Master of Education in Early Childhood Montessori Education (34 hrs.)

/sitecore/content/Catalogs/Trine-University/Current/Spring-2026-Trine-Course-Catalog/Graduate-Programs/School-of-Education-Graduate-Certificates-and-Programs/Master-of-Education-in-Early-Childhood-Montessori-Education-30-hrshttps://iq3prod1.smartcatalogiq.com:443/en/catalogs/trine-university/current/spring-2026-trine-course-catalog/graduate-programs/school-of-education-graduate-certificates-and-programs/master-of-education-in-early-childhood-montessori-education-30-hrs{CD31EBFF-3901-425C-9FAF-4DF69D7BD8B3}/sitecore/content/Catalogs/Trine-University/Current/Spring-2026-Trine-Course-Catalog/Graduate-Programs/School-of-Education-Graduate-Certificates-and-Programs/Master-of-Education-in-Early-Childhood-Montessori-Education-30-hrshttps://iq3prod1.smartcatalogiq.com:443/en/catalogs/trine-university/current/spring-2026-trine-course-catalog/graduate-programs/school-of-education-graduate-certificates-and-programs/master-of-education-in-early-childhood-montessori-education-30-hrs{CD31EBFF-3901-425C-9FAF-4DF69D7BD8B3}Master of Education in Early Childhood Montessori Education (34 hrs.)The Master of Education in Early Childhood Montessori Education consists of eight weeks of full-time coursework and a nine-month clinical practicum in a Montessori classroom under the guidance of an experienced Montessori guide, with supporting guidance and additional academic content from Trine. Teacher candidates will be instructed in all academic and theoretical aspects of Montessori early childhood education, including child development and the use of Montessori hands-on materials for learning.False3434FalseAccreditationThe Center for Montessori Education at Trine University is an application for accreditation with the Montessori Accreditation Council for Teacher Education, which provides rigorous standards for effective preparation of Montessori teachers. Applicant for accreditation status in no way determines the outcome of the accreditation decision by MACTE. More information may be found at <a href="http:">http://www.macte.org</a>.  The Master of Education in Early Childhood Montessori Education program is pending 2021 approval by the Higher Learning Commission.0FalseMissionFranks School of Education Mission: The mission of the Montessori Teacher Education Program in the Franks School of Education at Trine University is to advance equitable access to Montessori teacher preparation that elevates the child to the center of learning and the prepared environment to the center of engagement.  The Center for Montessori Education Mission: The mission of The Center for Montessori Education at Trine University is to advance equitable access to Montessori teacher preparation that elevates the child to the center of learning and the prepared environment to the center of engagement. 0FalseProgram ObjectivesFSOE PROGRAM OBJECTIVES <ol class="sc-ListNumber" style="color: #000101; background-color: #ffffff; margin: 0px 0px 10px 10px; padding: 0px; list-style-image: initial;"> <li style="margin: 0px 0px 0px 10px; padding: 5px 0px;">Learner Development. The teacher candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.</li> <li style="margin: 0px 0px 0px 10px; padding: 5px 0px;">Learning Differences. The teacher candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.</li> <li style="margin: 0px 0px 0px 10px; padding: 5px 0px;">Learning Environments. The teacher candidate works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.</li> <li style="margin: 0px 0px 0px 10px; padding: 5px 0px;">Content Knowledge. The teacher candidate understands the central concepts, tools of inquiry, and structures of discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.</li> <li style="margin: 0px 0px 0px 10px; padding: 5px 0px;">Application of Content. The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.</li> <li style="margin: 0px 0px 0px 10px; padding: 5px 0px;">Assessment. The teacher candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.</li> <li style="margin: 0px 0px 0px 10px; padding: 5px 0px;">Planning for Instruction. The teacher candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.</li> <li style="margin: 0px 0px 0px 10px; padding: 5px 0px;">Instructional Strategies. The teacher candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skill to apply knowledge in meaningful ways.</li> <li style="margin: 0px 0px 0px 10px; padding: 5px 0px;">Professional Learning and Ethical Practice. The teacher candidate engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.</li> <li style="margin: 0px 0px 0px 10px; padding: 5px 0px;">Leadership and Collaboration. The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning and development, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.</li> </ol>0FalseMACTE Montessori accrediting body CompetenciesMACTE (Montessori accrediting body) COMPETENCIES I. Content Knowledge 1a. Montessori Philosophy 1b. Human Growth and Development 1c. EC Practical Life Subject Matter II. Pedagogical Knowledge 2a. Correct use of Montessori materials 2b. Scope and sequence of curriculum (spiral curriculum) 2c. The prepared environment 2d. Parent/Teacher/Family/Community partnership 2e. The purpose and methods of observation 2f. Planning for instruction 2g. Assessment and documentation 2i. Support and intervention for learning differences 2j. Culturally responsive methods III. Practice 3a. Classroom leadership 3b. Authentic assessment 3c. Montessori philosophy and methods (materials) 3d. 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