The DC Montessori Teacher Residency, currently in its pilot year, serves three public Montessori schools in Washington, DC.

The foundational premise of the Montessori Teacher Residency is that providing a fully implemented Montessori program
in high-need communities requires a three-pronged approach to ensuring excellence.

These elements are:

TRAINING Ÿ                           SURROUND                             CULTURE

Washington Montessori Institute

Washington Montessori Institute

high-quality Montessori training

Latin American Montessori Bilingual Public Charter School

Latin American Montessori Bilingual Public Charter School

a surround of additional learning experiences focused on the specific demands of the public sector

Breakthrough Montessori Public Charter School

Breakthrough Montessori Public Charter School

a robust school-wide professional culture of continuous reflection and improvement


While pedagogical excellence begins during training, the demands of the public sector are such that the transformation often associated with Montessori professional formation requires an extended period of apprenticeship supported by a professional community that is equipped to induct novices through modeling, collaborative child and lesson study, and ongoing reflection, coaching, and targeted professional development.

Because professional community plays such a pivotal role, the key focus of the DC Montessori Teacher Residency is the school rather than individual teachers. Schools accepted into the program automatically become part of the Public Montessori Residency Consortium, a national network of public Montessori schools aiming to cultivate a sustainable pipeline of Montessori teachers prepared to serve high-need public Montessori schools. Residents are novice teachers who have recently completed training, and/or teacher assistants who will take training the following year.

Residency activities are always framed within the school context. School-based coaches work closely with residents to understand how Surround course content applies to their students, families, and community. The Culture component of the residency aims to elevate the level of growth and professional practice across the school, engaging residents and non-residents alike, including support staff and administrators. In this way, the Residency impacts both resident teachers and the communities of practice in which they work.

 

The DCMTR is a partnered residency model; residents take training at a partner Montessori training center and complete supplemental coursework specific to public Montessori demands.

 

The DC program emphasizes the seamless coordination of the surround and professional culture, building on the foundation of high-quality Montessori training. We are pleased to have the advice and support of the Washington Montessori Institute at Loyola University Maryland.

Montessori Institute of North Texas

Montessori Institute of North Texas

Our Goal:

Pilot an approach to teacher development that ensures a sustainable talent pipeline serving the DC public Montessori community through a model that combines high quality Montessori training and surround with both regional and school-based communities of Montessori practice.

 
An ordinary teacher cannot be transformed into a Montessori teacher, but must be created anew, having rid herself of pedagogical prejudices. The first step is self-preparation of the imagination, for the Montessori teacher has to visualise a child who is not yet there, materially speaking, and must have faith in the child who will reveal himself through work.
— Dr. Maria Montessori

Residents complete 15 job-embedded modules packaged into three courses, designed to lead to state certification.  

Using a blended delivery model, all coursework is administered through a digital learning management system, and carried out within the context of the residents’ on-the-ground experience in a participating school. All course content is directly relevant to the experience of providing high-fidelity Montessori practice within high-need public schools. Assignments are immediately applicable, and assessment is performance-based. The cohort comes together at the end of each course for a capstone discussion.

 

COURSES:  Adding up to between 9 & 12 credit hours leading to state certification

  Neurobiological Perspectives on Developmental Education Early Intervention, Special Education & Family Engagement Advanced Seminar on Language & Literacy

Modules
Topics presented as workshops, and evaluated based on job-embedded performance

Building Better Brains: Neurodevelopment and Montessori Education

Executive Functions: What are They and How are They Nurtured?

Trauma and the Developing Child

Self-Regulation, Freedom & Discipline

Measuring What Matters: The Developmental Environmental Rating Scale

Following the Family

Child Study: Theory & Practice

Cultural Competence

Home Visits: How, Why, When

Special Education and the Montessori Family

Language Acquisition & Poverty

English Language Learning in the Montessori Environment

Unpacking Language Delays

Interventions to Support Oral Language Development

Interventions for Written Language Development

Practical Applications in the Montessori Prepared Environment

First Six Weeks of School
Designing and Preparing a Learning Environment
Managing the Prepared Environment
Assessment Montessori Style

Residency schools strive to build a culture
of continuous improvement fueled by reflective practice, ongoing and embedded coaching, and carefully sequenced professional development for all members of the school community.

 

Schools receive support in child study and lesson study, as well as quarterly coaching visits from an NCMPS coach. To promote the development of this school culture, the residency includes professional development opportunities for all school staff, not just residents. Professional development is facilitated by the National Center for Montessori in the Public Sector and the Washington Montessori Institute.

Topics include:

Measuring What Matters: The DERS, MEFS, and Teacher Appraisal

Following the Family: RTI Montessori Style

Aesthetic Development and Visual Thinking

Reflecting on Our Practice

Freedom and Discipline

Strong Community and the Elementary Child

 

Contact Us

DC Montessori Teacher Residency
1244 Taylor St. NW
Washington DC 20011

Phone:
949-400-6175

Contact:
Katie Brown

 
 

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