Committee News
The IMC Teacher Education Committee (TEC) is excited to be shepherding
two newly developing teacher education programs through
the joint process of IMC affiliation and MACTE accreditation. Rumi
Montessori Teacher Education Center in Malaysia was founded
by CGMS graduate, Nusaibah Macadam. Rumi is offering Early
Childhood and Elementary I-II teacher credential courses to a
small group of people who are eager to learn and to help expand
Montessori in their country.
The Montessori Global Research Institute in Ormond Beach, FL is
also applying for affiliation for Early Childhood and Elementary
I-II teacher certification programs. Founders Dr. Ambar Cipollino
and Dr. David Cipollino initially brought Montessori education to
families of Mexican farm workers in Volusia County, Florida. Now,
their school, The Montessori Global Research Institute, serves
infants through secondary students. Their long-term goal is to
provide teacher education for all levels of Montessori education.
As we support these two new programs and others on the horizon,
we realize it is essential to have a clear pathway for the joint
IMC/ MACTE affiliation/accreditation process. The TEC is working
closely with MACTE to determine how the additional IMC requirements
can be presented in the self-study. IMC will provide selfstudy
readers who will help review applications, and at least one
IMC representative will be on the team for joint onsite or virtual
verification visits.
Also, at the August meeting, the IMC Board approved standards for
School Leadership/ Administrator Certification programs. These
standards include requirements for faculty course hours and content,
as well as providing the competencies required for graduates of
the Leadership program. IMC has long been dedicated to the
development of school leaders. The new IMC affiliated Leadership
Certification course offered by CGMS began the first cohort
in March and is now enrolling for a new cohort beginning in
October. Information about this robust program developed in
partnership with The Montessori Foundation can be found at,
https://www.cgms.edu/programs/leadership-training-program
The TEC has also been tackling the challenging task of determining
policies for IMC teacher education programs as they adapt
instruction and practicums during the pandemic. The guidelines
approved by the IMC Board in August allow for flexibility and modifications
while affirming the responsibility of the programs to assure
graduates are prepared to lead Montessori classrooms. While
pandemic practicums are likely to require adaptations, programs
must consider their goal to prepare adult learners for what we
hope will be a long career as a Montessori educator, well beyond
the time of COVID -19. To this end, programs must be prepared to
extend practicums if needed so they can assure every adult
learner/intern has ample practicum hours in a normally functioning
Montessori environment in which they can develop the essential
competencies of a Montessori guide.
The IMC TEC consists of Montessori educators with vast experience
as instructors and field consultants with a variety of teacher
education programs. They bring multiple perspectives to the
many initiatives of the TEC, which include task groups on policies
and procedures, the development of an IMC train the trainer
program, research on a School Inclusion Endorsement, a global
outreach program to support Montessori training in developing
countries, and participation in the IMC Social Justice task groups
related to teacher education and curriculum. IMC and TEC are
committed to high quality, in depth, and innovative Montessori
teacher education that will prepare the next generation of
Montessori educators and leaders.
VOLUME 22 ISSUE 3 • 2020 | WWW.MONTESSORI.ORG/IMC | ©MONTESSORI LEADERSHIP ����
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