Virginia Center for Montessori Studies

PRACTICUM Handbook
Early Childhood
2023-24
Infant and Toddler
2023-2024
2023-24

MACTE Accredited
AMS Affiliated
Certified to operate by
SCHEV

Virginia Center for Montessori

Studies is located at:
West End Montessori School
9307 Quioccasin Road
Richmond, VA. 23229
(804) 651-4963
[email protected]
vacenterformontessoristudies.com

VCMS Business Office:

1292 Autumn Breeze Drive Oilville,
VA. 23129

Handbook Revised June 2023

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OVERVIEW OF VIRGINIA CENTER FOR MONTESSORI STUDIES

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MISSION STATEMENT
VCMS’s mission is to offer a strong foundation of Montessori philosophy and methods to guide and support adult
learners as they transform into confident and effective life-long learners.

VCMS HISTORY AND OBJECTIVES

Virginia Center for Montessori Studies (VCMS) is founded upon Dr. Maria Montessori’s philosophy of human development and education.
VCMS offers Infant and Toddler and Early Childhood Montessori adult education programs using both in-residence and online hybrid
options. VCMS is accredited by the Montessori Accreditation Council for Teacher Education (MACTE), affiliated with the American
Montessori Society and offers AMS affiliated certifications. Our 15-month Infant and Toddler program certifies adult learners for ages
birth to 3 years and our 15-month Early Childhood level program certifies adult learners to guide children ages 2 ½ through 6 years of
age. Both programs are held every year and begin in June.

VCMS began the Early Childhood Hybrid Model in January of 2021 and the Infant and Toddler Hybrid Option in June 2021 to meet the
increasing needs of alternative learning methods. The hybrid model for Montessori Certification follows the same curriculum and guidelines
as our in-residence options but has several distinguishing characteristics:

• Start date of some course components prior to in-residence sessions.

• Some EC and IT online components will be combined.
• Online coursework using both synchronous and asynchronous methods
• The Canvas platform is being used as the primary online learning tool
• An in-residence intensive summer session is required for both Early Childhood, and Infant and Toddler
• A nine-month practicum begins in August/September after the intensive summer session.
• Synchronous and asynchronous learning continues during the practicum phase with two or three in-residence weekends during the
practicum cycle.

VCMS believes that our Montessori Credentialing Programs:

● Provide the highest quality application of Montessori philosophy

● Encourage an exceptionally high level of intellectual experience
● Facilitate exploration and growth
● Provide opportunities to learn through practical, discovery-oriented approach
● Maintain the integrity and dignity of the adult learner
● Applies culturally responsive methods that welcome a diversity of learners
● Provides an open dialogue for the growth of anti-biased anti-racist in Montessori education.

NON-DISCRIMINATION POLICY
VCMS admits adult learners and hires staff of any race, religion, national or ethnic origin. VCMS does not discriminate on the basis of
race, sexual orientation, national or ethnic origin or any other protected class in employment or administration of its educational policies.

ORGANIZATION
VCMS provides qualified instructors, established curriculum, and a classic Montessori environment that meet AMS standards to ensure that
the adult learner has the best learning experiences that lead to optimum success. The program is sensitive to the learning style of adults

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and respectful of their developmental journey. VCMS is a resource for Montessori educators and schools and promotes Montessori
education on the local and national levels.

As of April 2023, Virginia Center for Montessori Studies is owned and operated through Mohar Educational Services, LLC, a for-profit
organization. VCMS is located at West End Montessori School, a For Profit Corporation. Founded in 1997, West End Montessori School
enrolls children ages 12 months to 12 years. WEMS Full Member of the American Montessori Society and has applied for AMS School
Accreditation. WEMS is also a member of the Virginia Council for Private Education.

ACCREDITATIONS AND AFFILIATIONS

Virginia Center for Montessori Studies is accredited by the Montessori Accreditation Council for Teacher Education (MACTE) and
affiliated with the American Montessori Society (AMS) for all levels and delivery methods. VCMS is certified to operate by the State
Council for Higher Education of Virginia (SCHEV).

VCMS strives to adhere to all MACTE, AMS, and SCHEV policies and guidelines. Each organization has standards that are referred to
throughout this handbook. More information about MACTE and AMS can be found on page 9 of this handbook.

VCMS GRADUATION RATE

VCMS has a 74% graduation rate of AMS certified Early Childhood teachers. Between the academic years of June 2016 and May 2017,
Virginia Center for Montessori Studies had nine adult learners as part of our Infant and Toddler certification program. All nine candidates
graduated providing us with a 100% graduation rate. An Early Childhood certification class began in June 2016. Of the six candidates,
one graduated early during our one–year accelerated course completion option, and four candidates graduated in June of 2018, as part
of our traditional two-year Early Childhood certification program. Our 2017-2018 Infant Toddler Program had eight Infant and Toddler
Candidates, of those candidates, six earned their Montessori credential. Ninety percent of the cohort of Infant and Toddler candidates
and Early Childhood candidates scheduled to complete the program in June of 2020 graduated.

All Infant and Toddler candidates from the 2020-21 and 2021-22 cohort have completed the required work to graduate. Eight percent
of the Early Childhood Candidates that were scheduled to graduate in 2022 have graduated with two more adult learners on track to
complete the program.

WEMS AND VCMS ORGANIZATIONAL INFORMATION

VCMS ADMINISTRATION
Michele Mohar Owner/Director VCMS

WEMS ADMINISTRATION
Janet Gallagher VIRGINIA CENTER FOR MONTESSORI STUDIES
Head of School of WEMS, Inc.

MACTE
Montessori Accreditation Council for Teacher
Educator (MACTE)
420 Park Street
Charlottesville, VA 22902
Tel: 434-202-7793 www.macte.org
Rebecca Pelton – Executive Director
[email protected]
Accredited by MACTE

AMS
American Montessori Society 4
211 E 43rd St., 7th Fl #262, New York, NY 10017
212-358-1250 [email protected]
Munir Shivji, Executive Director
Contact: Melina Papadimitriou [email protected]
Affiliated with AMS
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 ADULT LEARNER CREDENTIAL POLICIES

FULL MONTESSORI CREDENTIAL

The candidate for the AMS Early Childhood and Infant & Toddler credential holds a minimum of:

1. A bachelor’s degree from a regionally accredited U.S. college/university or its equivalent.

2. For adult learners whose post-secondary studies are outside of the U.S.: An AMS Early Childhood credential may be awarded to adult
learners who hold a minimum of a bachelor’s degree or higher from a non-U.S. college/university that is determined not to be equivalent
to a bachelor’s degree from a regionally accredited U.S. college/university by a recognized credential evaluation service or a regionally
accredited college/university, while still meeting the nationally recognized post-secondary educational standard in the state, province, or
country of issuance. The degree and country in which the degree was awarded are indicated on the credential. To qualify, the degree’s regular
program length must include a minimum of three years of study – degree programs of less than three years qualify the credential candidate
for an Associate Early Childhood credential.

ASSOCIATE MONTESSORI CREDENTIAL

1. An AMS Associate Early Childhood credential is awarded to an adult learner with a minimum of a secondary level state
approved/recognized (high school) diploma, GED, or the international equivalent, but who has not earned a bachelor’s degree from a
regionally accredited U.S. college/university or its equivalent as determined by a recognized credential evaluation service. Candidates
for an AMS Associate Early Childhood credential must complete all requirements for the course in which they are enrolled. Upon completion,
they should represent themselves only as holding an AMS Associate Early Childhood credential.
2. Applicants for the AMS Early Childhood course who do not have a U.S. bachelor’s degree or its equivalent are required to sign a statement
verifying that they understand that some locations or schools may not accept an Associate credential as the qualification for full teaching
responsibility.
3. Holders of the AMS Associate Early Childhood credential are strongly encouraged to obtain their bachelor’s degree within seven years of
credentialing.
4. Teachers with an Associate Early Childhood credential are eligible for upgrade to an AMS Early Childhood credential upon completing
the bachelor’s degree requirement. An official transcript documenting this completion and appropriate form and upgrade fee must be sent
to the AMS office of teacher education by the individual receiving the degree. To upgrade a credential, the individual must be a current
AMS member.

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ATTENDANCE POLICIES

TUITION REFUND POLICY

● If an adult learner withdraws from the program prior to the first day of class all tuition paid minus $100.00 of the deposit, will
be refunded
● If an adult learner withdraws before the 11th day of courses, 75% of tuition paid will be refunded.
● If an adult learner withdraws before the 22nd day of courses, 50% of tuition paid will be refunded.
● If an adult learner withdraws before the 33rd day of courses, 25% of tuition paid will be refunded.
● An adult learner who withdraws anytime after the 33rd day will be refunded only the number of hours remaining of academic
course instruction. That amount will be determined by dividing the total tuition by the total number of academic hours. The cost
for the remaining academic hour will be added together and refunded to the adult learner.

The adult learner is required to withdraw officially by writing a letter of intent to the Directors of VCMS. If an adult learner misses seven
consecutive instructional days, the student will be automatically terminated from the program by the training program. Refunds for
withdrawal will be determined by the adult learner’s request for withdrawal at the time of withdrawal. If an adult learner stops attending
class, but the adult learner is not officially withdrawn, they will be considered enrolled until they send a letter stating they have withdrawn
from the program. The adult learner’s tuition will be refunded starting the with the next academic session proceeding the withdrawal
notice.

The adult learner will acknowledge and sign an agreement that no credit, awards or diplomas will be awarded for partial completion of
the program requirements. All phases of the training must be completed satisfactorily to receive the AMS Early Childhood Credential. The
Directors and other appropriate staff (i.e. the instructor or field consultant) will counsel any adult learner who is not meeting the course
requirements. Evaluation of the adult learner’s progress by staff members will be submitted to the Directors.

ATTENDANCE
Full participation and attendance in lectures, demonstrations, practice sessions, practicum responsibilities and any other program sessions
is essential to the holistic understanding of Montessori philosophy and becoming a qualified Montessori teacher. The adult learner’s
attendance at all sessions also indicates to VCMS their sincere interest and commitment to the training process.

VCMS requires adult learners to attend a minimum of 90% of the total academic hours.
Attendance is recorded daily and during weekend seminar sessions using a Cumulative Attendance Record. All missed sessions for core
and foundational courses must be made up through arrangements with the program director and/or instructor. A Missed Assignment Form
will be required for adult learners who miss a session and are required to make-up content. In some instances, courses may be attended
via synchronous zoom. These academic hours must be cleared by the director and instructor and are decided on a case by case basis.
Adult Learners who are absent for significant course content are given the opportunity to take those course components the next time the
course is offered at the appropriate level.

No part of the practicum may precede the beginning of the academic phase of the course.
Since the purpose of the practicum is to offer the adult learner the opportunity for practice with the information and insights acquired
during the academic phase, at least 90% of the academic contact hours for the level (not including assessment) must be completed
prior to the end of the practicum experience. In the case of a year-long academic phase, adult learners may begin the practicum phase
during the first year of coursework, allowing the practicum phase to span a two-year academic cycle, so that 90% of the core curriculum
instruction is completed prior to the end of the practicum.

ABSENCE POLICY
VCMS is sensitive to the fact that a session may be occasionally missed. The calendar is posted far in advance for adult learners to
encourage full attendance. Any missed sessions must be made up by the adult learner. If the absence is due to unforeseen circumstances,
arrangements are to be made with the VCMS directors and course instructor. The adult learner is responsible for contacting the director
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or instructor as soon as they know a session will be missed and arranging to make-up the missed course components with the course instructor
at the instructor’s convenience. Missing a synchronous zoom session is considered an absence. If the session is recorded, the adult learner
may be given access to the recording, but will also be asked to complete an assignment to demonstrate understanding.

If such a plan cannot be arranged due to length of time missed, or significance of missed curriculum, the adult learner may be required to
return during the next training cycle to complete the missed components of the course. All make-up plans must be directly related to the
content or experience missed.

WITHDRAWAL/DISMISSAL POLICY
The Directors reserve the right to dismiss any adult learner who is not meeting the standards of this program. VCMS reserves the right to
dismiss any adult learner who conducts himself or herself in an unethical or disrespectful manner. VCMS’s refund policy for dismissal follows
the same guidelines as the tuition policy for withdrawal.
Areas of concern would be:
● Failure to meet financial requirements
● Failure to meet attendance requirements
● Serious disruption of the harmony and/or peace of the program
● Provision of false information on application or other admission documentation
● Inability to respect child’s well-being
● Inability to interact with VCMS staff or other adult learners in a respectful manner
● Inability to demonstrate understanding of the concepts and procedures being presented

EXTENSIONS
VCMS adult learners are expected to complete all course requirements, including academic, practicum and financial requirements
within the program cycle in which they are enrolled. VCMS permits adult learners who are in good standing with the program to
be granted an extension of one year after the conclusion of the program cycle in which the adult learner initially enrolled. The adult
learner will need to make a written request stating the reason for the extension. VCMS considers adult learners in good standing
if:

1. The adult learner continues enrollment into the third year to immediately follow the end of the two-year cycle in which
the adult learner initially enrolled for Early Childhood certification. Infant and Toddler may extend for a second year
and must complete their requirements by the conclusion of the third year after the completion of the summer academic
session.
2. The adult learner complies with the additional year enrollment requirements.
3. Approval and written agreement with VCMS is completed by May 1st. The EC adult learner will make the request by
May 1st of the second practicum school year.
4. All academic and practicum assignments will be submitted by May 31st of the granted extension for the third year.
6. Fees and tuition must be paid in full.
7. The adult learner must be a current AMS Member.
8. The adult learner will fulfill attendance requirements during the extended year, which will include
practicum/student teaching hours, and attendance at assigned seminar sessions pertaining to outstanding academic
assignments.

VCMS does not grant extensions beyond the third year after the academic session in which the adult learner initially
enrolled. However, in certain significant circumstances (such as an extended illness, or unforeseen family situations), the program
directors may grant a second extension not to exceed one additional school year following the summer academic session in which
the adult learner initially enrolled. The maximum term that an adult learner may be enrolled in VCMS will be four school years. All
above extension requirements apply.

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An additional $300.00 Extension Fee will be owed by the adult learner for each year that they extend their program. This
extension fee will be assessed beginning July 30th of the first year of extension.

LEAVE OF ABSENCE
At the discretion of the course directors, an intern with special circumstances may request a leave of absence from the program and have
one additional year to complete all requirements after the course cycle. Failure to fulfill all requirements within the extended period will
require re-enrollment in the complete course cycle.* The adult learner must write a formal request for a leave of absence from the
program. The acceptance of that leave is at the discretion of the VCMS program directors. All course requirements must be completed
within three years of the beginning of the course cycle. After that time, the adult learner will be required to re-enroll in the next course
cycle and repeat all course requirements. The Adult Learner will be responsible for tuition and fees for the current cycle in which he or
see re-enrolls. The instructor may accept completed assignments, but the Adult Learner will be required to participate and demonstrate
competency with any new materials. Tuition and practicum fees will be prorated for the required course attendance.
All Extension Guidelines also pertain to an adult learner’s leave of absence, including the $300.00 Extension Fee.

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ADULT LEARNER RESPONSIBILITIES
The Adult Learner is responsible for:

1. Knowledge of all VCMS policies and requirements

2. Payment of all tuition and fees
3. Attendance at all sessions throughout the two-year program cycle.
4. Completion of all coursework and practicum requirements within a three-year period, including two-year course cycle and one-
year extension
5. Completion of all assignments, evaluations and requirements as detailed in this handbook, course syllabi, instructors and directors
6. Communication with directors regarding grievances if opportunities for learning are not being provided at the practicum site
7. Initiation of grievances to VCMS in situations that warrant it
8. Fulfillment of all practicum duties as required by VCMS and obligations of the adult learner employment agreement with practicum
site. See specifics regarding practicum responsibilities in the section of this handbook entitled Practicum Requirements,
Responsibilities and Evaluations.

KNOWLEDGE OF VCMS POLICIES AND REQUIREMENTS

Adult learners are responsible for understanding and abiding by all the information in this handbook, the curriculum requirements as
outlined in each syllabus and all practicum requirements. The adult learner is also responsible to take the initiative to clarify and ask
questions regarding all requirements, policies and expectations. The directors and instructors are available through the contact information
provided in this handbook and the course syllabus.

PAYMENT OF TUITION AND FEES

Payment of tuition and fees is required. Tuition information and fees are highlighted Tuition Information section of this handbook. Late
fees and additional fees are specified in the appropriate sections of this handbook.

ALTERNATE ACADEMIC AND PRACTICUM COURSE DELIVERY

While our programs are typically delivered primarily in residence and through our hybrid model, in extreme circumstances and crisis
situations, it may become necessary for course delivery to be completed using alternative methods by VCMS. In these situations, all
course content, including virtual and in-residences academic sessions, practicum responsibilities and any other obligations will be
completed in accordance with AMS and MACTE policies, and VCMS policies and guidelines. Adult learners will be expected to
attend all scheduled course sessions, complete all course components, and satisfy all practicum components as alternatively required.
Tuition and fees remain the same and continue as an obligation of the adult learner.

PRACTICUM ASSIGNMENTS AND EVALUATIONS (ALL LEVELS AND MODELS)

● Observation assignments including internal and external observations and Observation Manual
● Intern Resource Manual
● Program Leadership Manual
● Self-Evaluations
● Supervising Teacher/Mentor Evaluations
● Field Consultant Evaluations
● Documented Practicum Attendance
● Documented Practice Hours
● Recommendation for Certification

EVALUATION OF PROGRAM MANAGEMENT AND LEADERSHIP

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In addition to the evaluation of the adult learner’s skills with Montessori theory and practice, the adult learner will be evaluated on the
following program management and leadership components. These capabilities will be evaluated through supervising teacher evaluations,
field consultant evaluations and self-evaluations.

● Demonstrates the ability to provide for the emotional needs of children using observation and analytical skills.
● Demonstrates cultural sensitivity in the support and development of individual children, especially in their emotional and social
well-being.
● Demonstrates the ability to implement effective Program leadership strategies that support success and respects individual
differences in children.
● Demonstrates the ability to present a positive, caring, nurturing and respectful manner with all children and adults in the
environment.

PRACTICUM ASSIGNMENT RESPONSIBILITIES

● Observation Internal and External Assignments and Observation Manual
● Self-Evaluation Reports
● Supervising Teacher Evaluations
● Field Consultant Evaluations
● Student Teacher Attendance Record
● Resource Manual -- will include the Child/Family/Community (IT only)course requirements, and practicum school
information, professional leadership, and personal growth and development.

RECOMMENDATION FOR CERTIFICATION

The program directors are responsible for final recommendation for AMS Early Childhood and Infant/Toddler certification. In addition to
attendance, financial obligations and fulfillment of academic and practicum requirements, recommendation for certification will also be
dependent upon the adult learner’s demonstration of knowledge of Montessori philosophy, methods and Program leadership. All
assessments and evaluations are considered by the directors after reviewing the feedback provided by instructors, practicum staff, field
consultants and other evaluation tools. VCMS reserves the right to extend or modify the student teaching/practicum period to provide
necessary mentored experiences to support the adult learner’s abilities to implement curriculum methods, prepare the environment to fulfill
individual children’s needs, and to gain skill for organizing and managing children effectively according to Montessori philosophy.

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VCMS RESPONSIBILITIES TO MONTESSORI ORGANIZATIONS
VCMS is affiliated with the American Montessori Society (AMS) and accredited by the Montessori Accreditation Council for Teacher
Education (MACTE). We are also licensed to operate by the State Council of Higher Education of Virginia (SCHEV). Our Montessori
training program is based on the guidance and requirements as established by these organizations that oversee Montessori education and
post-secondary education. VCMS can provide copies of the guidelines of these organizations upon request.

VCMS is responsible for adhering to the following guidelines:

● VCMS directors and staff must abide by and enforce all guidelines of AMS, MACTE and SCHEV
● VCMS reports a list of adult learners, practicum sites and supervising teachers to the AMS national office by 30 days after the
adult learner’s practicum begins.
● VCMS will maintain a transcript for each adult learner that verifies the completion of all minimum requirements, including exams,
practicum evaluations and any other assignments.
● VCMS will annually demonstrate financial viability to assure completion of the full educational cycle, including all academic and
practicum requirements to AMS.
● VCMS reports annually to AMS, MACTE and SCHEV the adult learner enrollment, adult learner graduation rates, instructors, any
changes to the program, and any other significant program information.

VCMS INSTRUCTIONAL RESPONSIBILITIES

● VCMS provides quality instructors for all curriculum areas. VCMS instructors have a MACTE approved credential at the level
being taught, or a specialization in the curriculum area for non-core or foundational courses, such as child development. Instructors
hold a minimum of a bachelor’s degree or an AMS approved professional variance indicating professional development house
and years of experience.
● VCMS faculty provides all the presentations and lectures necessary to earn a Montessori credential at the appropriate level as
outlined by AMS and MACTE guidelines. A minimum of 210 academic contact hours is required for the infant and toddler course
and a minimum of 300 academic contact hours is required for the early childhood course during the summer session and weekend
seminars.
● VCMS provides support to adult learners throughout their academic and practicum phase. Agree and deleted
● VCMS instructors participate in regular professional development events.
● VCMS instructors collaborate and review the curriculum areas to confirm the presentations and assignments follow Montessori
methodology and philosophy.
● VCMS will administer final written and oral exams and presentations.
● VCMS will review all practicum evaluation forms.
● VCMS faculty participate in conferences and workshops, subscribe to periodicals distributed by the Montessori community.
● VCMS evaluates assignments such as a year-long projects and research studies

GRIEVANCE POLICY
VCMS wishes to maintain a harmonious and cooperative working relationship between the administration, staff, adult learners and
practicum site personnel. We provide an equitable method for resolution of any grievance based upon problems, issues or experiences
that occur during the academic or practicum phase of the VCMS program.

VCMS provides a grievance procedure for adult learners, staff and supervising teachers. We provide a problem-solving committee that
includes members from all segments of the VCMS community. If any problem brought to that committee cannot be resolved, the complainant
may initiate problem-solving procedures with AMS. The American Montessori Society contact information is:

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American Montessori Society
211 E 43rd St., 7th Fl #262, New York, NY 10017
212-358-1250 [email protected]
Munir Shivji, Executive Director [email protected]
Contact: Melina Papadimitriou [email protected]

A copy of the VCMS problem-solving procedure is on file at the AMS and SCHEV offices.

Grievance Procedure:
STEP 1: Grievances shall be in writing and submitted to the directors.

STEP 2: The directors shall meet with the complainant and other persons as necessary to investigate the grievance and shall respond in
writing to the complainant in writing within five (5) business days after the receipt of the grievance.

STEP 3: If the grievance cannot be resolved to the satisfaction of the complainant and the director, it will be passed on to the VCMS
problem-solving committee.

STEP 4: If any problem cannot be resolved by the committee, the complainant may initiate problem-solving procedures with the AMS
Teacher Educational Committee.

STEP 5: If any problem cannot be resolved through AMS, the complainant may initiate problem-solving procedures with the State Council
of Higher Education of Virginia.

Contact information for all related organizations are located near the beginning of this handbook.
Adult learners will not be subjected to adverse action by VCMS for initiating action by the VCMS problem-solving committee or filing a
complaint with AMS, MATCE or SCHEV.

CODE OF ETHICS OF THE AMERICAN MONTESSORI SOCIETY

VCMS is committed to the principles of integrity, ethical practice and equitable treatment in the relationship between adult learners, staff,
practicum site schools and the organization. VCMS abides by the AMS Code of Ethics, as stated below.

VCMS NON-DISCRIMINATION POLICY

VCMS admits adult learners of any race, religion, national or ethnic origin. VCMS does not discriminate on the basis of race, national or
ethical origin, sexual orientation or any other protected class in employment or administration of its educational policies.

VCMS also abides by the American Montessori Society’s commitment to equity, diversity and inclusion:

AMERICAN MONTESSORI SOCIETY NONDISCRIMINATION STATEMENT

The American Montessori Society does not discriminate on the basis of race, color, culture, sex, sexual orientation, gender identity, religion,
disability, age, genetic information, veteran status, ancestry, national or ethnic origins, or any other legally protected status.

AMERICAN MONTESSORI SOCIETY ANTI-BIAS, ANTIRACIST STATEMENT

The American Montessori Society is committed to interrogating ourselves and investigating our past practices, recognizing, addressing, and
eradicating all current forms of racism and systemic oppression within our organization, and supporting our members in doing the same in
their schools, programs, and practices. We recognize that an understanding of racism and bias varies across individuals, and engaging in
transformational change requires courage, trust, empathy, and understanding.

PROFESSIONALISM
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VCMS is committed to the professional development of its adult learners. Adult learners are required to conduct themselves in a manner
that is consistent with the behavior appropriate to one who works closely with young children, families and other adults. Adult learners in
the training will be given the respect that they, in turn, give the children in their own Programs.

VCMS faculty, directors, and adult learners will conduct themselves professionally in all interactions and will maintain a professional
demeanor during their practicum and during all interactions with colleagues, parents, VCMS personnel and fellow adult learners. Adult
learners should use common professional courtesy in all communications and defer to the supervising teacher and other school personnel
with parent interactions. Some examples of professional conduct would be:

● respectful communication in language and tone

● written and oral communication that is grammatically correct
● culturally sensitive language in all communication
● professional appearance
● culturally responsive self-awareness and awareness of others Adult Learner Records Maintenance

AMS ADULT LEARNER RESPONSIBILITIES

The program maintains its rights as an institution of post-secondary education, and expects the adult learner to be responsible
for the following:

It is the responsibility of the adult learner to:

1. Enroll only out of a need and desire to learn rather than a wish to manipulate the course for other ends.
2. Be informed—by reading the information disseminated by the course.
3. Take an active part in planning and executing the course of study within the context of stated requirements and
existing institutional resources.
4. Continually self-monitor academic progress.
5. Attend class and participate in other learning activities, come prepared, and complete assignments on time.
6. Embrace the principle of academic honesty.
7. Respect the freedom of the program’s staff to inquire, publish, and teach.

In the area of finances, the adult learner accepts the responsibility to:
1. Be informed—about the full cost, refund policies, and financial stability of the program by reading published
statements on fees and policies and by contacting the program director and/or administrators with any questions.
2. Read and fully comprehend contracts before signing them, and keep a copy of all contracts and receipts.
3. Understand tuition costs completely and accurately.
4. Satisfy financial obligations to the program in a timely fashion.

In the area of admissions, the adult learner accepts the responsibility to:
1. Be knowledgeable about other available courses/programs to ensure that enrollment is based on an informed decision.
2. Represent oneself honestly in applying to the program.
3. Complete the application process promptly by submitting requested materials and fulfilling prerequisite requirements.

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ENTRY INTO THE PRACTICUM
No part of the practicum may precede the beginning of the academic phase of the course.

Since the purpose of the practicum is to offer the adult learner the opportunity for practice with the information and insights acquired during
the academic phase, at least 90% of the academic contact hours for the level (not including assessment) must be completed prior to the end of
the practicum experience. In the case of a year-long academic phase, adult learners may begin the practicum phase during the first year of
coursework, allowing the practicum phase to span a two-year academic cycle, so that 90% of the core curriculum instruction is completed
prior to the end of the practicum.

PRACTICUM STANDARDS
The internship/student teaching experience follows the initial summer academic phase of the training in the classroom of a VCMS approved
school and supported by a Montessori-certified supervising teacher. The practicum is scheduled for a five-day week for a minimum of four
hours per day during the school year for a minimum of 540 clock hours. This includes preparation before and after the children’s morning
work cycle.

The practicum must begin by the end of the first academic summer session unless VCMS grants permission to complete the student teaching
in the second school year of the program cycle.

No part of the internship may precede the summer academic phase. Since the purpose of the practicum is to offer the adult learner the
opportunity for practice with the information and insights acquired during the academic phase, at least 90% of the academic contact hours
for the level (not including assessment) must be completed prior to the end of the practicum experience. In the case of a long year-long
or multi-year academic phase, the adult learner may begin the practicum phase during the first year coursework, allowing the practicum
to span a two-year cycle, so that 90% of the core curriculum instruction is completed prior to the end of the practicum.

PRACTICUM REQUIREMENTS
All adult learners are required to complete at least 540 practicum hours. Adult Learners are encouraged to complete all academic
and practicum assignments during the program cycle. The VCMS Early Childhood In-Residence program is a two-year program
and includes a two-year practicum. VCMS’s other program models utilize a one-year practicum model. The academic assignments
and evaluations/exams are scheduled on an assignment due date calendar. The practicum year is defined as a consecutive nine-
month period for five days a week and a minimum of four hours per day. Required practicum assignments need to be completed
during the practicum year. Adult learners who find they cannot fulfill all the requirements as scheduled will be automatically
enrolled for an extension year.

Adult Learners who cannot begin the practicum following the first program summer due to extenuating circumstances may request an
alternate schedule in writing to the directors of VCMS. The letter will detail the reasoning for requesting an alternative schedule and will
be submitted by August 15th following the intensive summer session. The directors will consider such conditions as the lack of an approved
practicum site or supervising teacher, or extenuating family responsibilities. VCMS expects the adult learner to begin practicum no later
than the second year of the cycle following the intensive summer academic phase in which the adult learner initially enrolled. The practicum
will be nine months, five days a week and minimum of four hours per day. During the first year the adult learner will have a VCMS
approved coach and access to Montessori materials for supervised practice. Additional class observations requirements will be assigned.

VCMS PRACTICUM SITE RESPONSIBILITIES

The directors are responsible for determining and approving suitable practicum sites for the adult learner. VCMS defines a practicum
period as a two-year teaching experience in an approved class for a minimum of 540 hours per school year. Adult learners who are
approved for a one-year cycle will complete a minimum of 540 hours in the practicum class.
● VCMS employs a paid practicum supervisor-coordinator
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 ● VCMS provides a paid field consultant for each adult learner
● VCMS will maintain open communication with the practicum school regarding the school’s requirements during the practicum.
● VCMS will determine that each practicum site school and supervising teacher qualifications are compatible with VCMS
requirements. The directors are responsible for determining and approving suitable practicum schools
● VCMS has regular contact with practicum site schools, supervising teachers, field consultants and heads of schools. Information is
provided regarding course content, important calendar dates, adult learner practicum expectations, and other pertinent
information regarding the practicum.
● The VCMS directors or field consultants will maintain at least monthly contact with the adult learners during the practicum phase.
● The VCMS directors will review all course assessments, practicum evaluations and other practicum components before
recommending an adult learner for certification.
● The VCMS directors have the responsibility to recommend each adult learner for certification.

PRACTICUM SITE SCHOOL STANDARDS

The school must be an AMS member school unless a request showing sufficient cause for an exception is made to and granted by VCMS.
A non-AMS member school must meet AMS school standards. The school must meet all local and state licensing requirements. The school
must have a written non-discrimination policy for children and staff. School policies are communicated to VCMS and the adult learner in
writing the school’s administrative policies and guidelines relating to the adult learner.

PRACTICUM MODELS
Model 1: Supervised Practicum
1. The supervised practicum requires that the adult learner participate in the authentic Montessori environment at the
appropriate level with a qualified supervising teacher at an approved school site.
2. The adult learner may not be asked to assume total responsibility for a class without the presence of a qualified
supervising teacher or other qualified staff person.
3. A minimum of three on-site consultation/evaluation visits by a qualified field consultant is required per year. To best
support the growth of the adult learner, the consultations/evaluation visits must be spread throughout the practicum
phase.

Model 2: Self-Directed Practicum

1. All requirements for the supervised practicum also apply to the self-directed practicum, with the exception that the adult
learner has full responsibility for the Montessori class without the daily guidance of a qualified supervising teacher in the
classroom.
2. Adult learners may qualify for the self-directed practicum with one or more of the following prerequisites, along with
written approval of the teacher education program director:
a. Prior experience as an assistant in a Montessori environment
b. Two or more years of previous teaching experience at the Early Childhood age level
c. A bachelor’s degree from a regionally accredited U.S. college or university, or its equivalent
3. A minimum of three on-site consultation/evaluation visits by a qualified field consultant plus additional support that is
documented on the AMS Credential Recommendation Form is required. Additional support must include one or more of
the following: extra visits, a local mentor teacher, monthly phone or e-mail contact, or other support designed by the
director. To best support the growth of the adult learner, the consultations/evaluation visits must be spread throughout
the practicum phase.

AMS PRACTICUM SITE STANDARDS

The following Practicum Site Responsibilities are listed in the AMS Teacher Education Program Handbook (July 2022).

An adult learner must begin the practicum phase within two years of the end of the academic phase.

1. AMS Membership:
It is recommended that the practicum site is an AMS member school. Programs report practicum sites annually to AMS using the AMS
Adult Learner Registration and Practicum Report Form.
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2. Non-Discrimination Policy:
The site must have a written non-discrimination policy for both children/adolescents and staff.

3. Licensing:
The site must meet all applicable local, state, and federal regulations.

4. School Policies:
The site must communicate to the adult learner and the teacher education program, in writing, its administrative policies and standards
relating to the adult learner.

5. Job Description/Contract:
The site must provide a job description and a contract of agreement acceptable to the site, the adult learner, and the teacher education
program. This job description or agreement should include the nature and type of remuneration given the adult learner, if any.

6. Cooperation with the Teacher Education Program:

The site must agree to cooperate with the teacher education program in all matters relating to the practicum.

7. Job Responsibilities:
Adult learners in their practicum phase cannot be asked to provide service to the school other than that which would be found as the
responsibility listed in the job description of any teacher/administrator during their practicum hours (i.e. janitorial services, before or
after day care services, etc.). Adult learners may provide additional services outside their practicum hours if agreed upon by both
parties.

8. Age Range of Class:

Practicum sites must provide a practicum experience that includes a full age range of the children at the level. See further information
on the AMS age range of classes under each course level in Section 6.

Infant and Toddler: The environment should contain infants from birth to 18 months, toddlers 18-month to three years of age, or a
combination of infant and toddlers (dependent upon the model selected.)

Early Childhood: The class should contain children in the full 2 ½ through 6 age span.

9. Classroom Environment:
To ensure that the adult learner is able to implement the Montessori curriculum, the environment must be designed and equipped to
meet the developmental needs of the children or adolescents served. The classroom must include appropriately-sized furnishings and
a full array of recommended Montessori materials for the age range of the class, arranged on open shelves accessible to all children
or adolescents. See the AMS Suggested Materials Lists for schools on the AMS website.

10. Supervision:
Supervision of adult learners is provided by the supervising teacher and a field consultant or, in the case of a self-directed practicum,
through the field consultant and/or mentor. For a self-directed practicum, a minimum of three on-site consultation visits by a field
consultant plus additional support that is documented on the AMS Credential Recommendation Form is required. The adult learner must
be provided with field consultation support within two months of the start of the practicum. For all course levels supervision must be
provided according to one of two options:

a. In the classroom with an approved supervising teacher

b. In a self-directed classroom with regular supervision by a qualified and approved field consultant

NON-AMS SCHOOL MEMBER STANDARDS

A non-AMS member school may be approved if it meets the above standards with the exceptions:
1. The school must provide a supervising teacher that meets the standards noted below.
2. The classroom contains an appropriate age level and age range.
3. The site environment must be consistent with the AMS guidelines for the age
level served.

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JOB DESCRIPTION / CONTRACT
The site provides a job description and contract of agreement that is acceptable to the practicum site school, VCMS and the adult learner.
It includes the nature and type of remuneration given to the adult learner, if any.

ADDITIONAL SERVICES OR RESPONSIBILITIES

Adult learners in their practicum phase cannot be asked to provide additional services or responsibilities to the school other than that which
would be found as the responsibility listed in the job description of any teacher/administrator during their practicum hours (i.e. janitorial
services, before or after day care services etc.) Adult learners may provide additional services outside their practicum hours if agreed
upon by both parties.

COOPERATION WITH VCMS

The site agrees to cooperate with the teacher education program in all matters relating to the practicum (student teaching) requirements.
The school will provide the necessary support and time for the adult learner to fulfill both internal class and external class observations as
required by VCMS in a timely manner so the adult learner can fulfill assignment as scheduled.

SUPERVISION, MENTORING AND CONSULTING

The school will provide a supervising teacher or a mentor for self-directed interns and a classroom with the full complement of Montessori
materials. Supervision of adult learners is provided by the supervising teacher, mentor teacher and a field consultant. For a self-directed
practicum additional support may be required that is documented on the AMS credential recommendation form is required.

INTERN EMPLOYMENT
VCMS does not employ interns as adult learner teachers, classroom teachers or assistants. Interns who are employed by a school must
accept and fulfill that school’s employment responsibilities. The school is to provide a written job description and an employment
contract/agreement acceptable to the school and the intern. The school agrees to provide the necessary time off to participate in the
VCMS seminars and to do outside observations. Please confirm these dates with the school and notify VCMS if there is any difficulty.

SPONSORED INTERNSHIPS
A sponsored internship occurs when a school agrees to pay all or part of an intern’s VCMS tuition or makes a tuition loan to the adult
learner. In exchange, the adult learner agrees to teach at the school for a specified amount of time. The school must provide a
contract/agreement acceptable to the school and the intern. The adult learner is asked to sign a release stating that VCMS may share
information about the adult learner’s progress when requested by the Head of School or at the VCMS Director’s discretion.

PRACTICUM OBJECTIVES FOR THE ADULT LEARNER

During the internship, the adult learner teacher will:

● Assist in the daily preparation and maintenance of the classroom. The adult learner teacher will share in all duties
necessary to prepare the classroom fully for the children each day. This usually involves cleaning and organizing the
classroom materials and supplies.
● Participate in classroom management and implementation of the class ground rules
● Model appropriate grace and courtesy. Show respect for children, adults and the environment
● Participate fully in the routine classroom procedures and transitions such as outside play, arrival, dismissal and
whole group activities
● Plan lessons for individual children and groups based on observation of the children. This is done in collaboration with
the supervising teacher and requires her approval
● Evaluate the needs of the class/children and organize/design lessons and materials to meet those needs as directed
and approved by the supervising teacher
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 ● Maintain observation records. Use the supervising teachers record keeping system to record observations and make
lesson plans. If the supervising teacher does not have a standard method, work with the field consultant or VCMS instructors
to design a suitable record keeping and planning system
● Practice with the materials outside of class time as preparation for giving clear and meaningful lessons to the children. There
is also a minimum requirement of 25 practice hours for each of the following areas – practical life, sensorial, language,
and math.

The Intern will develop and demonstrate the ability to:

● Represent a good role model to the children in manner, attitude and appearance
● Work with all age groups appropriately
● Enforce ground rules in a positive and constructive manner
● Be aware of the entire classroom environment while focusing on individual children or activities
● Demonstrate materials/lessons in an orderly and clear fashion
● Choose activities/materials appropriate to the child’s level of understanding
● Prepare and maintain an orderly and attractive classroom
● Plan and implement individual and group activities
● Develop organization and management procedures to facilitate the children’s growth and learning
● Observe and record the developmental stages and needs for the young child.

SUPERVISING TEACHER RESPONSIBILITIES AND REQUIREMENTS

STANDARDS AND RESPONSIBILITIES FOR THE SUPERVISING TEACHER
From the July 2022 AMS TEP Affiliation Handbook

1. Credentials:
The supervising teacher must hold a recognized Montessori credential at the age level of the class at the level of
supervision. The supervising teacher cannot be the adult learner’s field consultant.

2. Teaching Experience:
The supervising teacher must be in at least the second year of teaching as the official lead teacher or co-teacher at the
level of instruction after receipt of the Montessori credential.

3. Approval:
The director of the teacher education program must approve the supervising teacher.

4. Adult Learner Experiences:

The supervising teacher is responsible for providing experiences relating to the following areas:

a. Preparation and Management: indoor and outdoor prepared environments

b. Observation and Recording: observing, responding/planning, assessing, and maintaining records
c. Interaction: relations among parents, staff, and children
d. Instruction: designing developmentally appropriate activities that meet the tenets of Montessori philosophy,
including spontaneous and planned individual and group presentations
e. Management: individual and group strategies
f. Parent/Community Involvement: family support and community services; parent education, interviews,
conferences, and meetings; open house
g. Staff Involvement: participation in meetings, establishing team compatibility and problem-solving techniques
h. Participation in curriculum planning meetings, where appropriate
i. Participation in team meetings regarding special education (IEP, ISP, etc.)
5. Meetings:
The supervising teacher must schedule regular review and coaching sessions with the adult learner at least once per
month to assess progress in the above areas.

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 6. Assessment:
The supervising teacher must complete assessments and submit all evaluation forms requested by the teacher education
program at the designated times.

7. Communication:
The supervising teacher has the responsibility to communicate fully and honestly regarding the performance of the adult
learner.

8. Attendance:
The supervising teacher must be in the adult learner’s classroom full time.

9. Number of Adult Learners Assigned:

A supervising teacher cannot have more than two adult learners per classroom.

The supervising teacher provides the vital daily link to the intern in the classroom. It is the supervising teacher who will be the consistent
role model for the intern. The supervising teacher will provide the following opportunities for the intern:
● Participate in the preparation and care of the classroom environment.
● Participate in the planning of individual and group activities.
● Observe the children and to keep observational records of the children.
● Work with children individually and in groups with the curriculum materials. The intern will have
completed the curriculum session, practiced with the materials and demonstrate understanding and skill with the
materials before presenting them to children.

WEEKLY MEETINGS
The intern and supervising teacher should meet regularly. Daily informal discussions to prepare for the day’s activities are expected and
weekly meetings should also be scheduled. The supervising teacher will accommodate a weekly meeting to discuss the intern’s performance,
observations of the children and for planning. The regularly scheduled meetings will assess the adult learner’s progress in the following
areas as appropriate for the weekly discussions.

● Preparation and management of the indoor and outdoor environment

● Observation and recording: observing, responding/planning, assessing students, and maintaining records
● Interaction: relations among parents, staff and children
● Instruction: designing activities, individual and group presentations
● Management: individual and group strategies.

One of your weekly meetings per month should also include:

● Parent/Community Involvement: family support and community services; parent education, interviews, conferences and
meetings; and open house events
● Staff Involvement: participation in meetings, establishing team compatibility and problem-solving techniques.

RESPONSIBILITIES TO VCMS
The supervising teacher will guide the intern’s development of materials appropriate for the internship class. These materials must meet
VCMS requirements. She will participate in the intern’s evaluation of these materials and sign the evaluation form. Additionally, the
supervising teacher will:

● Submit mid-year and final evaluation forms to document the progress of the intern, these forms are due in
December and June. Provide a final recommendation for the intern, due by June 1. Sign Practicum Attendance
forms for intern. Consult with the intern’s field consultant regarding the classroom experience and expectations.
● Discuss any concerns and lack of intern progress with the program director. The supervising teacher is an
employee of the practicum site school who has agreed to assist in the professional development of the intern.

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Mentor Teacher: The Mentor teacher is an experienced and certified Montessori teacher at the level of the Adult Learner, with at least the
qualifications required of a supervising teacher. The Mentor teacher commits to VCMS to serve and fulfill the responsibilities of a supervising
teacher such as weekly meeting with the adult learner, classroom guidance and completion of the VCMS evaluation documents.

FIELD CONSULTATION RESPONSIBILITIES AND REQUIREMENTS

FIELD CONSULTANT QUALIFICATIONS
The consultant will be an AMS, AMI or MACTE certified teacher approved by VCMS. She/he will have a minimum of five years teaching
experience at the level for which she is consulting. The Consultant will have a bachelor’s degree. Evidence of continuing professional
growth must be demonstrated. The Consultant is employed by VCMS to evaluate the performance of the intern in the Practicum Site.

FIELD CONSULTANT RESPONSIBILITIES

The field consultant visits offer opportunities for the intern to be observed in the internship classroom by a master teacher and then
participate in a discussion of the intern’s progress. These visits are not intended to be critiques, but to provide evaluative feedback and
mentoring. The intern should feel comfortable in contacting the field consultant for advice and feedback throughout the internship. The
field consultant and the intern should enjoy an open and frank dialogue.

The field consultant provides vital support to the intern working at a practicum site. The field consultant uses his/her experience to guide
and advise the intern throughout the practicum year. The field consultant is not responsible for presenting materials or lessons to the intern
but may provide suggestions for more effective use within the observed classroom setting. The goal is for the field consultant to provide
an understanding of the practical application of the theory in a working classroom. The consultant assists the intern in developing classroom
management techniques and procedures, in developing observation skills, in recording observations, and in planning for individual and
group presentations.

The field consultant will:

● Contact the intern on a monthly basis to answer questions and offer support to the intern during the practicum phase.
This may occur by phone, email or in meetings.
● Observe and evaluate the intern’s performance in the classroom including the presentation of materials to
individuals and/or groups.
● Discuss the classroom observation with the intern and if appropriate with the supervising teacher and/or head of school.
● Submit a written evaluation form to VCMS.

REQUIRED FIELD CONSULTANT VISITS -- SUPERVISING TEACHER MODEL

The Field consultant schedules an appointment to visit the class with the intern and also notify the school administration of the appointments.
Please coordinate these appointments with the supervising teacher; be respectful of class plans. Please notify VCMS if the field consultant
does not contact you in a timely manner.

A minimum of four visits is required for interns in a supervised teaching experience over the two-year practicum for Early Childhood
practicum models. Interns approved for the one-year Early Childhood option or Infant and Toddler candidates have a minimum of three
visits.

The field consultant may also interview the Supervising teacher and/or HOS to discuss concerns about the appropriateness of the intern’s
classroom experience and the role modeling of the supervised teacher with the VCMS Directors. The Field consultant may discuss the
intern’s classroom role and experiences in order to more fully understand the intern’s experience.

FIELD CONSULTANT VISIT EXPECTATIONS

The intern will meet with the field consultant following the observation and evaluation. The intern is expected to exhibit growing
understanding of each curriculum area and skill in the overall management of individuals and groups. The intern will have completed the
21
academic preparation and necessary practice with materials before presenting them to the children. The field consultant will make a final
recommendation for certification at the conclusion of the fifth or the seventh visit.

Evaluations will be based on observed progress and competence in environment preparation, Montessori philosophy, materials
presentations to individuals and groups, and one-to-one relationships with children and adults. During the visits the field consultant will
observe the adult learner in the role as intern and as classroom assistant or lead teacher if so employed.

During the first visit, the overall goal is to assess the prepared environment, the developing relationship with the supervising teacher or
teachers and to focus the adult learner on the developing children. The intern is not expected to present materials or initial lessons, but
he/she should be supporting ground rules, routine procedures and assisting with classroom management. The adult learner will be in an
assistant role and not expected to fulfill lead teacher responsibilities. Generally, the first visit the intern will attend to work with the younger
children and specifically with Practical Life.

By the second and third visits, the consultant will expect to see the intern working with a wide range of ages and assume more responsibility
in overall classroom management and guidance. The adult learner will be expected to interact effectively with the children and have
developed positive relationships with all ages. The adult learner may give presentation (if approved by the Supervising Teacher) in
curriculum areas for which albums have been accepted by VCMS. Primarily, the intern may work with children in practical life, sensorial
and language in follow up and practice lessons. The intern will be able to work with small groups of children as well as individuals by the
third visit. The intern will have knowledge of the child's progress in curriculum areas and be able to anticipate readiness for lessons.

By the visit number three, the adult learner will participate in the management of the class, plan lessons with the teacher and present
materials in areas for which the curriculum album has been accepted. The intern will work in all curriculum areas at a minimum in a
supporting role and work with all age groups. Small group and whole group lessons could be directed by the intern.
By the second year, the adult leader will be able to demonstrate leadership of the whole class, manage group and transitions including
dismissal and lunch as appropriate for the school. The intern will partner with the teacher in the planning of lessons and will actively present
materials to all ages in all curriculum areas.

REQUIRED FIELD CONSULTANT VISITS -- SELF-DIRECTED ADULT LEARNER MODEL

The self-directed adult learner will have additional support and Field Consultant visits. The self-directed adult learner will have a minimum
of three visits each year. A self-directed adult learner has greater responsibility for the direction and management of the class and the
instruction. The field consultant visits will focus on observing the goals for each field consultant visits as described previously. We
acknowledge that self-directed adult learner have greater employment responsibilities that will be evaluated during the visit.

MEETING WITH THE FIELD CONSULTANT

After the consultant observes, she/he will discuss the observation with the adult learner either immediately following the observation or
within one day of the visit. The field consultant will write a report, providing copies to the intern, the supervising teacher and to VCMS.
Please notify VCMS if you do not receive a written report.

PRACTICUM SEMINARS
Practicum seminars are schedule over the course cycle. These are contact hours for Montessori knowledge and instruction are taught during
the practicum phase to adult learners who have attended courses in which the academic phase is taught primarily during the summer
(summer-intensive course). Additional support for the adult learner is provided during the classroom practice teaching period and
specifically to apply Montessori philosophical principles to the practical classroom experiences. The adult learners actively participate
through discussion, sharing of experiences and presentations. Some of the sessions have designated content and some sessions are open
ended to facilitate knowledge sharing of real time experiences, challenges and successes. Attendance is required at the sessions and
counts toward the required attendance hours.

ACADEMIC EXPECTATIONS DURING THE PRACTICUM

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The adult learner is required to fulfill the academic expectations during the practicum phase. The application of academic knowledge in
the classroom will internalize the components of Montessori philosophy and methodology that distinguishes a Montessori education.

OBSERVATIONS
Observation skills are essential to the Montessori classroom teacher. Observations opportunities allow the adult learner to focus on various
elements of the classroom and to develop the ability to observe the developmental processes with individual children in order assess their
needs and interests. One of the core skills of a Montessori teacher is the objective, careful observation of each child with whom you work.
The observations include not only the materials used by the children, but the physical, social, emotional and intellectual development of
each individual child. Adult learners are required to complete both internal and external observation assignments. Time to complete three
external observations during the school day is required.

AMS GUIDELINES

THE EARLY CHILDHOOD ENVIRONMENT

A Montessori Early Childhood environment is described as a setting for children ages 2½ through 6 years. The environment reflects these
characteristics:

1. Curriculum materials are organized into logical groupings (e.g., by curriculum area or function).

2. Within each grouping there is a logical arrangement of the materials (e.g., by level of difficulty or sequence of skill and concept
development).

3. Furnishings are of appropriate size for the children.

4. The arrangement of furnishings offers a variety of activity spaces (e.g., individual or group, floor or table, noisy or quiet, active
or sedentary).

5. Activity spaces and procedures are organized to avoid conflict of interest (e.g., a noise-generating activity is far away or isolated
from a quiet activity area).

6. There is provision for display of visual stimuli and children's work products.

7. Each activity or exercise is organized to provide purpose, procedure, closure, and opportunity for child success.

8. The environment includes/offers materials and activities which encourage the full development of each child's potential. Areas
include:

a. Concentration, the ability to maintain a sustained focus

b. Observation skills
c. Large and small muscle coordination
d. The acquisition of practical skills relevant to care of self and environment
e. Perceptual awareness and discrimination – in all sensory domains
f. Concepts basic to the understanding of quantitative relationships (e.g., one-to-one correspondence, seriation, the ability
to recognize and identify the attributes of objects, class inclusion, equivalence, number, numeration, place value,
arithmetical operations)
g. Experiences basic to participating in multiple language communities, including experiences in listening, talking, writing,
reading, and thinking
h. Experience in self-expression through the visual arts, music, movement, and drama
i. Experiences leading to an understanding of nature and the physical universe
j. Experiences leading to an understanding of the social sciences
k. Experiences with critical thinking skills and problem-solving techniques: questioning, experimentation, and hypothesis
development
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 9. The particular materials/activities selected are appropriate to the developmental period, abilities, and special needs of the
children who use the environment.

ADULT LEARNER’S ROLE EARLY CHILDHOOD CLASSROOM ENVIRONMENT

The environment reflects the influence of these adult behaviors:

1. Preparation of a clean, orderly environment

2. Demonstration and encouragement of care and precision in movement, and the organization and use of materials and equipment
3. Encouragement of a child’s selection of activity
4. Encouragement of a child’s participation in maintaining the environment
5. Demonstration of strategies for use of materials
6. Acknowledgement of and provision for expression of a child’s social needs
7. Acknowledgement of and responsiveness to a child’s emotional needs
8. Acknowledgement of and responsiveness to a child’s self-expression
9. Ongoing monitoring and overview of the environment (observation)
10. Communicating rules and procedures appropriate to the situation
11. Modeling and facilitating pro-social behavior
12. Modeling and facilitating positive techniques for conflict resolution
13. Modeling and facilitating egalitarian interaction
14. Providing effective leadership in group activities
15. Communicating and coordinating activities with team members

INFANT AND TODDLER ENVIRONMENTS

A Montessori Infant and/or Toddler Environment is described as a setting for children between the ages of birth to 18 months or
18 months to three years. The environment reflects these characteristics: According to Montessori, the prenatal to three year-old
child is in the period of the unconscious absorbent mind. During this critical and foundational period of development, the child
takes in everything in his environment. The work of the adult is to assist this time of infancy, to serve the periphery and to add
the full development of live. These environments are to meet the needs of the spiritual embryo, sensitive periods and the human
tendencies and are characterized by:
1. Order
2. Simplicity
3. Aesthetics
4. Safe, healthy and stimulating
5. Fosters basic trust in the child
6. Directed by a caring, respectful and responsive adult
7. Meets the physical, psychological, emotional, social and spiritual needs of the child
8. Atmosphere of love and acceptance
9. Provides for expanding independence

The prepared environment gives attention to the ambiance, natural light, beautiful and simple furnishings, and the materials are
appropriate to the developmental stages of the children. Functionality is considered, including the size, number and purpose of
the materials. Care is given to the needs for sleeping, toileting, eating and the outdoor setting. Freedom of movement, exploration,
cognitive and motor development is integrated with the environment while also ensuring safety for the children. The environment
encourages children’s independence and the increased abilities of the toddler.

ADULT RESPONSIBILITIES FOR THE INFANT AND TODDLER ENVIRONMENT

The work of the adult is to assist this time of development through preparation of himself to understand and work with the
individuals in the birth to three-year age. This age group is divided into communities typically formed of birth to 18 months in the
24
 infant class, and the 18 months to three years in the toddler class.
1. The adult is caring, respectful, nurturing and responsive to the child. The adult assists each child’s unique pattern of natural
development through keen observation of the child’s sensitive periods for language, movement and order.
2. The adult prepares the environment to safely support the expanding independence of the child.
3. The environmental atmosphere and the appropriate materials and activities are prepared and maintained by the adult.
4. The adults (teachers, parents and administration) in the infant and toddler communities works in conjunction with adults
in the next level to ensure a timely and smooth transitions to the next environment.
The toddler adult works collaboratively with parents /families to support the development of a healthy personality and fulfillment
of the human potential.

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CALENDAR AND PROGRAM OF STUDY

26
 VIRGINIA CENTER FOR MONTESSORI STUDIES
EARLY CHILDHOOD CALENDAR June 19, 2023 – August 15, 2024

Orientation -- WEDNESDAY June 14th, 2023 6-8 pm.

WEEK ONE – June 19 – 23

M June 19 8 am – 5 pm Philosophy Mohar

T June 20 8 am– 5 pm Philosophy Mohar
W June 21 8 am – 12 pm Philosophy Mohar
1 pm – 5 pm Observation Mohar
Th June 22 8 am– 5 pm Practical Life Moughon
F June 23 8 am – 5 pm Practical Life Moughon

WEEK TWO – June 26 -- 30

M June 26 8 am – 5 pm Practical Life Moughon

T June 27 8 am – 5 pm Practical Life Moughon
W June 28 8 am – 5 pm Practical Life Moughon
Th June 29 8 am – 5 pm Language Moughon
F June 30 8 am – 5 pm Language Moughon

No class week of July 3 -- 7

WEEK THREE – July 10 -- 14

M July 10 8 am – 5 pm Sensorial T. Chen

T July 11 8 am – 5 pm Sensorial T. Chen
W July 12 8 am – 5 pm Sensorial T. Chen
Th July 13 8 am – 5 pm Sensorial T. Chen
F July 14 8 am – 5 pm Sensorial T. Chen

WEEK FOUR July 17 – 21

M July 17 8 am – 5 pm Math Reece

T July 18 8 am – 5 pm Math Reece
W July 19 8 am – 5 pm Math Reece
Th July 20 8 am – 5 pm Math Reece
F July 21 8 am – 5 pm Math Reece

WEEK FIVE July 24 – July 28

M July 24 8 am – 5 pm Language Mohar

T July 25 8 am – 5 pm Language Mohar
W July 26 8 am – 5 pm Language Granger
Th July 27 8 am – 5 pm Language Granger
F July 28 8 am – 5 pm Program Leadership Mohar

All In-Residence Sessions include a one-hour lunch.

27
PRACTICUM PHASE SEMINARS
All Canvas Modules are facilitated by Michele Mohar
Practicum Phase In-Residence Sessions are blue.

AUGUST – Focus Child Development - Part 1

Canvas Modules Independent Child Development 6 hours

Wed August 2 7-8:30 pm Child Development 1.5 hours
Wed August 16 7-8:30 pm Child Development 1.5 hours
Sat August 19 9 am-12 pm Child Development 3 hours

SEPTEMBER – Focus Observation

Canvas Modules Independent Observation 4.5 hours

Wed September 13 7-8:30 pm Observation 1.5 hours
Wed September 27 7-8:30 pm TBD 1.5 hours

OCTOBER 5-8, 2023 – IN-RESIDENCE

Fri October 6 8 am – 5 pm Science Mohar

Sat October 7 8 am – 5 pm Science Mohar
Sun October 8 8 am – 5 pm Cultural Mendoza
Mon October 9 8 am – 5 pm Cultural Mendoza

OCTOBER – Focus Philosophy/Program Leadership

Canvas Modules Independent Philosophy 4.5 hours

Canvas Modules Independent Program Leadership 4.5 hours
Wed October 18 7-8:30 pm Philosophy 1.5 hours

NOVEMBER – Focus Personal Growth and Development/Program Leadership

Canvas Modules Independent Personal Growth/Dev 4.5 hrs

Canvas Modules Independent Program Leadership 4.5 hrs
Wed November 1 7-8:30 pm Personal Growth and Dev 1.5 hrs
Wed November 15 7-8:30 pm Program Leadership 1.5 hrs

DECEMBER -- Focus Observation

Canvas Modules Independent Child Development (Part 2) 6 hours

Wed December 6 7-8:30 pm Child Development 1.5 hours
Wed December 13 7-8:30 pm Child Development 1.5 hours
Sat Dec 16 9 am – 12 pm Child Development 3 hours

JANUARY – Focus Observation/Child Development

Canvas Modules Independent Observation 4.5 hours

Canvas Modules Independent Child Development 6 hours
Wed January 3 7-8:30 pm Child Development 1.5 hours
Wed January 17 7-8:30 pm Child Development 1.5 hours
Sat January 20 8-12 pm Parent Partnerships 4 hours
Sat January 20 1-4 pm Child Development 3 hours
Wed January 24 7-8:30 pm Observation 1.5 hours

28
 FEBRUARY 2-4, 2023 – IN-RESIDENCE

February 2 8 am – 12 pm Math (Advanced Math) Mohar

1 pm – 5 pm Language (Grammar) Granger
February 3 8 am – 5 pm Art Granger
February 4 8 am – 5 pm Music and Movement Granger
Practical Life and Sensorial Oral Exams scheduled individually during this weekend.

FEBRUARY – Focus Philosophy/Personal Growth and Dev

Canvas Modules Independent Philosophy 4.5 hours

Canvas Modules Independent Personal Gr. and Dev 4.5 hours
Wed February 7 7-8:30 pm Philosophy 1.5 hours
Wed February 28 7-8:30 pm Personal Growth/Dev 1.5 hours

MARCH – Focus – Observation

Canvas Modules Independent Observation 4.5 hours

Wed March 13 7-8:30 pm Observation 1.5 hours

APRIL – Focus Learning Differences/Program Leadership

Canvas Modules Independent Program Leadership 4.5 hours

Wed April 10 7-8:30 pm Synchronous Zoom
Sat April 20 9 am – 4 pm Synchronous Zoom
Sun April 21 9 am – 4 pm Synchronous Zoom
Sat April 27 9 am – 12 pm Cultural Project Pres

MAY IN-RESIDENCE – May 18-19, 2024

Sat May 18 9 am – 4 pm Philosophy (Cosmic Ed/ABAR) Mohar/Mendoza

Sun May 19 9 am – 4 pm Math and Language Oral Exams

Summer 2024 will be open for assignment completion or make-up work. All coursework is due August 15, 2024.
All In-Residence Sessions include a one-hour lunch.
Course dates will remain the same unless circumstances make it necessary to adjust dates.
The course content may adjust with notification.
Synchronous Zoom sessions may be adjusted to meet the needs of the group.
Additional Synchronous Zoom sessions may be scheduled as a time to refresh, regroup or relax throughout the course cycle.

29
 Virginia Center for Montessori Studies
EARLY CHILDHOOD PROGRAM OF STUDY 2023-24
COURSE MACTE and AMS INSTRUCTOR DATES OF COURSE SUMMER SEMINAR ONLINE TOTAL
REFERENCE HOURS HOURS HOURS HOURS
PHILOSOPHY Michele Mohar June 20-22, 2022 IR (20) 20 6 12 38
AMS 6.2.5.8 October 2022 Canvas (4.5) 53% 16% 32%
Foundational MACTE October 2022 Synch Zoom
32 hours min. 1a, 1b, 1c (1.5)
3a, 3c, 3e, 3f. February 2023 Canvas (4.5)
February 2023 Synch Zoom
(1.5)
May 21, 2023 IR (6)
Philosophy Course Description: The course will present an introduction to the Montessori Method. It will cover the Montessori principles of child development and the educational
methodology including instructional techniques and classroom procedures. The lectures will focus on the philosophical basis for the materials and methods. Montessori key concepts of
absorbent mind, the universal tendencies, sensitive periods and the spiritual and moral development of the child provide the method’s framework. The life of Maria Montessori and the
history of the Montessori movement will be presented. The relationships between Montessori philosophy, the prepared environment, the adult and child will be examined. Her writings are
the source for topics and the students will become familiar with her works, using them as references to develop a practical understanding of theory. The course lectures are supplemented
with discussions from the required readings.

OBSERVATION AMS 6.2.5.9 Michele Mohar June 21, 2023 IR (4) 4 0 20 24

MACTE 1a, September 2023 Canvas (9) 18% 0% 82%
Foundational 2e, 2f, 2g, 2h September Synch Zoom (3)
28 hours min. 3b, 3c. January 2023 Canvas (6)
January 2023 Synch Zoom (2)
Additional 27 hours completed
by adult learner during
practicum

Observation Course Description: Observation skills are essential to the Montessori teacher. The Montessori Method is based on scientific observation. Montessori’s principles for
observation will be presented. The adult learner will receive a foundation in the relationship between the role of the adult, the prepared environment and observation. Observations
methods and documentation techniques will be presented, discussed and analyzed throughout the practicum cycle. 24 hours are used as academic instruction. An additional 12 hours are
completed independently by the adult learner in observation environments.

PRACTICAL LIFE AMS 6.2.5.1 Suzanne Moughon June 22-23, 2023 (16) 40 0 0 40
MACTE 1a, 1c, 2a, 2b, June 26-28, 2022 (24) 100%
Core 2c, 2f, 2g, 3c, 3e, 3f.
32 hours min
Practical Life Course Description: The Practical Life course explores the content and value of this curriculum in the Montessori environment. The course is
designed to provide opportunities to experiment with the design of activities and practice with fundamental lessons. The Practical Life curriculum provides activities that allow the child to
acquire the ability to care for himself and his environment. They train the child to become involved in purposeful activity that requires concentration and exactness. The Practical Life
curriculum will aid the student teacher in developing a classroom environment rich in opportunities and provides the skill to present these activities to the child with care and exactness.

COURSE AMS and MACTE INSTRUCTOR DATES HOURS HOURS HOURS HOURS:
REFERENCE Summer Seminar Online TOTAL
SENSORIAL AMS 6.2.5.2 Timothy Chen July 10- July 14, 2023 (40) 40 0 0 40
Core MACTE 1a, 1c, 2a, 2b, 100%
32 hours min 2c, 2f, 2g, 3c, 3e, 3f.
Sensorial Course Description: The philosophy and rationale for the Sensorial Curriculum will presented, with in-depth focus on the purpose and development of
the refinement of the senses, and the importance of the Sensorial lessons on the child’s development. The Sensorial materials are presented including: visual
perception and discrimination of size, color, form; auditory and tactile discrimination; olfactory and gustatory senses. This area is the direct preparation for mathematics.
Extensions and application of Montessori Sensorial materials to the environment are introduced.

LANGUAGE AMS 6.2.5.3 Suzanne Moughon June 29-30, 2023 (16) 48 0 0 48

MACTE 1a, 1c, 2a, 2b, Michele Mohar July 24-27, 2022 (32) 100%
Core 2c, 2f, 2g, 2j, 3c, 3e, Kelley Granger
32 hours min 3f.
Language Course Description: The philosophy and rationale for the Language Curriculum will be presented. An exploration of the materials used for the
development of receptive and expressive language experiences, visual and auditory perception and discrimination, vocabulary development and enrichment and oral
language experiences. Writing and reading are presented through the sandpaper letters, moveable alphabet and metal insets. The course includes interpretative
reading skills, function of word studies, penmanship skills, creative writing, simple research and multi-cultural studies.

MATH AMS 6.2.5.4 Ashley Reece July 17-21, 2023 (24) 40 4 0 44

MACTE 91% 9%
Core 1a, 1c, 2a, 2b, 2c, 2f,
32 hours min 2g, 3c, 3e, 3f.

Math Course Description: The philosophy and rationale for the Mathematics curriculum will be presented. An exploration of the materials for the development of the
mathematical mind: introduction to numeration, the decimal system, vocabulary and quantitative values, operations of the decimal system, linear counting,
memorization, fractions, money and measurement. This course also includes an in-depth focus on the presenting the skills of the mathematical curriculum sequentially
with emphasis on following the child’s journey through the process.

HISTORY, AMS 6.2.5.6 Beverlee Mendoza October 8-9, 2023 0 16 0 16

GEOGRAPHY AND MACTE 1a, 1c, 2a, 2b, 100% IR
CULTURE 2c, 2f, 2g, 2j, 3c, 3e,
3f.
Core
History, Geography and Culture Course Description: The theory and rationale of the History and Geography curriculum will be presented and its relationship to
Cosmic Education and global awareness will be explored. Geography studies include the physical geography topics of land and water forms, globes, maps, flags and
multi-cultural awareness as part of cultural geography. History includes time, calendars, seasons and personal history. History and Geography lessons are based on
language development and sensorial explorations that are made concrete and relatable to the young child.

COURSE AMS and MACTE INSTRUCTOR DATES HOURS HOURS HOURS HOURS:
REFERENCE Summer Seminar Online TOTAL
PHYSICAL AND LIFE AMS 6.2.5.5 Michele Mohar October 6-7, 2023 0 16 0 16
SCIENCE MACTE 1a, 1c, 2a, 2b, 100%
2c, 2f, 2g, 2j, 3c, 3e,
Core 3f.
Physical and Life Science Course Description: The theory and rationale of the History and Geography curriculum will be presented and its relationship to Cosmic
Education and global awareness will be explored. An exploration of the concrete materials which help young children to understand classification of botany, zoology,
earth science principles, and physical science. The idea that scientific concepts and the natural world closely relate to humans and lays the foundation for
understanding our role as global citizens.

CHILD AMS 6.2.5.10 Michele Mohar August Canvas Modules (9) 0 0 36 36

DEVELOPMENT MACTE 1a, 1c, 2a, 2b, Aug Synch Zoom Sessions 100%
2c, 2f, 2g, 2j, 3c, 3e, Aug 2,16, 19, 30 (9)
Other 3f.
28 hours min Dec Canvas Modules (9)
Nov. 29, Dec. 6, 17, 20 (9)

Child Development Course Description: An overview course on child development theories and theorists will be presented. The stages of human development,
including physical, cognitive, emotional and social development will be explored and related to Montessori theory. Information and discussion regarding current child
development research and Montessori education will be explored. This course is being conducted as an online course to be completed independently by the adult
learner during the first year of the program cycle.

ART AMS 6.2.5.11 Kelley Granger February 3, 2024 0 8 0 8

MACTE 1a, 1c, 2a, 2b, 100%
Other 2c, 2f, 2g, 2j, 3c, 3e,
3f.

Art Course Description: A philosophy and rationale of Art in the Montessori environment will be presented. The course includes basic art skills, including using basic
art tools, exploring traditional art mediums of two and three dimensional methods, and an introduction to art appreciation and art history. An additional component that
explores ways to incorporate art into other areas of the curriculum, particularly focusing on the cultural curriculum to provide additional creative expression methods for
children.
MUSIC AND AMS 6.2.5.11 Kelley Granger February 4, 2024 0 8 0 8
MOVEMENT MACTE 1a, 1c, 2a, 2b, 100%
2c, 2f, 2g, 2j, 3c, 3e,
Other 3f.

Music and Movement Course Description: This course is designed to assist the adult learner in developing and implementing effective music and movement
activities in a Montessori Early Childhood environment. The student will explore sharing music and movement with 2.6 through 6 year-old children within the context of
the Montessori view of child development including the importance of movement in the development of children. The course will cover basic skills including rhythm,
singing, instrumental skills, the Montessori bells, music appreciation and history, as well as the incorporation of these activities into other curriculum areas.

COURSE AMS and INSTRUCTOR DATES HOURS HOURS HOURS HOURS:

MACTE Summer Seminar Online TOTAL
REFERENCE
PROGRAM LEADERSHIP AMS 6.2.5.7 Michele Mohar July 28, 2023 (4) 4 0 18 22
Core MACTE 1a, October 2023 Canvas (4.5) 18% 82%
1b, 1d, 2c, 2d, October 2022 Synch Zoom (1.5)
2e, 2f, 2g, 2i, November 2023 Canvas (4.5)
2j, 3a, 3b, 3c, November 2023 Synch Zoom (1.5)
3d, 3d, 3f. April 2024 Canvas (4.5)
April 2024 Synch Zoom (1.5)
Classroom Leadership Course Description: An overview of classroom management skills, preparation of the environment, and personal awareness, which leads to a
more effective relationship with the children and other adults in the Montessori community. The course includes the relationship between effective observation, planning
for and evaluation of children. Understanding cultural diversity and children with special needs along with techniques for positive discipline, communication and problem
solving are covered. The preparation and design of the environment and general class management skills are also included. The understanding of issues relating to
school administration, professional relationships lead to collaborative relationships are also covered.

PERSONAL GROWTH AND AMS 6.2.5.7 Michele Mohar November 2023 Canvas (4.5) 0 0 12 12
DEVELOPMENT MACTE 1a, November Synch Zoom (1.5) 100%
Other 1d, 2h, 2i, 2j, February 2023 Canvas (4.5)
3a, 3d, 3e, 3f February 2023 Synch Zoom (1.5)

Personal Growth and Development Course Description: This course will focus on techniques to bring self-awareness to the adult and understand the impact on the
class atmosphere and working as part of a team. Appling Montessori’s principles of self-awareness for continued personal growth, the adult learner will reflect on his/her
own development during their Montessori journey and consider goals for the future.

PARENT PARTNERSHIP and AMS 6.2.5.12 Michele Mohar January 20, 2024 Synch Zoom 0 0 4 4
ADMINISTRATION 100%
 MACTE 1b,
Other 1d, 2d, 2i, 2j,
3b, 3d, 3e, 3f.
Parent Partnership and Administration Course Description: Build an awareness of the parent-educator partnership, understand and develop parent knowledge and
provide collaboration options for parents will be the focus of this course. Strategies for parent collaboration with the school community, assessment options and other
partnership opportunities will be explored. School planning for administration, admissions, professional relationships and best practices will also be discussed.
LEARNING Michele Mohar April 20-21, 2024 Synch Zoom (12) 0 0 12 12
DIFFERENCES MACTE 1d, 100%
Other 2d, 2i, 2j, 3a,
3b, 3d, 3e, 3f.

Learning Differences Course Description: This course presents an overview of individual learning styles and needs that will increase the adult’s awareness of
learning differences and the importance of observation and thorough assessment. The course will cover the experience of failure on self-esteem and knowledge of
social barriers for children with learning differences. Strategies for preparing the environment and adapting delivery systems and materials will be provided.

YEAR-LONG AMS .2.5.15 Michele Mohar October 8, 2023 (4) 0 4 0 4

PROJECT MACTE 1c, 100%
1d, 2c, 2j, 3c,
Other 3f

Year Long Project Course Description: The Year-long Project is a required practicum year assignment that involves independent research and development by
the adult learner. Examples of project topics include action research, curriculum design, reflective practice, literature review, application of knowledge, case study,
preparation of the environment, assessment, transformation of the adult, etc. Four hours Practicum Seminar hours are allocated for the year-long project. All other
work for the year-long project is completed by the adult learner outside of course content hours. This course also includes a session on Material Making.

TOTAL ACADEMIC CONTACT HOURS: 372

TOTAL HOURS IN RESIDENCE: 258 (70%)
TOTAL ONLINE HOURS: 114 (30%)
TOTAL MINIMUM PRACTICUM HOURS:
 VIRGINIA CENTER FOR MONTESSORI STUDIES
INFANT AND TODDLER CALENDAR
June 19, 2023 – August 30, 2024

Orientation -- WEDNESDAY, JUNE 14th 6-8 pm

WEEK ONE – June 19-23

M June 19 8 am – 5 pm Philosophy Mohar

T June 20 8 am– 5 pm Philosophy Mohar
W June 21 8 am – 12 pm Philosophy Mohar
1 pm – 5 pm Observation Mohar
Th June 22 8 am– 5 pm Philosophy/Ped/Env Des Mohar
F June 23 8 am – 5 pm Env/Des Pedagogy Kennedy

WEEK TWO – June 26 - 30

M June 26 8 am – 5 pm Infant Pedagogy/Env Des Mendoza

T June 27 8 am – 5 pm Infant/Toddler Ped/Env Mendoza/Kennedy
W June 28 8 am – 5 pm Toddler Pedagogy/Env. Des Kennedy
Th June 29 8 am – 12 pm Toddler Pedagogy/Env Des Kennedy
Ped/Env. Des. Kennedy
F June 30 8 am – 5 pm Ped/Env. Des Kennedy

WEEK THREE – July 10-14

M July 10 8 am – 5 pm Child/Family/Comm Mohar

T July 11 8 am – 5 pm Child/Family/Comm Mohar
W July 12 8 am – 5 pm Child/Family/Comm Mohar
Th July 13 8 am – 5 pm Program Leadership Mohar
F July 14 8 am – 12 pm Program Leadership Mohar
1 pm – 5 pm Personal Growth and Dev Mohar

PRACTICUM PHASE SEMINARS

All Canvas Modules are facilitated by Michele Mohar
Practicum Phase In-Residence Sessions are blue.

AUGUST – Focus Child Development - Part 1

Canvas Modules Independent Child Development 9 hours

Wed August 2 7-8:30 pm Child Development 1.5 hours
Wed August 16 7-8:30 pm Child Development 1.5 hours
Sat August 19 8 am-12 pm Child Development 4 hours
Wed August 30 7-8:30 pm Child Development 1.5 hours

SEPTEMBER – Focus Observation

Canvas Modules Independent Observation 9 hours

Wed September 13 7-8:30 pm Observation 1.5 hours
Wed September 27 7-8:30 pm Observation 1.5 hours
OCTOBER 7-8, 2023 – IN-RESIDENCE

October 7 8 am – 5 pm Child Development Kennedy

October 8 8 am – 5 pm Child Development/Env. Des Mohar

OCTOBER – Focus Philosophy/Program Leadership

Canvas Modules Independent Philosophy 4.5 hours

Canvas Modules Independent Program Leadership 4.5 hours
Wed October 4 7-8:30 pm Philosophy 1.5 hours
Wed October 18 7-8:30 pm Program Leadership 1.5 hours

NOVEMBER – Focus Personal Growth and Development/Program Leadership

Canvas Modules Independent Personal Growth/Dev 4.5 hrs

Canvas Modules Independent Program Leadership 4.5 hrs
Wed November 1 7-8:30 pm Personal Growth and Dev 1.5 hrs
Wed November 15 7-8:30 pm Program Leadership 1.5 hrs

DECEMBER -- Focus Child Development - Part 2

Canvas Modules Independent Child Development 9 hours

Wed November 29 7-8:30 pm Child Development 1.5 hours
Wed December 6 7-8:30 pm Child Development 1.5 hours
Wed December 13 7-8:30 pm Child Development 1.5 hours
Sat December 16 8-12 pm Child Development 4 hours

JANUARY – Focus Observation

Canvas Modules Independent Observation 4 hours

Wed January 10 7-8:30 pm Observation 1.5 hours
Wed January 24 7-8:30 pm Observation 1.5 hours
Sat January 27 9 am-1 pm Env. Design Pres. 4 hours

FEBRUARY 3-4, 2024 – IN-RESIDENCE

February 3 8 am – 5 pm Early Childhood Overview Moughon/Chen

February 4 8 am – 5 pm Early Childhood Overview Mohar/Reece

FEBRUARY – Focus Philosophy/Personal Growth and Dev

Canvas Modules Independent Philosophy 4 hours

Canvas Modules Independent Personal Gr. and Dev 4.5 hours
Wed February 21 7-8:30 pm Philosophy 1.5 hours
Wed February 28 7-8:30 pm Personal Growth/Dev 1.5 hours

MARCH – Early Childhood Overview

Canvas Modules Independent Early Childhood Overview 6 hours

 Wed March 13 6-8 pm Early Childhood Overview 2 hours

APRIL – Focus Learning Differences

Canvas Modules Independent Program Leadership 4.5 hours

Wed April 10 7 pm – 8:30 pm Program Leadership Mohar

Sat April 20 9 am – 4 pm Learning Differences Mohar
Sun April 21 9 am – 4 pm Learning Differences Mohar

MAY IN-RESIDENCE May 18, 2024

Sat May 18 9 am – 4 pm Philosophy Assessments and Assignment Review

Summer 2024 will be open for assignment completion or make-up work. All coursework is due August 15, 2024.
All In-Residence Sessions include a one-hour lunch.
Course dates will remain the same unless circumstances make it necessary to adjust dates.
The course content may adjust with notification.
Synchronous Zoom sessions may be adjusted to meet the needs of the group.
Additional Synchronous Zoom sessions may be scheduled as a time to refresh, regroup or relax throughout the course cycle.
 VIRGINIA CENTER FOR MONTESSORI STUDIES
INFANT AND TODDLER HYBRID MODEL
2023-2024 PROGRAM OF STUDY
COURSE AMS and MACTE INSTRUCTOR DATES HOURS HOURS HOURS HOURS:
REFERENCE Summer Seminar Online TOTAL
PHILOSOPHY Michele Mohar June 20-23, 2022 IR (24) 24 6 12 42
AMS 6.1.5.1 October 2022 Canvas (4.5) 61% 13% 26%
Core MACTE October 2022 Synch Zoom (1.5)
24 hrs. min 1a, 1b, 1c February 2023 Canvas (4.5)
3a, 3c, 3e, 3f. February 2023 Synch Zoom (1.5)
May 21, 2023 IR (6)

Philosophy Course Description: The course will present an introduction to the Montessori Method. It will cover the Montessori principles of child development and the educational
methodology including instructional techniques and classroom procedures. The lectures will focus on the philosophical basis for the Infant and Toddler Environment. Montessori key
concepts of absorbent mind, the universal tendencies, sensitive periods and the spiritual and moral development of the child provide the method’s framework. The life of Maria
Montessori and the history of the Montessori movement will be presented. The relationships between Montessori philosophy, the prepared environment, the adult and child will be
examined. Her writings are the source for topics and the students will become familiar with her works, using them as references to develop a practical understanding of theory. The
course lectures are supplemented with discussions from the required readings. Later topics will include an overview of Montessori’s beliefs about the role of peace education in the
development of the child. Resources and techniques to help children and adults develop self-respect, effective conflict resolution, and cultural awareness and appreciation will be
presented. Applying the concept of peace to our world as it relates to Cosmic Education and the young child will also be explored, as will the concept of the Spiral Curriculum as it
applies to Montessori education throughout the child’s development.

CHILD AMS 6.1.5.8 Michele Mohar August 2023 Canvas (9) 0 12 36 48

DEVELOPMENT MACTE 1a, 1c, 2a, 2b, Susan Kennedy August 2023 Synch Zoom (9)
2c, 2f, 2g, 2j, 3c, 3e, 3f. October 7-8, 2023 (12) (IR)
Other December 2023 Canvas (9)
45 hours min December 2023 Synch Zoom (9)

Child Development Course Description: An overview course on child development theories and theorists will be presented. The stages of human development,
including physical, cognitive, emotional and social development will be explored and related to Montessori theory. Prenatal development and childbirth will also be
covered. Social, emotional/psychological, cognitive and physiological components regarding the young child will be discussed. Information and discussion regarding
current child development research and Montessori education will be explored. This course is being conducted as an online course to be completed independently
by the adult learner during the first year of the program cycle.
PEDAGOGY AMS 6.1.5.2 Beverlee June 23, 2023 (4) 24 0 0 24
MACTE 1a, 1c, 2a, 2b, Mendoza June 26-30, 2023 (20) 100%
Core 2c, 2f, 2g, 2j, 3c, 3e, 3f. Susan Kennedy
21 hours min Michele Mohar

PEDAGOGY COURSE DESCRIPTION: An overview of physical and psychological needs of infants and toddlers. This course will cover the daily routines,
strategies for assistance, interactional techniques and approaches for assessment and record keeping.

AMS and MACTE INSTRUCTOR DATES HOURS HOURS HOURS HOURS:

REFERENCE Summer Seminar Online TOTAL
ENVIRONMENTAL AMS 6.1.5.3 Beverlee June 23, 2023 (4) 28 4 0 32
DESIGN MACTE 1a, 1c, 2a, 2b, Mendoza June 26-30, 2023 (24) 88% 12%
Core 2c, 2f, 2g, 3c, 3e, 3f. Susan Kennedy October 7, 2023 (4)
30 hours min Michele Mohar

ENVIRONMENTAL DESIGN COURSE DESCRIPTION: This course covers the design of the classroom and the prepared environment for infants and toddlers.
Aesthetics, ages and age groupings, numbers and ratios, safety and legislation will also be covered. Meeting the needs of sensitive periods of language, movement,
development of the senses, independence and order will also be addressed.

OBSERVATION AMS 6.1.5.5 Michele Mohar June 21, 2023 IR (4) 4 0 20 24

Foundational MACTE 1a, September 2023 Canvas (9) 75% 25%
15 hours min 2e, 2f, 2g, 2h September Synch Zoom (3)
3b, 3c. January 2023 Canvas (6)
January 2023 Synch Zoom (2)
Additional 27 hours completed by
adult learner during practicum

OBSERVATION COURSE DESCRIPTION: Observation skills are essential to the Montessori teacher. The Montessori Method is based on scientific observation. Montessori’s
principles for observation will be presented. The adult learner will receive a foundation in the relationship between the role of the adult, the prepared environment and observation.
Observations methods and documentation techniques will be presented, discussed and analyzed throughout the practicum cycle. 24 hours are used as academic instruction. An
additional 12 hours are completed independently by the adult learner in observation environments.

CHILD FAMILY AMS 6.1.5.4 Michele Mohar July 10- 12, 2023 24 0 0 24
COMMUNITY MACTE 1a, 1c, 2a, 2b, 100%
2c, 2f, 2g, 2j, 3c, 3e, 3f.
Core
15 hours min

CHILD FAMILY COMMUNITY COURSE DESCRIPTION: This course is designed to give adult learners an understanding about working with parents
and the community. Understanding the psychology of parenthood, parent education and involvement will be highlighted. Information about locating community
resources for parents, health and nutrition for very young children and child rearing practices will also be covered.

COURSE AMS and INSTRUCTOR DATES HOURS HOURS HOURS HOURS:

MACTE Summer Seminar Online TOTAL
REFERENCE
PROGRAM LEADERSHIP AMS 6.1.5.7 Michele Mohar July 13-14, 2023 (8) 8 18 26
MACTE 1a, October 2023 Canvas (4.5) 31% 69%
Foundational 1b, 1d, 2c, 2d, October 2022 Synch Zoom (1.5)
15 hours min 2e, 2f, 2g, 2i, November 2023 Canvas (4.5)
2j, 3a, 3b, 3c, November 2023 Synch Zoom (1.5)
3d, 3d, 3f. April 2024 Canvas (4.5)
April 2024 Synch Zoom (1.5)
Program Leadership Course Description: An overview of classroom management skills, preparation of the environment, and personal awareness, which leads to
a more effective relationship with the children and other adults in the Montessori community. The course includes the relationship between effective observation,
planning for and evaluation of children. Understanding cultural diversity and children with special needs along with techniques for positive discipline, communication
and problem solving are covered. The preparation and design of the environment and general class management skills are also included. The understanding of
issues relating to school administration, professional relationships lead to collaborative relationships are also covered.

PERSONAL GROWTH AND AMS 6.1.5.6 Michele Mohar July 14, 2023 (4) 4 12 16
DEVELOPMENT MACTE 1a, November 2023 Canvas (4.5) 25% 75%
Foundational 1d, 2h, 2i, 2j, November Synch Zoom (1.5)
15 hours min 3a, 3d, 3e, 3f February 2023 Canvas (4.5)
February 2023 Synch Zoom (1.5)

Personal Growth and Development Course Description: This course will focus on techniques to bring self-awareness to the adult and understand the impact on
the class atmosphere and working as part of a team. Appling Montessori’s principles of self-awareness for continued personal growth, the adult learner will reflect on
his/her own development during their Montessori journey and consider goals for the future.
 AMS and INSTRUCTOR DATES HOURS HOURS HOURS HOURS:
MACTE Summer Seminar Online TOTAL
REFERENCE
LEARNING Michele Mohar April 20-21, 2024 Synch Zoom (12) 0 0 12 12
DIFFERENCES MACTE 1d, 2d, 100%
Other 2i, 2j, 3a, 3b, 3d,
3e, 3f.

Learning Differences Course Description: This course presents an overview of individual learning styles and needs that will increase the adult’s awareness of
learning differences and the importance of observation and thorough assessment. The course will cover the experience of failure on self-esteem and knowledge of
social barriers for children with learning differences. Strategies for preparing the environment and adapting delivery systems and materials will be provided.

EARLY CHILDHOOD Michele Mohar February 7-8, 2023 (16) 0 16 8 24

OVERVIEW MACTE 1b, 2c, March 2024 Canvas (6) 67% 33%
24 hours min 2d, 2e, 2f, 2g, 2i, March Synch Zoom (2)
2j, 3a, 3b, 3d,
Other 3e, 3f

EARLY CHILDHOOD OVERVIEW COURSE DESCRIPTION: An overview of the 2 ½ -6 Montessori theory, rationale, basic methodology and curriculum
for adult learners who do not hold an Early Childhood Montessori Credential.

YEAR-LONG AMS .2.5.15 Michele Mohar October 8, 2023 (4) 0 4 0 4

PROJECT MACTE 1c, 100%
1d, 2c, 2j, 3c,
Other 3f

Year Long Project Course Description: The Year-long Project is a required practicum year assignment that involves independent research and development by
the adult learner. Examples of project topics include action research, curriculum design, reflective practice, literature review, application of knowledge, case study,
preparation of the environment, assessment, transformation of the adult, etc. Four hours Practicum Seminar hours are allocated for the year-long project. All other
work for the year-long project is completed by the adult learner outside of course content hours. This course also includes a session on Material Making.

PRACTICUM AMS 6.2.5.13 Michele Mohar Practicum Seminars will be 0 0 16 16

SEMINARS MACTE scheduled as needed throughout 100%
the practicum cycle as Synchronous
Other Zoom Sessions. Hours are not
counted towards academic course
content.
 SUMMER SEMINAR ONLINE TOTAL
HOURS HOURS HOURS HOURS
116 26 110 252

TOTAL ACADEMIC CONTACT HOURS: 252

TOTAL HOURS IN RESIDENCE: 142 (56%)
TOTAL ONLINE HOURS: 110 (44%)

TOTAL MINIMUM PRACTICUM HOURS: 540

ADULT RESPONSIBILITIES FOR THE ENVIRONMENT
The work of the adult is to assist this time of development through preparation of himself to understand and work with the
individuals in the birth to three years of age. This age group is divided into communities typically formed of birth to 18 months
in the infant class, and the 18 months to three years in the toddler class.

The adult is caring, respectful, nurturing and responsive to the child. The adult assists each child’s unique pattern of natural
development through keen observation of the child’s sensitive periods for language, movement and order.

The adult prepares the environment to safely support the expanding independence of the child. The environmental atmosphere
and the appropriate materials and activities are prepared and maintained by the adult.

The adults (teachers, parents and administration) in the infant and toddler communities works in conjunction with adults in the next
level to ensure a timely and smooth transitions to the next environment.

The toddler adult works collaboratively with parents /families to support the development of a healthy personality and
fulfillment of the human potential.

1. Preparation of the environment so that it is clean and orderly

2. Demonstration and encouragement of care and precision in movement and the organization and use of materials and equipment
3. Encouragement of a child’s selection of activity
4. Encouragement of a child’s participation in maintaining the environment
5. Demonstration of strategies for use of materials
6. Acknowledgment of and provision for expression of a child’s social needs
7. Acknowledgment and responsiveness to a child’s emotional needs
8. Acknowledgment and responsiveness to a child’s self-expression
9. Ongoing monitoring and overview of the environment (observation)
10. Communicating rules and procedures appropriate to the situation
11. Modeling and facilitating pro-social behavior
12. Modeling and facilitating positive techniques for conflict resolution
13. Modeling and facilitating egalitarian interaction
14. Providing effective leadership in group activities
15. Communicating and coordinating activities with team members

INFANT AND TODDLER PRACTICUM MODELS

There are three practicum models, which are outlined below. The course director and the practicum supervisor have the responsibility
of determining the appropriate model selection for the adult learner. Over the course of the practicum, the adult learner is required
to follow the development of the children in the assigned class and establish relationships with the children. The adult learner must
present activities/materials and participate in the various aspects of planning, record keeping, classroom management, and parent
communication.

The practicum experience should include children in the full age span for the level at which the adult learner is completing the practicum.
The Infant class should contain children in the full span of ages birth to 18 months. The Toddler class should contain children in the full span
of ages 18 months to 3 years.AMS recognizes that in some situations there may be environments that do not have the full Infant or Toddler
age range. Therefore, it is the responsibility of the TEP director to outline a plan in the adult learner’s file and to document how the adult
learner receives experience in the full birth to 18 months and/or 18 months to 3 age range.

The space must be equipped with the full complement of materials and activities appropriate to the ages and needs of the children. (See
materials lists referenced in Appendix C).
Practicum Model 1: Infant Concentration (Birth to 18 Months)

The Model 1 practicum provides a period of concentration for the adult learner whose primary interest is the care and development of
infants. This model requires the adult learner to participate in all facets of infant care and development, as well as parent education and
administrative procedures, for a minimum of 540 hours completed over a nine-month period in a Montessori infant environment.

Practicum Model 2: Toddler Concentration (18 Months to 3 Years

The Model 2 practicum provides a period of concentration for the adult learner whose primary interest is the care and development of
toddlers. The adult learner is required to work for a minimum of 540 hours over a nine-month period in a Montessori toddler environment.

Practicum Model 3: Infant and Toddler (Birth to 3 Years)

The Model 3 practicum provides a period of concentration for the adult learner whose primary interest is the care and development of
Infants and toddlers. The adult learner is required to work for a minimum of 540 hours over a nine-month period in an environment that
includes both infants and toddlers.
ADULT LEARNER PRACTICUM FORMS
 VIRGINIA CENTER FOR MONTESSORI STUDIES
West End Montessori School, 9307 Quioccasin Road Richmond, VA 23229
phone (804)523-7536 fax (804)523-4396 [email protected] vacenterformontessoristudies.com

AGREEMENT FOR ADULT LEARNERS EARNING AN ASSOCIATE CREDENTIAL

The AMS Handbook for Teacher Education Affiliation 2018 states on pages 70-71: An AMS Associate Infant & Toddler credential is
awarded to an adult learner with a minimum of a secondary level state approved/recognized (high school) diploma, a GED or the
international equivalent, but who has not earned a bachelor’s degree from a regionally accredited U.S. college/university or its equivalent
as determined by a recognized credential evaluation service. Candidates for an AMS Associate Infant & Toddler credential must complete
all requirements for the program in which they are enrolled. Upon completion, they should only represent themselves as holding an AMS
Associate Infant & Toddler credential.

Applicants for the AMS Infant & Toddler course who do not have a U.S. bachelor’s degree or its equivalent are required to sign a
statement verifying that they understand that some locations or schools may not accept an Associate credential as the qualification for
full teaching responsibility. Holders of the AMS Associate Infant & Toddler credential are strongly encouraged to obtain their bachelor’s
degree within seven years of credentialing.

Teachers with an Associate Infant & Toddler credential are eligible for an upgrade to an AMS Infant & Toddler credential upon completing
the bachelor’s degree requirement. An official transcript documenting this completion, and the appropriate form and upgrade fee must
be sent to the AMS office of teacher education by the individual receiving the degree. To upgrade a credential, the individual must be
a current AMS member.

The applicant is responsible for checking specific jurisdictions and schools for particular employment requirements. AMS strongly
recommends that the holders of the AMS Associate Credential obtain a bachelor’s degree within seven years; a recommendation that the
VCMS strongly supports. To upgrade a credential, the teacher must be a current AMS member and send an official transcript documenting
the bachelor’s degree with the credential upgrade fee to the AMS Office of Teacher Education. AMS hopes that the adult learner
considers his/her credential as the beginning of their life-long learning journey. Applicants are required to sign a statement verifying that
they were informed of the limitations of not earning a bachelor’s degree.

Adult Learner Signature / Date

_____________________________________________________

VCMS Director Signature / Date

_____________________________________________

VIRGINIA CENTER FOR MONTESSORI STUDIES

 West End Montessori School, 9307 Quioccasin Road Richmond, VA 23229
phone (804)523-7536 fax (804)523-4396 [email protected] vacenterformontessoristudies.com

PLAN FOR MISSED SESSIONS

Request for Excused Absence

Name:_______________________________ Date of Request: _______________

Request for Excused Absence

Sessions to be missed: _________________ Date of Sessions: _______________

Instructor: _________________________________

PLAN for MAKING UP SESSION:

_________________________________________________________________________________________________
_________________________________________________________________________________________________
________________________________________

DATE MAKE-UP WORK DUE: _______________________

Approved by: ____________________________ Date: __________________

Plan for Absence

Session Missed: ____________________________ Date: ______________________

Instructor: _________________________________

PLAN for MAKING UP SESSION:

_________________________________________________________________________________________________
_________________________________________________________________________________________________
________________________________________

DATE MAKE-UP WORK DUE: _______________________

Approved by: ____________________________ Date: _________________

 VIRGINIA CENTER FOR MONTESSORI STUDIES
West End Montessori School, 9307 Quioccasin Road Richmond, VA 23229
phone (804)523-7536 fax (804)523-4396 [email protected] vacenterformontessoristudies.com

Intern Mid-Year Self-Evaluation

1. What has been your greatest area of personal growth as a teacher?

2. How has the day-to-day reality of the Montessori classroom affected your ideas
about Montessori philosophy and methodology?

3. What has been the most surprising aspect of being an intern?

4. What are your areas of strength and weakness as a student teacher? How are
you addressing the areas of weakness? How are you building on the areas of
strength?

5. Are you taking care of yourself during this challenging experience? How? Who
do you turn to for advice and counsel?

6. What are your personal, teaching and academic goals for the remainder of the
year?
 VIRGINIA CENTER FOR MONTESSORI STUDIES
West End Montessori School, 9307 Quioccasin Road Richmond, VA 23229
phone (804)523-7536 fax (804)523-4396 [email protected] vacenterformontessoristudies.com

Intern End-of-Year Self-Evaluation

1. In what specific areas do you feel you have made the most observable progress?

2. Do you feel that you have made appropriate progress during the internship phase?

3. What are your strengths in preparation and maintenance of the environment? What needs improvement?

4. What are your areas of strength in the curriculum – teaching methods, preparation of materials, sequencing, giving lessons? What do you
need to improve upon?

5. Describe your rapport with the children.

6. Evaluate your ability to work with individuals, small groups of children and the whole class.

7. Evaluate your ability to manage the daily routine. Please comment on your ability to manage transition times.

8. What are your strengths in classroom management? What needs improvement?

9. Do you understand and implement Montessori philosophy and methodology? Are you able to justify your actions using theoretical
explanations? Do you understand the relationship between theory and the real world of the classroom?
 VIRGINIA CENTER FOR MONTESSORI STUDIES
VCMS PRACTICUM ATTENDANCE RECORD

Adult Learner Name: ________________________________ Program Year: _____________________________________

SEPTEMBER – DECEMBER

T
SEPT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

OCT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

NOV 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

DEC 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

Place the number of hours worked each day in the space below the date.
Place total number of hours at the end of each month.
Record TOTAL HOURS WORKED in the space provided. TOTAL HOURS WORKED: ________________
Have Attendance Record signed by Supervising/Mentor Teacher or Head of School.

Signature of Supervising/Mentor Teacher or Head of School: __________________________________________________________

DATE: ______________________________________
 VIRGINIA CENTER FOR MONTESSORI STUDIES
VCMS PRACTICUM ATTENDANCE RECORD

Adult Learner Name: ________________________________. Program Year: _____________________________________

JANUARY – JUNE

T
JAN 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

FEB 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

MARCH 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

APRIL 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

MAY 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

JUNE 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

Place the number of hours worked each day in the space below the date.
Place an “x” on days not worked.
Place total number of hours at the end of each month.
Record TOTAL HOURS WORKED in the space provided. TOTAL HOURS WORKED: ________________
Have Attendance Record signed by Supervising/Mentor Teacher or Head of School.
Signature of Supervising/Mentor Teacher or Head of School: __________________________________DATE: _____________________________________
PRACTICUM SITE FORMS
 VIRGINIA CENTER FOR MONTESSORI STUDIES
West End Montessori School, 9307 Quioccasin Road Richmond, VA 23229
phone (804)523-7536 fax (804)523-4396 [email protected] vacenterformontessoristudies.com

PRACTICUM SITE SCHOOL STANDARDS

The school must be an AMS member school unless a request showing sufficient cause for an exception is made to and
granted by VCMS. A non-AMS member school must meet AMS school standards. The school must meet all local and
state licensing requirements. The school must have a written non-discrimination policy for children and staff. School
policies are communicated to VCMS and the adult learner in writing the school’s administrative policies and guidelines
relating to the adult learner.

AMS PRACTICUM SITE STANDARDS

The following Practicum Site Responsibilities are listed in the AMS Teacher Education Program Handbook (July 2018).
An adult learner must begin the practicum phase within two years of the end of the academic phase.

AMS Membership:
It is recommended that the practicum site is an AMS member school. Programs report practicum sites
annually to AMS using the AMS Adult Learner Registration and Practicum Report Form.

1. Non-Discrimination Policy:
The site must have a written non-discrimination policy for both children/adolescents and staff.

2. Licensing:
The site must meet all applicable local, state, and federal regulations.

3. School Policies:
The site must communicate to the adult learner and the teacher education program, in writing, its
administrative policies and standards relating to the adult learner.

4. Job Description/Contract:
The site must provide a job description and a contract of agreement acceptable to the site, the adult
learner, and the teacher education program. This job description or agreement should include the nature and
type of remuneration given the adult learner, if any.

5. Cooperation with the Teacher Education Program:

The site must agree to cooperate with the teacher education program in all matters relating to the
practicum.

6. Job Responsibilities:
Adult learners in their practicum phase cannot be asked to provide service to the school other than that
which would be found as the responsibility listed in the job description of any teacher/administrator during their
practicum hours (i.e. janitorial services, before or after day care services, etc.). Adult learners may provide additional
services outside their practicum hours if agreed upon by both parties.

7. Age Range of Class:

Infant and Toddler: The environment should contain children from birth to three years of age
(dependent upon the model selected).

Early Childhood: The class should contain children in the full 2 ½ through 6 age span.

Classroom Environment:
To ensure that the adult learner is able to implement the Montessori curriculum, the environment must
be designed and equipped to meet the developmental needs of the children or adolescents served. The
classroom must include appropriately-sized furnishings and a full array of recommended Montessori materials
for the age range of the class, arranged on open shelves accessible to all children or adolescents. See the AMS
Suggested Materials Lists for schools on the AMS website.

8. Supervision:
Supervision of adult learners is provided by the supervising teacher and a field consultant or, in the case
of a self-directed practicum, through the field consultant and/or mentor. For a self- directed practicum, a
minimum of three on-site consultation visits by a field consultant plus additional support that is documented on the
AMS Credential Recommendation Form is required. For all course levels supervision must be provided according
to one of two options:
1. In the classroom with an approved supervising teacher
2. In a self-directed classroom with regular supervision by a qualified and approved
field consultant.

NON-AMS SCHOOL MEMBER STANDARDS

A non-AMS member school may be approved if it meets the above standards with the exceptions:

• The school must provide a supervising teacher that meets the standards noted below.
• The classroom contains an appropriate age level and age range.
• The site environment must be consistent with the AMS guidelines for the age level served.

JOB DESCRIPTION / CONTRACT

The site provides a job description and contract of agreement that is acceptable to the practicum site school, VCMS
and the adult learner. It includes the nature and type of remuneration given to the adult learner, if any.

ADDITIONAL SERVICES OR RESPONSIBILITIES

Adult learners in their practicum phase cannot be asked to provide additional services or responsibilities to the school
other than that which would be found as the responsibility listed in the job description of any teacher/administrator
during their practicum hours (i.e. janitorial services, before or after day care services etc.) Adult learners may provide
additional services outside their practicum hours if agreed upon by both parties.
COOPERATION WITH VCMS
The site agrees to cooperate with the teacher education program in all matters relating to the practicum (student
teaching) requirements. The school will provide the necessary support and time for the adult learner to fulfill both
internal class and external class observations as required by VCMS in a timely manner so the adult learner can fulfill
assignment as scheduled.

SUPERVISION, MENTORING AND CONSULTING

The school will provide a supervising teacher or a mentor for self-directed interns and a classroom with the full
complement of Montessori materials.Supervision of adult learners is provided by the supervising teacher, mentor
teacher and a field consultant. For a self-directed practicum additional support may be required that is documented
on the AMS credential recommendation form is required.

SELF-DIRECTED INTERNSHIPS
Experienced adult learners may qualify for the self-directed practicum with one or more of the following:
Prior experience as an assistant in a Montessori environment
• Two or more years of previous teaching experience at the age level for certification.
• A bachelor’s degree from a regionally accredited US college or university or its equivalent.

For a self-directed internship, the practicum director, mentor teacher or field consultant will cover the supervising
teacher’s responsibilities.

VCMS will determine if the intern has the experience and skills necessary to successfully fulfill the self-directed
internship requirements and direct a Montessori class. Additional field consultant visits (a minimum of three per school
year) and support will be planned by VCMS over the two-year period.

INTERN EMPLOYMENT
VCMS does not employ interns as adult learner teachers, classroom teachers or assistants. Interns who are employed
by a school must accept and fulfill that school’s employment responsibilities. The school is to provide a written job
description and an employment contract/agreement acceptable to the school and the intern. The school agrees to
provide the necessary time off to participate in the VCMS seminars and to do outside observations. Please confirm
these dates with the school and notify VCMS if there is any difficulty.

SPONSORED INTERNSHIPS
A sponsored internship occurs when a school agrees to pay all or part of an intern’s VCMS tuition or makes a tuition
loan to the adult learner. In exchange, the adult learner agrees to teach at the school for a specified amount of time.
The school must provide a contract/agreement acceptable to the school and the intern. The adult learner is asked to
sign a release stating that VCMS may share information about the adult learner’s progress when requested by the
Head of School or at the VCMS Director’s discretion.

PRACTICUM AGREEMENT SIGNATURE

I, _____________________________ Head of School at _____________, agree to fulfill the above responsibilities

and maintain the School standards listed. The school will support _________________________________ as she/he
fulfils the practicum requirements that lead to a Montessori teacher certification and agree to cooperate with VCMS
in all matters relating to the practicum experience.

Head of School Signature:

___________________________________________ Date ________________

VCMS Director Signature:

___________________________________________ Date ________________

 VIRGINIA CENTER FOR MONTESSORI STUDIES
SUPERVISING TEACHER AGREEMENT RESPONSIBILITIES AND REQUIREMENTS
The supervising teacher is an AMS, AMI or MACTE accredited teacher approved by VCMS. The teacher must
currently be in at least the third year of teaching in a Montessori classroom at the appropriate level of certification.
The class must have the full age range and a full complement of Montessori materials for the age range enrolled. In
some situations, where classroom environments do not have the full age range, the directors will work with the adult
learner to create a plan that will allow the adult learner to receive experience in the full three through six age
range.

RESPONSIBILITIES TO ADULT LEARNER

The supervising teacher provides the vital daily link to the intern in the classroom. It is the supervising teacher who will
be the consistent role model for the intern. The supervising teacher will provide the following opportunities for the
intern:
● Participate in the preparation and care of the classroom environment.
● Participate in the planning of individual and group activities.
● Observe the children and to keep observational records of the children.
● Work with children individually and in groups with the curriculum materials. The intern will have
completed the curriculum session, practiced with the materials and demonstrate understanding and
skill with the materials before presenting them to children.

WEEKLY MEETINGS
The intern and supervising teacher should meet regularly. Daily informal discussions to prepare for the day’s
activities are expected and weekly meetings should also be scheduled. The supervising teacher will accommodate a
weekly meeting to discuss the intern’s performance, observations of the children and for planning. The regularly
scheduled meetings will assess the adult learner’s progress in the following areas as appropriate for the weekly
discussions.

● Preparation and management of the indoor and outdoor environment

● Observation and recording: observing, responding/planning, assessing, and maintaining records
● Interaction: relations among parents, staff and children
● Instruction: designing activities, individual and group presentations
● Management: individual and group strategies.

One of your weekly meetings per month should also include:

● Parent/Community Involvement: family support and community services; parent education,
interviews, conferences and meetings; and open house events
● Staff Involvement: participation in meetings, establishing team compatibility and problem-
solving techniques.

RESPONSIBILITIES TO VCMS
The supervising teacher will guide the intern’s development of materials appropriate for the internship class. These
materials must meet VCMS requirements. She will participate in the intern’s evaluation of these materials and sign the
evaluation form. Additionally, the supervising teacher will:
 • Submit midyear and final evaluation forms to document the progress of the intern, these forms are due in
December and June. Provide a final recommendation for the intern, due by June 1. Sign Practicum
Attendance forms for intern. Consult with the intern’s field consultant regarding the classroom experience
and expectations.
• Discuss any concerns and lack of intern progress with the program director. The supervising teacher is an
employee of the practicum site school who has agreed to assist in the professional development of the intern.

Mentor Teacher: The Mentor teacher is an experienced and certified Montessori teacher at the level of the Adult
Learner, with at least the qualifications required of a supervising teacher. The Mentor teacher commits to VCMS to
serve and fulfill the responsibilities of a supervising teacher such as weekly meeting with the adult learner, classroom
guidance and completion of the VCMS evaluation documents.

SUPERVISING TEACHER AGREEMENT SIGNATURE

I, _________________________________ Lead Teacher at __________________________________, agree to
fulfill the above responsibilities and maintain the standards listed. I will support
_________________________________ as she/he fulfils the practicum requirements that lead to a Montessori Infant
and Toddler teacher certification and agree to cooperate with VCMS in all matters relating to the practicum
experience.

Supervising Teacher Signature:

___________________________________________ Date ________________

VCMS Director Signature:

___________________________________________ Date ________________

VIRGINIA CENTER FOR MONTESSORI STUDIES

West End Montessori School, 9307 Quioccasin Road Richmond, VA 23229
phone (804)523-7536 fax (804)523-4396 [email protected] vacenterformontessoristudies.com

SUPERVISING TEACHER
MIDYEAR EVALUATION

Intern:
Date:
Practicum Site:
Supervising Teacher:
Please comment on the following based on your work with the intern. Specifically comment on growth and improvement or
the lack of for this term.
Complete three copies of the report. Mail or email one to the VCMS director, one to the intern and keep one for your files.
1. Does the intern presents a good model for the children in manner, attitude and appearance?

2. Evaluate the intern’s ability to work with all age groups. How is her overall rapport with the children?

3. Is the intern aware of the whole class even while working with individual children?

4. Describe the intern’s approach to classroom management. Is she positive and sympathetic? Are her methods
effective?

5. Assess the intern’s teaching style and the manner in which the materials are demonstrated. Is she comfortable working
with all age groups and in all areas of the classroom?

6. Evaluate the intern’s ability to select appropriate activities for different children. What does she base her selections
on?

7. Has the intern developed cooperative and supportive relationships with the other adults in the environment? Comment
on the relationship with the supervising teacher, other teachers and staff, the administration and the parents of the
children.

8. Does the intern keep observational records on the students? Describe the methods used. Is the intern developing a
disciplined approach to observation?

9. Note any specific concerns you have about the intern. What suggestions for personal growth do you have?

10. Note the intern’s particular strengths in the classroom.

Supervising Teacher’s Signature:

______________________________________Date:______________________
Intern Signature:

______________________________________Date:______________________
 VIRGINIA CENTER FOR MONTESSORI STUDIES
West End Montessori School, 9307 Quioccasin Road Richmond, VA 23229
phone (804)523-7536 fax (804)523-4396 [email protected] vacenterformontessoristudies.com

SUPERVISING TEACHER
END OF YEAR EVALUATION

Intern:

Date:

Practicum Site:

Supervising Teacher:

Please comment on the following based on your work with the intern over the year. Please include the Certification
Recommendation Form when submitting this evaluation.

Complete three copies of the report. Mail or email one to the VCMS director, one to the intern and keep one for your files.

1. In what specific areas do you feel the intern has made the most observable progress?

2. Do you feel that the intern has made appropriate progress during the internship phase?

3. What are the intern’s strengths in the preparation and maintenance of the environment? What needs
improvement?

4. What are the intern’s strengths in the curriculum – teaching methods, preparation of materials, sequencing,
giving lessons? What needs improvement?

5. Describe the intern’s rapport with the children?

6. Evaluate the intern’s ability to work with individuals, small groups of children and with the whole class.

7. Evaluate the intern’s ability to manage the daily routine. Please comment on his/her ability to manage
transition times.
 8. What are the intern’s strengths in classroom management? What needs improvement?

9. Does the intern understand and implement Montessori philosophy and methodology? Is he/she able to justify
her actions using theoretical explanations? Does she understand the relationship between theory and the real
world of the classroom?

10. Is the intern ready to lead an Early Childhood Classroom environment?

Supervising Teacher’s Signature:

______________________________________Date:______________________

Intern Signature:

______________________________________Date:______________________
 VIRGINIA CENTER FOR MONTESSORI STUDIES
West End Montessori School, 9307 Quioccasin Road Richmond, VA 23229
phone (804)523-7536 fax (804)523-4396 [email protected] vacenterformontessoristudies.com

SUPERVISING TEACHER
CERTIFICATION RECOMMENDATION FORM
Please submit this form to VCMS by June 1.

INTERN’S NAME_______________________________________________________

INTERN SITE___________________________________________________________

Do you recommend the intern for American Montessori Society Early Childhood (3-6 years)
certification?

□Yes □Yes, with recommendation □No

If yes, make comments and evaluation:

If yes with recommendations, give opinion and evaluation:

If no, substantiate deficiencies and procedures that have been utilized this year to rectify these
deficiencies. What recommendations do you have for the intern?

Supervising Teacher’s Signature:

______________________________ Date