Administrator Course Descriptions
Last Updated on Monday, 01 February 2016 13:53
CME|NY Administrator Course
Course Content Hours: 165 (summer academic content hours--divided into three weeks (three parts) with each part consisting of 55 academic hours. CME|NY offers 2 weeks (2 parts of 110 hours) one summer and 1 part the following summer (55 hours).
Practicum Hours: 1,080 hours working for 9 consecutive months during a full academic year, for a minimum of six hours a day, five days a week in your own school setting.
This is a comprehensive program to assist current and future heads of Montessori schools to operate within the philosophy and best practices of Montessori education while giving practical and necessary tools for the smooth operation of a well functioning, healthy, Montessori school. The program offers a comprehensive study of Montessori philosophy and current research of Dr. Maria Montessori's writings as well as a study of all areas of the Montessori curriculum, including lesson and material in each curriculum area and age grouping from birth through secondary. (Part 1)
The learning is both practical and instructive and prepares each Head for the specific challenges, needs, and aspirations for his/her own school, whether the school is an independent, pubic, charter school or a child care center.
Participants gain knowledge in school finance, legal and licensing requirements, curriculum administration, personnel supervision and evaluation, program planning and development, as well as parent relations, building a healthy board, school policies and short and long term planning. (Part 2, Part 3)
The Practicum consists of 1,080 hours, lasting a full academic year, with the administrator working at the practicum site at his/own school, a minimum of six hours per day, five days a week, for nine consecutive months. Assignments and assessments are integrated throughout the practicum year. A required case study is presented in the second summer. The practicum site must contain at least one Montessori classroom that meets the environmental set-up, materials and age range of children as required for its level. Administrators work at their own school during the practicum.
The Administrator/Intern receives three site visits from CME|NY faculty during their practicum, with observations and evaluation reports submitted to the participant and CME|NY.
126.96.36.199 Program Development/Leading a Montessori School (Core)
(Course begins in Part 1 and continues in Part 2 and Part 3)
What differentiates a Montessori school from other schools? The operating tenet of a learning community that exists in harmony with Montessori principles sets the tone for a Montessori school. This core course provides the school head with the knowledge, understanding, skills, and practical applications for the creation of such a community. The faculty, comprised of highly recognized and experienced Montessori educators, serve as role models of good leadership--attentive, understanding, patient, encouraging, community builders, conflict handlers, role models, and mentors. Topics include: developing and leading a Montessori school—both starting a new Montessori school and expanding an existing one--AMS school accreditation, and professional development of self, teachers, and staff. The course covers all aspects of the professional relationships with others, including working with teachers, parents, boards, and communities. As observation is a key to Montessori philosophy and practices, Adult Learners receive both academic content of observation tools and techniques and opportunities for observation.
188.8.131.52 Montessori Philosophy (Foundational)
(Course begins in Part 1 and continues in Part 2 and Part 3)
This foundational course is key to the Adult Learner’s understanding of the history of Maria Montessori, her life, work and relationship to current research in child development and education and the continued relevance of her work today. Topics include planes of development, Montessori concepts and theory, including peace and cosmic education. The importance of personal growth though self-evaluation and on-going professional development is experienced through the transformational effects of participation in this course. How to clearly articulate Montessori philosophy provides the school leader with skills necessary to implement and develop their own Montessori programs.
184.108.40.206 Montessori Curriculum (Foundational)
(Course begins in Part 1 and continues in Part 3)
This foundational course provides Adult Learners with an overview of Montessori curriculum, materials, and lessons for all levels of Montessori education from birth to Secondary. Those who already have a Montessori credential in one or more levels will still benefit from this important course as it provides specific information for the Adult Learner in their role as head of school. For those without a Montessori credential, this course offers an exciting experience of the layered connections and threads of Montessori curriculum, as it moves from birth through secondary. Learning to assess and evaluate the Montessori curriculum provides the school leader with skills necessary to support the success of their own Montessori programs.
220.127.116.11 Educational Leadership
(Course begins in Part 1 and continues in Part 2 and Part 3)
What makes a great leader? What qualities of leadership can be developed? How do we support ourselves in our leadership role? This inspiring course offers Adult Learners the opportunity to engage personally and professionally to identify their needs and articulate their aspirations, and assists them in honing and refining their leadership skills and style to meet their goals. The learning is practical to better prepare each Adult Learner for the challenges and opportunities available to them -- whether they serve in a public, independent, or charter school, or a child care center. Led by some of the most dynamic leaders in the Montessori community today, topics include: Leadership styles, leading and managing individuals and groups, communication skills, modeling, and mentoring.
18.104.22.168 School Operations
(Course is divided between Part 2 and Part 3)
In order to run a successful school, the Adult Learner needs to be comfortable, competent, and capable in all aspects of school operations. For those with a background in teaching, school operations often pose the most challenge; yet, these essential elements are not only necessary to smooth operations, they can transform a school. The course is presented by lively and energetic Montessori leaders who teach much needed real-life skills in the following practical aspects of school operations: financial management, marketing, enrollment, recruiting, hiring, termination, legal issues, strategic planning, and fundraising. Whether the Adult Learner serves in a public, independent, or charter school, or at a child care center, this course provides tangible and attainable practices to help each meet their own aspirations for themselves and their school community.
Paula Polk Lillard: Maria Montessori – A Modern Approach, 1973, Schocken Books, Inc., NYC
Maria Montessori: From Childhood to Adolescence, 1973, Schocken Books, Inc., NYC
John Chattin-McNichols: The Montessori Controversy, Delmar Publishers, Inc., Albany, NY
Rita Kramer: Maria Montessori: A Biography
Peter Block: Flawless Consulting, A Guide to Getting Your Expertise Used
Susan Cain: Quiet: The Power of Extroverts
John W. Gardner: On Leadership, 1990, Simon and Schuster, NY
Daniel Goleman: Primal Leadership – Realizing the Power of Emotional Intelligence, 2002, Harvard Business Publishing, Boston
Daniel Goleman: Social Intelligence, The New Science of Human Relationships, 2006, Bantam Dell Div. of Random House, NY
Margaret Howard Loeffler: Montessori in Contemporary America (Heinemann, NH)
Jane Roland Martin: The Schoolhome: Rethinking Schools for Changing Families (Harvard, MA)
Andrew Solomon: Far from the Tree (Random House, NY)
CME|NY prepares our Adult Learners to be proficient in the following AMS competencies for the Montessori Administrator specialist:
- Demonstrate an understanding of Montessori curriculum, its implementation, and expectations for Montessori teachers
- Demonstrate an understanding of and an ability to communicate to parents and faculty the sequence of a Montessori curriculum and a rationale for the materials used in Montessori classrooms
- Demonstrate observational techniques in order to assist and evaluate the quality of the Montessori program, the teaching staff, and its effectiveness with children
- Demonstrate effective evaluation procedures for working with Montessori staff
- Demonstrate a strong understanding of the Montessori philosophy and child development
- Demonstrate an ability to communicate Montessori philosophy to parents, community, and other educational professionals
- Demonstrate an ability to communicate program goals to staff through professional development in-service programs
- Demonstrate school leadership in all areas of operation
- Develop a comprehensive and fully-functioning Montessori community
- Demonstrate knowledge of school/child-care governmental regulations
Description of Part 4
Once a participant completes two didactic components (Parts 1, 2 or 3), s/he may begin Part 4. Part 4 is designed to guide learners in the application, practice, and mastery of leadership and school management skills under the formal guidance of a CME|NY mentor. Parts 1, 2, 3 of the course consists of 165 hours of on-site didactic curriculum with a variety of assignments designed to deepen the participant’s knowledge and understanding of Montessori philosophy, practice, school management, and educational leadership. Part 4 incudes 85 additional contact hours along with the Practicum. When successfully completed, the participant will demonstrate the AMS competencies for the AMS Administrator credential.
Part 4 Breakdown of 85 hours:
- Ten 1-hour live distance classes (held monthly August through June) with 12 hours completing self-assessments: 22 hours
- Pre-Approved Independent Study through other workshops, webinars, conferences: 25 hours
- Documented observations/shadowing sessions, half at your own school: 20 hours
- In Residence classes for case study presentations: 18 hours
Our new Administrator course format includes a formalized Mentor component, which counts as academic contact hours. It is comprised of 10 one-hour monthly "Zoom" meeting class with the Mentor and Credential Candidate, scheduled according to a mutually agreed upon regular time/date once a month from August to June. We call it a “live class,” although it is a meeting with one-on-one interaction: one Mentor meets with one Credential Candidate.
One hour per month for 10 months. The counted contact hours is a total of 22 hours, as the Credential Candidate spends 12 hours working on her/his four Assessments, researching which seminars/workshops/conferences to attend for the Independent Study hours that will best meet her goals based on the results of the Assessments, planning the Observation hours, and identifying the focus of the Case Study.
Overview of Mentor Class
The class is designed to provide a formal framework and scheduled time to focus on the results of the four Assessments, help the Credential Candidate set goals, provide feedback and coaching on issues that arise monthly in real time, provide resources and sources for independent study hours and observation hours, and to assist with the Case Study development.
The Credential Candidate selects her/his Mentor from among the faculty members who have agreed to serve as Mentors.
Framework for Ten Zoom Meetings
The framework is as follows:
A. Four Self-Assessments completed by the Credential Candidate and then reviewed with the Mentor:
1) Strength Based Leadership Assessment
2) Montessori Leadership Competencies Self-Assessment A & B
This is done twice, toward the beginning and toward the end of the Part 4 experience.
3) Assessment on AMS School Accreditation
The Credential Candidate does the Assessments on her/his own time and then the Mentor goes over them with the Credential Candidate and helps sets goals for the year.
B. 20 hours of documented observation that the Credential Candidate completes half at her/his own school; half at other schools)
1) The Credential Candidate may request suggestions from the Mentor as to what schools/centers to visit; help is available from the CME|NY officec if you need other locations/suggestions.
2) The Credential Candidate may visit the Mentor’s school to observe. This is a great opportunity to have a face-to-face meeting; that time could be counted as one of the 10 meetings.
3) In the event that the Mentor is also a field consultant, 1 of the 3 visits may be at the Mentor’s school, if it is thought to be beneficial for the Credential Candidate to visit the Mentor at the school for a “field” visit. The Credential Candidate should have at least one field consultation at her/his own school before a field visit to the Mentor is planned.
4) The Credential Candidate submits the observation forms to the Mentor who reads them and keeps a record of the hours on the final checklist.
C. 25 hours Independent Study
Part of the counted contact hours are 25 hours documented attendance at workshops, regional, and/or national conferences, seminars, preapproved by the Mentor and Coordinator and documented with certificates of completion submitted to the Mentor to meet the specific goals of the Credential Candidate as determined by the outcome and review of the Assessments.
After Self-Assessment for Montessori Leadership A is completed, the Credential Candidate works with the Mentor to identify 25 hours of workshops, conferences, and/or seminars to attend during the year. The Candidate sends the listing to the Coordinator for pre-approval. The Candidate sends copies of certificates of attendance to the Mentor for documenting completion on the Final Checklist.
Purpose of Independent Study
1) One purpose of the Independent Study is to provide the Credential Candidate with opportunities to meet her/his specific goals and attend detailed workshops on particular issues. If the Credential Candidate does not have previous Montessori Experience and has Early Childhood Montessori classes at her own school, a great source of detailed information would be to participate in the CME|NY Three-Day Early Childhood Overview (2/7/16, 2/21/16, 3/6/16, which is taught by Ingrid Hill.
CME|NY now offers an array workshops. We will send updates to each Mentor and Credential Candidate as new workshops are announced.
2) Another purpose of the Independent Study is to provide opportunities for the Credential Candidate to expand her/his own network closer to home:
- To interact with local and/or regional Montessori counterparts
- To create connections with other educators in the region
- To develop leadership responsibilities in the local education community
For this reason, we would like to encourage live workshops, seminars, conferences, rather than webinars or on-line classes, to meet the 25 hours of Independent Study.
D. Case Study
A primary focus of the Practicum is the Case Study. The Mentor can provide insights and assistance to identify the topic of the Case Study and provide coaching as the project unfolds. The Mentor is welcome to attend the case study presentation and participate in the graduation celebration.
Three On-Site Consultation Visits
During the Practicum, a participant receives three field consultation visits from a CME|NY faculty member. The purpose of these visits is to observe, interact, and provide guidance to the adult learner in their own school environment. Depending upon the needs and goals of each participant, all three visits may be conducted by a single faculty member or two of the three visits may be by one faculty member and the third by different faculty member or the participant may have three separate visits by different faculty members.
Case Study Project
The academic yearlong case study project requires the participant to design, implement, and evaluate a leadership/school management challenge within his or her own school. The purpose of the case study is to guide the adult learner through a disciplined process of identifying a problem, defining the problem establishing goals, objectives, and a plan, implementing the plan, engaging partners/community, using qualitative and quantitative data, evaluating the outcome. The participant then reports to the cohort during her/his second summer, with a presentation of the outcome and lessons learned as a leader and change agent. The emphasis of the case study experience focuses on telling the story: what worked, where it missed the mark.
Just as Montessori environments offer a climate of acceptance for the errors of children to support their ongoing love of learning and discovery, adult learners must also learn to recognize and embrace failures and mistakes in a way that strengthens their understanding and skills, while engaging in continuous learning and improvement, without feeling a sense of failure. We can help our Administrators to accept missteps and to face their challenges as learning opportunities. We are an environment of acceptance rather than judgment so that each and everyone in our community can be uplifted to persevere.
The case study presentation is a concrete demonstration that leadership is a journey. While the quest to meet specific goals is important and is the direct focus of the project, the underlining experience is to uplift leadership, enabling participants to recognize for themselves and then voice to their peers not only what they lead, but how, and -- most importantly -- why. Thus, the ends and the means join in this formal presentation that brings the cohort together as they contribute to something greater than themselves. The success of the process is contagious and speaks to the transformative nature of our course. The cohort is inspired and uplifted by the words and work of their peers. The next group to enter the practicum sees possibility and hope ahead in overcoming their own difficult challenges and/or becoming change agents at their schools.
Graduates emerge from our course refreshed, rejuvenated, some might even say, exhilarated -- and with new knowledge and practical skills, as well as the deep satisfaction of knowing their work and leadership is effective.