
The
Nature of a Montessori Teaching Career
In the classroom, the Montessori-trained teacher prepares an environment that allows the child to explore information from the world. Montessori materials provide opportunity for independent work of the child's own choice and pace. The teacher, the link between the child and the prepared environment, observes each child and presents appropriate materials with precision. The teacher's role is multi-faceted: a material maker, interior designer, parent educator, and community advocate.
Montessori education appeals to persons who:
want to make a contribution towards a better society
want to make a difference with their life's energies
want to help children self-construct their minds and personalities
possess a zest for life, good health, and high energy levels
seek a lifetime of learning
are emotionally independent
Teacher Training
Montessori teacher training courses are offered throughout the world by the American Montessori Society (AMS). Course options range from full-time, nine-month courses to courses that can be completed in three consecutive summers. Course levels are infant-toddler (Assistants to Infancy), preschool (Primary), and Elementary. A diploma from AMS or AMI is acceptable as the necessary qualification for lead teacher.
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Current Openings at QCMS:
Pre-Primary Teacher
Position
QCMS is seeking qualified applicants for the position of
Pre-Primary Teacher. The Montessori Director/Directress is
a guide who helps direct his/her students’ activities
academically, emotionally, and physically in a prepared
Montessori environment that challenges each child to reach
his/her full potential in these developmental areas, in
accordance with Montessori philosophy and procedures.
Complete Pre-Primary Teacher Job Description
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Please forward your resume to:
Quad City Montessori School
Attention Search Committee
2400 East 46th Street
Davenport, Iowa 52807 USA
Telephone: +1.563.355.1289
Fax: +1.563.355.7798
Email:
barbara.lamb@qcms.org
"With regard to the child, education should correspond to them, so that instead of dividing the schools into nursery, primary, secondary and university, we should divide education in planes and each of these should correspond to the phase the developing individuality goes through."
- Four Planes of Education, AMI, 1971 (Edinburgh and London lectures), pg. 3