROM, Monitor, Sound Card and Printer. Operating System: Windows XP or higher Mac Users, please note: Coursework should be accessible via Mac software. 

• Internet Connection Subscription to an Internet Service Provider (ISP) is required (broadband access is highly recommended). Broadband access can be cable modem, digital subscriber line (DSL), T1 Connection, or LAN connection or its equivalent. Students are responsible for clearing any firewall and/or security issues if access to the SU Portal is attempted through a workplace network.

• Web Browser Make sure you have the best online experience by upgrading your browser to the latest versions of Internet Explorer, Safari, Google Chrome, and/or Firefox. It is preferable to use Google Chrome in partnership with building the google drive e-portfolio. 

SUPPORT

• For technical support of Canvas, contact the program administrative office at 916-685-6874 or email at information@montessoriteachercollege.school.

• For Google Suite or Classroom support, contact the program administrative office at 916-685-6874 or email at information@montessoriteachercollege.school. 

INSTRUCTIONAL METHODS:

HyFlex teaching - Montessori Teacher College Sacramento offers a HyFlex course design model that presents the components of hybrid learning in a flexible course structure that offers students varied options such as, attending sessions in the classroom, participating online, and/or doing both. Throughout the early childhood training program, students will be informed based on the course syllabus as changes will occur regarding mode of attendance weekly or by topic, according to need and/or program preference.

The delivery of course format may include:

1. Lecture

2. Group discussion

3. Distance Learning

4. Documented direct observation of children and instructional personnel in classroom settings

5. Selected readings

6. Written reports, essays, professional development projects, and assessments.

Attendance, punctuality, mindful preparation, and enthusiastic participation by the adult learner are assumed and expected.

The value of this information sets the stage for the student to gain access and participate in an environment that is enriched with the promise to share prior knowledge in a way that links with the current trends and issues facing our careers and work lives. In order to create success in learning, the following principles are guides to professional conduct that seeks to promote eventual changes in how the adult learners participate in their own education (Montessori, 1967).

Instructional Methods, Pedagogies and in class activities that are dedicated to strengthen Student Success

Notes:

EDUC 370: Practicum Procedures 

Introduction

Component I (Principles and Philosophy, and Observations) and Component II occur concurrently during the fall term 1 and 2, and spring term 1 and 2 Practicum/Student Teaching experience. This structure provides the student to experience learning theory and observing the implementation, practice, and management of the content to practice and metacognition.

The purpose of this Section is to provide the student with the opportunity for gradual, personal, and practical experiences as a Montessori teacher.

This practicum year is a period of gradual development of abilities fostered by the direct assistance of the master teacher and the periodic communications and written assignments required by the Teacher Education Course.

Objectives

1. To demonstrate gradual, personal, and practical competence as a Montessori teacher.

2. To help in the organization of the prepared environment.

3. To learn how to operate as part of a team with the administration and staff of the school.

4. To demonstrate improvement in communication skills with other teachers, the children,

parents and administration.

5. To put into practice all of the aspects of independent study.

6. To experience the joy of becoming a Montessori teacher.

Basic Requirements:

1. Before the Practicum commences, the Director of the Teacher Education Course shall communicate and visit the potential Practicum Site by using a "Checklist for Prospective Practicum Site.”  

2. The duration of this section is 700 hours (540 minimum in the classroom) - a minimum of 4 hours and maximum of 6 hours over the course of the school year.

3. To improve the student teaching's observation skills, it is required by the Teacher Education Course that six visits to other classroom environments be made, and a written report be submitted for each visit.

4. In learning how to organize a prepared environment, it is essential that the student teaching cooperate with classroom procedures as set forth by the supervising teacher.  As the year progresses, the student teacher is encouraged to question and discuss with the teacher the rationale pertaining to the use, placement, and timing of the inclusion of new materials into the classroom.  Further, under the teacher's direction or at his/her discretion, the student teaching will be required to prepare and produce additional materials for use in the classroom. A portion of the student teaching progress report is directed to this task.

5. The student teaching will do a self-observation/evaluation each month – September through May.  The form must be turned in by Friday of the first week following the end of each school month.  If this monthly report is not turned in on time, credit or grade for student teachingship hours may be reduced for that month or not counted.  On this monthly progress report, the student evaluates his/her own progress.

6. It is the responsibility of the teacher to complete progress reports of children and other classroom records; however, a student teacher may be required to help write and to review the reports prior to their being given to parents. This provides ample opportunity for student teacher interaction; and student teacher's comments and questions will be sought at this time, for the sake of his/her further enlightenment as to teacher duties, and also for an additional viewpoint. Student teachers”are expected to participate in parent conferences to help in further understanding parent-teacher and specific parent-child relationships.

7. Student teachers are expected to attend open house and faculty-staff meetings. Student teachers are encouraged to attend regional Montessori workshops and public lectures on Early Childhood Education.  In addition, individuals with art, science, or foreign language backgrounds are encouraged to share their talents by making special and/or periodic group presentations to classes where desired. During this section, the field supervisor from the Teacher Education Course will visit the classroom and observe and evaluate the student teaching's progress towards the achievement of practical skills involved in Montessori teaching.  Throughout the academic year, student teachings will be expected to take charge of the class and plan activities.  In this way, both student teaching and supervising teachers should be able to identify some helpful strategies for improvement.  In addition, the Teacher Education Course supervisor will have an excellent opportunity to observe the student teaching as he/she totally experiences classroom supervision.

8. The supervisor from the Teacher Education Course will be completing evaluations of the student teacher’s classroom performance and development.  Items of particular interest will include participation in classroom duties, responsibilities, instruction and lessons; knowledge in applying the three-period lesson, instructional competency, knowledge of concepts in content areas, flexibility, responsiveness to the child's interest and attention, overall manner, capacity for group and individual lessons, etc.; use of positive discipline techniques, directing children to appropriate activities, diagnosis in cause of neurologically atypical and remedy, attention to the holistic class situation; selection of materials for the classroom, selection of class projects and activities, planning, involvement with parents, evaluation of children's progress; etc.

9. Student teachers are advised to arrange for the signing of a Student Teaching agreement with the Practicum Site.  These arrangements should specify the nature of the relationship and responsibilities of one to the other.  An agreement should include hours and dates of employment; duties, general and specific; salary or other remuneration if any; conditions of employment.  The agreement should state if the student is paid for hours worked or a straight monthly salary amount. 

Practicum: Student Teaching

Scope and Sequence

Practicum Component Requirements:

1. Practicum occurs during a 9 month period with the student teaching attending either a full morning or a full afternoon session with on-site preparation time included. A minimum of 4 hours per day, 5 days a week is required.

2. Qualifications of Practicum Site

a. contains full complement of Montessori materials for 2 ½ -6 year old

b. children are within the 2 ½ -6 range

A REPRESENTATIVE OF THE TEACHER EDUCATION PROGRAM SHALL VISIT THE PRACTICUM SITE AND APPROVE IT BEFORE THE PRACTICUM BEGINS.  A Google Form titled  "Checklist for Prospective Practicum Site" shall be completed before the site is to be used as a Practicum/Student teaching site. This form needs to be filled out only once: the first time that site is used for student teachings.  Then, each time that site is used for student teaching "Practicum Site Agreement" shall be completed and signed.

3. Qualifications of Supervising Teacher

a. Holds a Montessori certificate for 2 ½ -6 year olds

b. Has had a minimum of one year of successful Montessori teaching experience after receiving a Montessori Certificate

c. Has a positive attitude toward having an student teaching in the room and is willing to work with the student teaching and provide guidance

d. Must be willing to evaluate the student teaching 4 times using appropriate forms.

A REPRESENTATIVE OF THE TEACHER EDUCATION PROGRAM SHALL DETERMINE THE SCHOOL, HEAD OF SCHOOL, AND SUPERVISING TEACHER MEETS ALL QUALIFICATIONS BEFORE PRACTICUM BEGINS.

4. Student teachers must have the opportunity to assume the role of head teacher.  A a minimum of one month is recommended.  Usually this is done 1 week per month for 4 months.

5. AMS Courses do not become involved with financial arrangements of student teachings and 

their student teaching Sites. The Practicum may be a paid or an unpaid position.

6. Six observations shall be made during Component III.

7. The Year Long Professional Learning Community, Collaboration work and Research Professional Development Project shall be done during the Practicum time.

8. The Practicum may be done over a two year period.

9. Each Teacher Education Program shall use the grievance policy established by AMS

and stated in the Rules for student teaching form.  The Courses shall notify the student teachings of this procedure before Practicum begins and the student signs this agreement.

10. The Practicum Supervising Teacher and the Teacher Education Course evaluator shall  observe and guide the student teacher a minimum of one (1) time during each term, fall and spring. Therefore, a total of 4 observations are required. Once the qualifications are met overall, a mutual agreement will be reached between the student teacher, the supervising teacher, and the TEP Course evaluator dates and times that the observations will occur. The TEP will incorporate the use of the program's Hyflex system as to what type of observation is appropriate based on proficient growth and development.

11. If the student teaching is in an area quite distant from the Teacher Education Program, MTCS will use the Hyflex system to proficiently observe and guide the adult learner, in collaboration with the supervising teacher and the Head of School Director. Additionally, if a Practicum Site does not have a Master Teacher is readily available, exceptional provisions may be made to assist the student in reaching certification, including but limited to possibly extending the practicum/student teaching.

a. The student teaching may set up her/his/their own classroom/school.

b. A formal request for this exception shall be sent to the Teacher Education Program Director stating all facts involved. This request should include student teaching education and teaching experience background, location of classroom/school, Montessori materials available, quality of Components I and II.

c. The Teacher Education Program Director shall be accountable for the quality of the Montessori instruction and environment which is applicable to Component II.  A minimum of three supervising visits shall be made of the student teacher.

d. Additional testing may be required during Component IV.

  12. If a student teacher is unable to determine a site approved by the Teacher Education Program:

a. The Teacher Education Program may provide a site at its own school without pay or

b. The Teacher Education Program may assist the student teacher in locating a site which is approved but cannot provide pay.

  13. For all student teacher observations and evaluations, whether Head of School, supervising teacher, as well as the TEP Program Evaluator, debrief meetings are required with progress documented, accomplishments, and set objectives and strategic goals looking ahead to the next observation. They shall be acknowledged with appropriate signatures.

Student Teaching / Practicum Observation Instructions:

Montessori believed that the primary tool for studying children was direct observation of their behavior.  Therefore, careful objective observation of children is essential for the adequate preparation of all Montessori teachers.

These reports provide students with the preparations and practice for accurate completion of the observation reports required periodically throughout the school year.  At least four of the observations should be done at sites other than your own classroom or school.  If there are no other Montessori Schools in your area and the student teaching must observe at his/her student teaching site, the student teaching must not teach during the observation period.

Objectives:

1. To investigate ways of making careful objective and purposeful observations of 

children in classroom situations.

2. To examine how observation may be used for the appropriate guidance of children's 

behavior and development.

3. To provide practice completing written observation reports.

Reading Assignments:

The Montessori Method, Chapters 4, 5, 6, 14

Montessori, A Modern Approach, Chapters 1 - 3

Secret of Childhood, Chapters 1, 2

All reading assignments must be completed prior to beginning the observations to obtain the maximum benefit from the observations.

After you have finished the reading, it is time to go out and observe another school.  Always call for an appointment first.  Relax and enjoy yourself.  It is a real learning experience to observe another teacher and class in action.

All observation reports should specify the preliminary information indicated below:

a. Student's name

b. Type of observation and assignment number (Ex. Obs. 1:  Individual Child Report)

c. Date of Observation

d. School Observed

e. Master Teacher's name and assistant's name

f. Number of children in class

g. Number of staff in class

h. Age range of children

i. Number of years class established

j. Exact date and hours of observation

Written Assignment:

Using the forms on the next three pages visit Montessori classrooms and complete the observation 6 reports.

Observation Report #1: Individual Child

Observation Report #2: Interaction Between Child and Teacher

Observation Report #3: Practical Life Observation

Observation Report #4: Sensorial Observation

Observation Report #5: Language Observation

Observation Report #6: Math Observation

Early Childhood (2 ½ -6) Supervised Work Experience 

Course Requirements 

Name:_______________________

Part I:

Supervising Teacher Information Point value-Fall Term 1

Student teaching Site Materials Check-list

Fall Term 1 College Supervisor Observation - Date__________

Fall Term 2 College Supervisor Observation - Date__________

Spring Term 1 College Supervisor Observation - Date__________

Spring Term 2 College Supervisor Observation - Date__________

(A representative of the college course conducts this visit as this observation includes the final oral examinations on the presentation of materials.  There are a series of six lessons that must be presented throughout the job time in the classroom. They must vary in area of curriculum. A minimum of 50% can be through Zoom and 50% physical school visitation.)                

Year Long Professional Learning Community, Collaboration work and Research Professional Development Project

Title:___________________________________________

Importance and Contribution of Knowledge to field of Early Care and Education

Relevancy to the philosophy of Montessori

Relevance to career path

Structure of Professional Development Project for Peer/Parent

Final Preparation;

Comprehensive written final exam

Student teaching hours: Minimum of 700 hours.  Actual hours____________

Grade Point Percentage

100-90 - A

89-80 - B

79-70 - C

Child Study through Observation

Course Requirements 

Name:_______________________

FALL AND SPRING SEMESTERS:

The following items are to be turned in on the last class of each month:

1.  Student teacher's Monthly Self Evaluation Point value - 10 each- (nine consecutive months)

2.  Project Portfolio Activity Write-Up (20 write ups in various areas of the curriculum)

Fall Semester: Spring Semester Summer Semester

Sept. 1.__  2.__ Feb. 1.__  2.__ July 1.__  2.__

Oct. 1.__  2.__ March 1.__  2.__ Aug. 1.__  2.__

Nov. 1.__  2.__ April 1.__  2.__

Dec. 1.__  2.__ May 1.__  2.__

Jan. 1.__  2.__ June 1.__  2.__

3.  Student teacher Supervising Teacher Evaluation

Fall Semester Term 1 & 2 Observations 

Observation  1 - Date_________

Observation  2 - Date_________

Spring Semester Term 1 & 2 Observations

Observation  3 - Date_________

Observation  4.- Date_________

Total:  Grade determined on a percentage scale

 100-90 = A

   89-80 = B

   79-70 = C

Practicum: Job Description of the student teacher in a Montessori Environment

•  Functions on a concrete level of experience;

•  Practices with materials;

•  Fulfills requirements of particular Teacher Education course;

•  Participates in observations specified.

Accepts the following responsibilities:

•  For adding new exercises to the classroom each month;

•  Organizes snack;

•  Helps to direct and organize group activities;

•  Supervises outdoor activities and cares for outdoor environment;

•  Attends to care of the classroom environment (cleaning shelves, dusting materials, etc.);

•  Alternately responsible for restocking supplies;

•  Mixes paints;

•  Responsible for maintaining an overview of the classroom when necessary;

•  Is aware of what to do in case of an emergency situation--how to look up a child's file, who to contact,                fundamentals of first aid, knowledge of fire exits, etc.;

•  Assists with establishing ground rules and implementing discipline;

•  Can communicate effectively with the children;

•  Complies with school policy regarding punctuality, absenteeism, meetings, etc.

Demonstrates the following characteristics:

•  Have a sincere love of children and a genuine interest in the welfare of the very young children;

•  Be a happy person;

•  Smile and show enthusiasm while working with young children;

•  Exhibit patience when working with young children;

•  Dress in neat and comfortable attire;

•  Be emotionally stable;

•  Show a basic understanding of the Montessori philosophy and the willingness to learn more through readings, practical experience and teacher discussion;

•  Ask probing questions of the teacher to provide some direction, and possess an attitude towards helping with any needed task;

•  Have the ability to refrain from always helping a child and give the minimum direction that is needed;

•  Be prepared to observe the teacher as well as the children in the classroom.  Observation of the teacher will provide the assistant with valuable insights into the effectiveness of her educational techniques.

•  Aim to work with the teacher as a "coordinated" team.

It should not be expected that the teacher will ask the student teaching to do only the more menial tasks in the classroom.  Just as the teacher has a mixture of responsibilities to perform, so will the student teaching and therefore each task should be completed cheerfully and well.  It is necessary to keep in mind that task proficiency will increase the effectiveness of the relationship with the teacher.  No task should be considered too small to be handled.

It is important that the student teaching discuss this page with the prospective employer so that the expectations of both parties might be discussed and understood.

This form shall be shared with: 

1. School Administrator

2. Supervising Teacher

3. Teacher Education Program

American Montessori Society - Student Teaching Agreement

1. The student teaching MUST BE FLEXIBLE.

2.        The student teaching must realize that the children and the school come before anything else.

3. The student teaching must remember that he or she is a learner, and the school is providing him or her with an opportunity to implement and test out learning skills.

4. Practicum may only be done in a school approved by the Teacher Education Program.

5. The student teaching must turn in, monthly, a report of all absences or tardies to the Course Director. It is essential that the student teaching attempts to be at the site each day.  The children need consistency in their teachers.

6. Supervising teachers must be approved by the Teacher Education ProgramDirector.  The master teacher must be willing to practice with the student teaching as needed, and must have at least two years teaching experience.

7. The student teaching's observations at other Montessori schools for the purpose of written assignments must be made in schools approved by the Teacher Education Program.

8. The Teacher Education Program has the right to request a change of schools for the student teaching if it is deemed in the student teaching's best interest.

9. If the student teaching needs time off during the school year, he/she must notify the

administrator of the school as well as the Field supervisor.

10. If the student teaching knows he/she will be absent for an extended period of time, the student teaching must request a formal leave of absence in writing from the Teacher Education Course and the school.

11. In learning how to organize a prepared environment, it is essential that the student  teacher cooperates with classroom procedures set forth by the student teaching's master teacher.

12. The student teaching may be required to prepare and produce additional materials for use in the classroom by the school.  This should be done willingly.  Ownership of these materials should be agreed upon at the beginning of the Practicum.

13. student teachings are expected to attend all Open Houses and staff meetings at their schools.

14. student teachings are required to complete lesson albums and other assignments during the Practicum year.

15. The student teaching will be evaluated by the Teacher Education Course at least three times during the school year.

16. The student teaching will be evaluated by the Supervising Teacher at least 4 times.

17. The student teacher is expected to be a model at all times for the children.

18. If a student teaching feels that he/she has a problem at the teaching site, he/she must follow the chain of command.  The procedure to follow is to discuss the problem with the Supervising Teacher first and then the School Administrator.  Then, the student teaching should go to the Practicum Supervisor and finally, the Director of the Teacher Education Program.

19. The student teacher is expected to act ethically and professionally, just as a regular teacher in the school.  Breaches of ethics and policies may cause the student teaching to lose all or part of his/her Practicum hours, possibly necessitating repeating all of 

Examples of breach of ethics include:

a. Not abiding by Code of Ethics (see attached) 

b. Drinking on the job 

c. Using drugs

            d. Abusing children

e. Leaving a child or class unsupervised

f. Falling asleep during work hours

       g. Quitting student teachingship without approval

       h. Engaging in malicious gossip

      i. Excessive tardiness and absences (over 10% of a 20 day month)

j. Insubordination

20. The student teaching has two years to finish the course from the time of completion of the academic workshop, or a continuation fee of $300 per year will be charged.

I have read and understand the "student teaching Agreement". I have shared this agreement with the School Administrator and Supervising Teacher.  I understand I shall share this agreement with the Teacher Education Program before I begin my Practicum.

_____________________________________ _______________________

Signature of student teacher Date

_____________________________________ _______________________

Signature of School Administrator Date

I have received a copy of the "student teaching Agreement" signed by the student teacher.

_____________________________________ _______________________

Signature of the Supervising Teacher Date

I have received a copy of the "student teaching Agreement" signed by the student teacher.

Note:

A copy with all three signatures must be given to the Teacher Education Program before beginning the Practicum.

TEACHER'S  CODE  OF  ETHICS

  1. I will use proper channels and chains of command.

  2. I will discuss confidential information only with authorized persons. 

  3. I will adhere to the terms of the employment policy statement.

  4. I will give fair recommendations.

5. I will refrain from gossip, derogatory remarks, criticism, "grapevine" communications, and judgment of fellow teachers, students, parents, and school officials.

  6. I will be loyal to the teaching method and the school.

  7. I will be of the highest moral character. 

  8. I will not initiate talk about school affairs with others.

  9. I will respect the position of the directress.

10. I will avoid interference in the classroom affairs of associates.

11. I will be aware of my personal appearance so I will be neatly and appropriately dressed.

12. I will refrain from discussing the deficiencies of pupils in a way that would be  embarrassing to him/her, the parent, or the school.

13. I will accept positive criticism graciously.

14. I will practice patience, courage, perseverance, and calmness.

15. I will do unto others as I would have others do unto me. 

16. I will  use my own good judgment to help solve challenges as they arise in the daily  operation of the school.

_____________________________________ _______________________ Signature Date

Practicum - Duties of Supervising Teacher

1. Fill out a student teaching evaluation form four times during the Practicum year and discuss the reports with the student teaching.

2. Permit student teachings to gradually gain more responsibility in the classroom.  (student teachings should be capable of accepting full classroom responsibilities quickly, i.e., lesson planning, circle time, parent conferences, field trips, etc.)

3. Discuss with student teachings any special problems and/or suggestions for improvement.

4. Permit student teaching opportunities to observe other classroom settings and assist student teaching in developing observation skills.

5. Involve the student teaching in organization of the classroom environment.

6. Involve student teaching in non-instructional aspects of the classroom, such as open houses and orientation programs, parent meetings and conferences.

7. Allow the student teaching to gain experience as head teacher in the classroom for specified periods.

8. Watch student teachings present materials and offer suggestions for improvement.

Practicum - Duties of Field supervisor

1. To observe and evaluate the student teaching a minimum of three times.

2. To review and evaluate student teaching evaluation forms submitted by the supervising teacher.

3. To review and evaluate student teaching progress reports submitted by the student teaching.

4. To encourage and support the student teaching during the Practicum by facilitating communication between the student teaching, supervising teacher and the faculty of the Teacher Education Course.

5. To evaluate and approve the suitability of practicum sites and supervising teachers in 

according to the requirements of the American Montessori Society.

INSTRUCTOR EVALUATION:

On the final day of this course, access this link and complete the course instructor evaluation Google form. ( EVALUATION LINK )

COURSE EVALUATION:

On the final day of this course, access this link and complete the course instructor evaluation Google form. ( EVALUATION LINK )

MACTE COMPETENCIES EVALUATION:

On the final day of this course, access this link and complete the MACTE competencies evaluation Google form. ( EVALUATION LINK )

STUDENT LEARNING OUTCOMES EVALUATION:

On the final day of this course, access this link and complete the Course Student Learning Outcomes evaluation Google form. ( EVALUATION LINK )

EDUC 300: MONTESSORI: 

PRINCIPLES AND PHILOSOPHY SYLLABUS 

Course Number: EDUC 300,  3 units                                                                                             

Component Hours: 54 contact hours                                  

Instructor: Lorenz

INTRODUCTION:

Through a series of readings, lectures, class discussion, writing assignments, and evaluations this course component will discuss Dr. Maria Montessori’s life, the beginning of the Montessori Method as developed by Maria Montessori in the early 1900’s, its growth over the years, and the specifics of the Montessori Philosophy (i.e., absorbent mind, sensitive periods, logical-mathematical mind, spiritual and moral development of the child, etc.).  It will also look at how the Montessori principles, materials, teacher, and environment relate to and respect the developing child from birth through 6 years.

COURSE CONTENT:

The following concepts, terms and topics will be presented during Montessori Principles and Philosophy:

1. Stages of Growth and Development or Planes of Development

2. Absorbent Mind

3. Sensitive Periods

4. Prepared Environment

5. The Montessori Directress

6. Rights of the Child

7. Observation Skills

8. Normalization

9. Development and Understanding of the Purpose of:

1. Practical Life Exercises and Materials

2. Sensorial Exercises and Materials

3. Language Arts Development

4. Mathematical Concepts and Exercises

10. Montessori Principles of Discipline

1. Three Levels of Obedience

2. Discipline in the Classroom

3. Liberty Within Limits

4. Independence

11. Other Montessori Terminology

1. Three Period Lesson

2. Importance of Movement

3. Lesson Presentation

4. Control of Error

5. Inner Directives

6. Parallel Exercises

7. Indirect Preparation 

COURSE OBJECTIVES:

1. The student learner will examine Montessori's biography, the history of the Montessori method and the history of the Montessori movement in America.

2. The student learner will obtain a thorough knowledge and understanding of Montessori's major philosophical ideas.

3. The student learner will examine the main educational and philosophical ideas that influenced Maria Montessori.

4. The student learner will obtain theoretical knowledge of Montessori's educational method.

MACTE COMPETENCIES TARGETED:

1. Knowledge

1. 1a: Montessori Philosophy

2. 1b: Human Growth and Development

3. 1c: Subject matter for the course level of Practical Life

2. Pedagogy

1. 2b: Scope and sequence of curriculum(spiral curriculum )

2. 2i: Support and intervention for learning differences 

3. Teaching With Grace and Courtesy

1. 3a: Classroom Leadership

2. 3c: The Montessori philosophy and methods 

3. 3e: Professional Responsibilities

LEARNING OUTCOMES:

1. The adult learner will demonstrate understanding of the historical overview of the Montessori method. 

2. The adult learner will have the knowledge of various teaching strategies using manipulative and didactic materials and demonstrations.

3. The adult learner will understand the holistic development that centralizes learning through Montessori principles that strengthen development.

4. The adult learner will gain an understanding of normalization and the differences between the neuro typical and diverse child.       

INSTRUCTIONAL METHODS:

HyFlex teaching - Montessori Teacher College Sacramento offers a HyFlex course design model that presents the components of hybrid learning in a flexible course structure that offers students varied options such as, attending sessions in the classroom, participating online, and/or doing both. Throughout the early childhood training program, students will be informed based on the course syllabus as changes will occur regarding mode of attendance weekly or by topic, according to need and/or program preference.

The delivery of course format may include:

1. Lecture

2. Group discussion

3. Distance Learning

4. Documented direct observation of children and instructional personnel in classroom settings

5. Selected readings

6. Written reports, essays, professional development projects, and assessments.

Attendance, punctuality, mindful preparation, and enthusiastic participation by the student learner are assumed and expected.

The value of this information sets the stage for the student to gain access and participate in an environment that is enriched with the promise to share prior knowledge in a way that links with the current trends and issues facing our careers and work lives. In order to create success in learning, the following principles are guides to professional conduct that seeks to promote eventual changes in how the adult learners participate in their own education (Montessori, 1967).

Instructional Methods, Pedagogies and in class activities that are dedicated to strengthen Student Success

DIGITAL PORTFOLIO REQUIREMENTS: Develop a Google Drive Shared Portfolio

For each course, the student is required to construct, develop, and organize a Google Drive e-Portfolio folder with tabbed folders for each course module and/or assignment for the purpose of collecting all presentations, hand outs, along with retaining information sections and chapter resources.

All assignments shall be authored in the google suite and turned into either Canvas or Google Classroom.

Training for these requirements are offered during the student learner orientation.

DISCUSSION BOARD REQUIREMENTS:

Based on the cycle of the content, what you read, the lecture overview, the small group discussions, large group share, the student learner navigates to these sections comprehensively and post a minimum of one response in the discussion board based on content and relevance to career path for the appropriate section.

The discussion boards are to reinforce knowledge from a theoretical perspective and transform the concepts from theory to practice. For all courses, when a discussion board response is required, the student learner's responsibility is to read and post in the Discussion (author in the google suite portfolio first, then paste the response) and respond to a minimum of 2 peers' posts. 

COLLABORATION WORK ACROSS THE COURSE WORK

Professional learning communities in the form of groups will be designed around student learner interests related to Montessori education. Once the PLC’s are formed, using an interest based and design model setl, the area of study will promote through a mission statement a developmental approach that complements the Montessori philosophy and promotes peace education in the form of a capstone professional development presentation that is peer/parent based. 

Through group discussion and individualized perspective building over the fall the spring semesters, and through a braiding across the course work, student learners will design, build, organize, deliver, and implement this comprehensive approach to individualizing child/student development that promotes lifelong learning and centers itself around education as life itself. The PLC group(s) will discuss topics based on curriculum, instruction, observations, and community influences. These topics through transformational leadership will evolve into a classroom plan from theory to practice that describes a typical growth and development based on the studies complement to Montessori education. 

REQUIRED TEXTBOOKS:

1. Montessori, Maria, (1964). The Montessori Method, New York:  Schocken Books.

2. Montessori, Maria, (1990). The Discovery of the Child, New York:  Ballantine Books.

3. Standing, E.M., (1984). Maria Montessori: Her Life and Work, New York:  New American Library, Penguin Books.

4. Hammond, Zaretta, (2018). Culturally Responsive Teaching and the Brain, Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students, Audible (Amazon) Corwin. 

5. Course Component Handouts

COURSE OUTLINE, ASSIGNMENTS, ASSESSMENTS, and EVALUATIONS:

The following guide provides the adult learner with what is required weekly across the courses and terms. Each assignment is expected in the individual’s digital portfolio.

TECHNOLOGY REQUIREMENTS & SUPPORT:

REQUIREMENTS:

• Computer: A minimum, students must have regular access to a computer with Internet connection (preferably broadband) and a web browser. Students are expected to be knowledgeable in basic computer skills. Personal competence in word processing and using email programs is required.

• Hardware Users: Pentium II 300 or equivalent with 96 MB memory, CD ROM, Monitor, Sound Card and Printer. Operating System: Windows XP or higher Mac Users, please note: Coursework should be accessible via Mac software. 

• Internet Connection Subscription to an Internet Service Provider (ISP) is required (broadband access is highly recommended). Broadband access can be cable modem, digital subscriber line (DSL), T1 Connection, or LAN connection or its equivalent. Students are responsible for clearing any firewall and/or security issues if access to the SU Portal is attempted through a workplace network.

• Web Browser Make sure you have the best online experience by upgrading your browser to the latest versions of Internet Explorer, Safari, Google Chrome, and/or Firefox. It is preferable to use Google Chrome in partnership with building the google drive e-portfolio. 

SUPPORT

• For technical support of Canvas, contact the program administrative office at 916-685-6874 or email at information@montessoriteachercollege.school or email at info@amshq.org/canvassupport 

• For Google Suite or Classroom support, contact the program administrative office at 916-685-6874 or email at information@montessoriteachercollege.school. 

Notes:

Montessori Planes of Development

EDUC 300 -  Montessori Principles and Philosophy:

Scope and Sequence

Through a series of readings, lectures, class discussion, writing assignments, and evaluations this course component will discuss Maria Montessori’s life, the beginning of the Montessori Method as developed by Maria Montessori in the early 1900’s, its growth over the years, and the specifics of the Montessori Philosophy (i.e., absorbent mind, sensitive periods, logical-mathematical mind, spiritual and moral development of the child, etc.).  It will also look at how the Montessori principles, materials, teacher, and environment relate to and respect the developing child from birth through 6 years. ECE 300 also includes an initial 3 classroom observations.

1. The following concepts, terms and topics will be presented during Montessori Principles and Philosophy:

1. Stages of Growth and Development or Planes of Development

2. Absorbent Mind

3. Sensitive Periods

4. Prepared Environment

5. The Montessori Directress

6. Rights of the Child

7. Observation Skills

8. Normalization; Characteristics of the Normalized Child; Deviations

9. Montessori Principles of Discipline

1. Three Levels of Obedience

2. Discipline in the Classroom

3. Liberty Within Limits

4. Independence

10. Other Montessori Terminology

1. Three Period Lesson

2. Importance of Movement

3. Lesson Presentation

4. Control of Error

5. Inner Directives

6. Parallel Exercises

7. Indirect Preparation

2. Observation: Montessori believed that the primary tool for studying children was direct observation of their behavior.  Therefore, careful objective observation of children is essential for the adequate preparation of all Montessori teachers.

Objectives:

1. To examine Montessori's biography, the history of the Montessori method and the history of the Montessori movement in America.

2. To obtain a thorough knowledge and understanding of Montessori's major philosophical ideas.

3. To obtain a theoretical knowledge of Montessori's educational method.

4. To examine the main educational and philosophical ideas that influenced Maria Montessori.

5. To observe the Montessori teacher in action.

6. To see how the Montessori theory relates to actual practice in the Montessori classroom.

7. To investigate ways of making careful objective and purposeful observations of children in classroom situations.

8. To examine how observation may be used for the appropriate guidance of children's behavior and development.

Reading Assignment:

The Montessori Method, Chapters 4, 5, 6, 14

Montessori, A Modern Approach, Chapters 1, 2, 3

The Secret of Childhood, Chapters 1, 2

Observation Instruction:

Observation techniques are first presented during Section I, and discussed during Section II.  The observation assignment is concluded during the Practicum, with six required written observation reports.

Montessori believed that the primary tool for studying children was direct observation of their behavior.  Therefore, careful objective observation of children is essential for the adequate preparation of all Montessori teachers.

These reports provide students with the preparations and practice for accurate completion of the observation reports required periodically throughout the school year.  At least four of the observations should be done at sites other than your own classroom or school.  If there are no other Montessori Schools in your area and the Intern must observe at his/her Intern site, the Intern must not teach during the observation period.

Objectives:

1. To investigate ways of making careful objective and purposeful observations of 

children in classroom situations.

2. To examine how observation may be used for the appropriate guidance of children's 

behavior and development.

3. To provide practice completing written observation reports.

Reading Assignments:

The Montessori Method, Chapters 4, 5, 6, 14

Montessori, A Modern Approach, Chapters 1 - 3

Secret of Childhood, Chapters 1, 2

All reading assignments must be completed prior to beginning the observations to obtain the maximum benefit from the observations.

After you have finished the reading, it is time to go out and observe another school.  Always call for an appointment first.  Relax and enjoy yourself.  It is a real learning experience to observe another teacher and class in action.

All observation reports should specify the preliminary information indicated below:

a. Student's name

b. Type of observation and assignment number (Ex. Obs. 1:  Individual Child Report)

c. Date of Observation

d. School Observed

e. Master Teacher's name and assistant's name

f. Number of children in class

g. Number of staff in class

h. Age range of children

i. Number of years class established

j. Exact date and hours of observation

Writing Assignments: 

10 lesson reading series with corresponding writing assignments based on information from Montessori texts and 3 classroom observations. The readings help the student to focus on specific aspects unique to Montessori education and ideas behind the practice of keen observation.

Writing Assignments:

Lesson 1:  Historical Overview                                 Lesson 6:  Imagination/Fantasy

Lesson 2:  The Absorbent Mind - The Formative Period          Lesson 7:  Montessori Classroom

Lesson 3:  Development of Intelligence                                 Lesson 8:  Role of the Teacher

Lesson 4:  Normalization                                 Lesson 9:  Lesson Presentation to Children

Lesson 5:  Discipline, Order, Obedience                                 Lesson 10:  Montessori Compared with other Approaches

Observation # 1: The Classroom /Group Observed as a Whole Unit.

Observation #2: Child Interactions / Environment & Teacher

Observation #3: Child Interactions / Environment & Teacher

INSTRUCTOR EVALUATION:

On the final day of this course, access this link and complete the course instructor evaluation Google form. ( EVALUATION LINK )

COURSE EVALUATION:

On the final day of this course, access this link and complete the course instructor evaluation Google form. ( EVALUATION LINK )

MACTE COMPETENCIES EVALUATION:

On the final day of this course, access this link and complete the MACTE competencies evaluation Google form. ( EVALUATION LINK )

STUDENT LEARNING OUTCOMES EVALUATION:

On the final day of this course, access this link and complete the Course Student Learning Outcomes evaluation Google form. ( EVALUATION LINK )