/sitecore/content/Catalogs/Trine-University/Current/Spring-2026-Trine-Course-Catalog/Graduate-Programs/School-of-Education-Graduate-Certificates-and-Programs/Master-of-Education-in-Elementary-I-II-Montessori-Educationhttps://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-elementary-i-ii-montessori-education{760AC3A7-754A-4F86-B10A-9E5F49842984}/sitecore/content/Catalogs/Trine-University/Current/Spring-2026-Trine-Course-Catalog/Graduate-Programs/School-of-Education-Graduate-Certificates-and-Programs/Master-of-Education-in-Elementary-I-II-Montessori-Educationhttps://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-elementary-i-ii-montessori-education{760AC3A7-754A-4F86-B10A-9E5F49842984}<p>The Master of Education in Elementary I-II Montessori Education program consists of two summers of full time coursework with additional weekend coursework and a nine-month clinical practicum in a Montessori E-I or E-II classroom. Teacher candidates will be instructed in all academic and theoretical aspects of Montessori Elementary I-II education including child development and the use of Montessori hands-on materials for learning.</p> True5151False<p>The Franks School of Education has adopted the principles developed by the Council of Chief State School Officers (CCSSO) and the Interstate Teacher Candidate Assessment and Support Consortium (InTASC) as program performance learning outcomes (PO). This set of model core teaching standards outlines what teachers should know and be able to do to ensure every P-12 student succeeds.</p> <ol> <li><strong>Learner Development</strong>. 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><strong>Learning Differences</strong>. 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><strong>Learning Environments</strong>. 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><strong>Content Knowledge</strong>. 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><strong>Application of Content</strong>. 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><strong>Assessment</strong>. 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><strong>Planning for Instruction</strong>. 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><strong>Instructional Strategies</strong>. 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><strong>Professional Learning and Ethical Practice</strong>. 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><strong>Leadership and Collaboration</strong>. 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