At CMTE/NY, community is a fundamental value and a daily living experience. We make decisions collectively, drawing on the diverse talents of our professional family. We continuously challenge ourselves to improve and enrich our programs--incorporating new technologies, refining our teaching materials and methods, carefully preparing all environments. Regularly, we examine and update our curriculum to reflect new discoveries while preserving the integrity of Montessori pedagogy.

CME|NY was founded in 1979 on the belief that as a teacher education institution we should embody the very principles, practices, and ideals central to a Montessori classroom: respect for the individual, development of the human potential, support of the community, nurturing the spirit, and pursuit of academic excellence.

Read more: CME|NY Philosophy

Hailing from cities around the United States, Canada and Europe, our staff is a diverse group of individuals who represent a variety of teaching styles and educational backgrounds.

Read more: CME|NY Faculty

 

The following is taken from the American Montessori Society pamphlet titled, "It is Necessary, It is Montessori":

"It is necessary to give children the possibility of developing according to the laws of their nature, so that they can become strong, and, having become strong, can do even more than dared hope for them."

 

 

Read more: Questions about Montessori

Montessori advocated special preparation for the teacher: a course of study promoting self-knowledge along with knowledge of child development and techniques for implementing individualized learning, curriculum, and educational environment.  Authentic Montessori environments offer the child an experience that builds competence and confidence with unsurpassed effectiveness--a timeless gift from one of the world's great educators.  Authentic Montessori teacher education programs provide a rich, fertile ground for the nourishment and development of the teacher.

Maria Montessori created the first "Casa dei Bambini,"(Children's House) in the slum quarters of Rome, Italy.  With the 1912 publication of her first book, The Montessori Method, she described a revolutionary, new kind of school that gained immediate worldwide fame for the Montessori system.  She revealed how her tiny "students" realized a potential that no one, not even Montessori herself, had even dreamed of as being possible.

Read more: The Approach of Montessori Education

CME|NY is affiliated with:

Read more: Affiliations & Accreditations

What is CME|NY Montessori Education for Adult Learners?

The CME|NY teacher and administrator programs in Montessori education provide rigorous and comprehensive courses of study to best prepare adult learners for their work in Montessori classrooms and schools.  CME|NY courses meet or exceed the requirements of AMS Affiliation and MACTE accreditation.

Each program consists of an academic phase and a practicum (or internship) phase. The academic phase for Early Childhood, Elementary, and CMSM occur at our Summer Institute at the College of New Rochelle (CNR) in New Rochelle, NY.  The Infant and Toddler program has a 6-day summer kick-off and summer 6-day wrap-up the following summer at CNR, with 8 weekends (September-May) during the school year, held at the Montessori Children’s Center in White Plains, New York.  The year-round Early Childhood program in New Jersey is held at Christopher Academy in Westfield, New Jersey over a two-year cycle.

CME|NY has been on the forefront of developing and presenting meaningful and engaging Montessori curriculum to educate Adult Learners in the art of being a skilled and successful Montessori teacher or administrator.  The academic phase is a combination of classes, demonstrations, observations, course work, discussions, and practice, to help Adult Learners develop the skills, talents, fluency with Montessori philosophy, and expertise required of a Montessori teacher and/or Administrator.  The Practicum Phase, working in a Montessori school, gives the Adult Learner the opportunity for further development under the guidance of an experienced Montessori teacher or Administrator, as well as three visits from CME|NY faculty during the school year.  Summer Institute models (except CMSM) also include two seminars during the school year, when the cohort comes together for additional course work and support.  The quality of relationships and on-going network of support creates meaningful connections for participants in our programs.