Modern Montessori Part Time & Full Time Course Catalogue - 2015

The College of Modern Montessori (Established 1981, London, United Kingdom)

Excellence in Montessori Early Childhood Teacher Training

“Whoever touches the life of the child, touches the most sensitive point of a whole

which has roots in the most distant past and climbs towards the infinite future.”

~ Maria Montessori

PART TIME & FULL TIME COURSE CATALOGUE

Early Childhood Montessori Teacher Training Courses - 2015 Academic Year:

Part Time Course Prospectus

Full Time Course Prospectus

MACTE Certification

Sandton Chronicle Press Release

The Importance of Accreditation

THE COLLEGE & SCHOOL OF MODERN MONTESSORI Reg. No. CK94/21728/2

MEMBERS: A.A. DARBY, P.A. DARBY, O.C. DARBY, A.M. DARBY

P.O. Box 119, Linbro Park, 2065, Gauteng, SOUTH AFRICA 119 1st Road, Linbro Park, Sandton, Gauteng, SOUTH AFRICA Telephone: (+27) 11-608-1584 / 2206 Fax: (+27) 11-608-1586 e-mail: [email protected] & [email protected] web site: http://www.montessoriint.com

Dear Prospective Student,

The College of Modern Montessori was established in 1981 in London, United Kingdom, and initially The College offered only correspondence courses. The concept of learning the Montessori method was met with such overwhelming enthusiasm all over the world, that we developed the Early Childhood (2½ - 6 year age group) Montessori Teacher Training Course for students who wish to enrol on a more comprehensive course. This course may be undertaken on a full time or part time basis and has been awarded the highest national and international accreditation.

The part time course has proved to be so popular that we receive more applicants than there are places. We limit the intake so that the exclusivity of the course and the personal attention between lecturer and student is retained.

I take pleasure in enclosing herewith information on the part time Early Childhood Montessori Teacher Training Course but please bear in mind that Montessori and its impact on education can be best explained in a real Montessori environment. We, therefore, invite you to schedule an appointment to visit the College and School, at which time the course structure and content will be explained to you in detail.

We look forward to meeting you.

Kind regards,

OLIVIA DARBY Director of Studies

Part Time Course Prospectus: 2015 Academic Year 1

2015 PART TIME COURSE PROSPECTUS




~ Maria Montessori

Early Childhood Montessori Teacher Training Course

Part Time Course Prospectus

2015 Academic Year

Part Time Course Prospectus: 2015 Academic Year

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Table of Contents # Description Page

1 Introduction 3

2 Mission Statement 3

3 Educational Objectives 3

4 Code of Ethics 3

5 Non-Discrimination Policy 3

6 Contact Details 3 – 4

7 Accreditation 4

8 Maria Montessori and the Montessori Method 5

9 Course Description 5

10 Competencies 5 – 6

11 Admission Requirements & Selection Procedures 6

12 Registration and Admission Sequence 6 – 7

12.1 Registration Dates 7

13 Course Duration 7

13.1 2012 Academic Calendar: Gauteng 7

13.2 2012 Academic Calendar: Kwa-Zulu Natal 7

13.3 Orientation 8

13.3.1 Orientation: Gauteng 8

13.3.2 Orientation: Kwa-Zulu Natal 8

13.3.3 About Orientation 8

14 Academic Faculty 8 – 9

15 Course Components 9

15.1 Academic Course Component 9

15.1.1 Lectures 9

15.1.2 Lecture Venues 9

15.1.2.1 Lecture Venue: Gauteng 9

15.1.2.2 Lecture Venue: Kwa-Zulu Natal 9

15.1.3 Lecture/Academic Schedule 10

15.1.3.1 Lecture Schedule: Gauteng 10

15.1.3.2 Lecture schedule: Kwa-Zulu Natal 10

15.1.4 Lecture Attendance 10

15.1.5 Course Work 10

15.1.6 Course Work Evaluation and Expected Performance 10

15.1.7 Course Work Subject Categories and Final Overall Grade 11

15.1.8 The Final Written Examination 11

15.2 Practicum Course Component 11 – 12

15.2.1 Practicum Venues 12

15.2.2 Practicum Schedule & Attendance 12

15.2.3 Practicum Evaluation and Expected Performance 12 – 13

15.2.4 The Final Practical Exam 13 – 14

16 Work Load 14

17 Qualification – Diploma and Certification Documentation 14

17.1 Diploma 14

17.2 Academic Transcript 15

17.3 Accreditation Certification 15

18 Pass Rate 15

19 Career Information and Opportunities 15

20 Fees – 2015 15

20.1 Payment Options 15 – 16

20.2 Banking Details 16

20.3 Withdrawal or Cancellation of Enrolment Policy 16

20.4 Financial Aid 17

21 Conclusion 17


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1. Introduction

The College of Modern Montessori (established in London, United Kingdom in 1981) was founded for the purpose of offering superior quality distance learning, part time and full time Montessori teacher training.

2. Mission Statement

To educate students to be imbued with the spirit and ideals of Montessori principles.

3. Educational Objectives

To help students form a coherent and consistent set of values that blend with Montessori principles.

To enable students to study and understand the theory and philosophy of Montessori ideas.

To enable students to build a versatile set of skills to work with and advance children’s learning in a Montessori classroom.

To develop the growth of Montessori education.

4. Code of Ethics The principles and ideas of Montessori on the integrity and needs of children underpin all aspects of the course. Students, academic and administrative staff strive to apply these same principles in their work and relationships with each other. All members are expected to act with integrity and dignity and to respect each other.

5. Non-Discrimination Policy Discrimination is against South African law. Students and staff are appointed on merit. The course is rooted in the belief that all people regardless of race, colour, language, creed and gender are of equal worth and treated equally in the selection for and the conduct of the course. The course conforms absolutely with the Constitution of South Africa.

6. Contact Details

Gauteng Director of Studies: Olivia Darby

Registrar: Adam Darby

Telephone: 011-608-1584/2206

Fax: 011-608-1586

Cell Phone: 082-375-7536 / 082-896-6162 (SMS contact request)

Email: [email protected] and [email protected]

Address (Head Office) : The School and College of Modern Montessori 119 1st Road, Linbro Park, Sandton

Map and Directions: Available on our website (www.montessoriint.com)

mailto:[email protected]


http://www.montessoriint.com/


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Kwa-Zulu Natal Course Director: Yvonne Evans

Telephone: 031-767-4627 011-608-1584/2206 (Gauteng Head Office)


Address: The School and College of Modern Montessori 9 Anthony Drive Chelmsfordville Gillitts Kwa-Zulu Natal

Map and Directions: For directions, please click on the following link or copy and paste it into your browser: https://goo.gl/maps/2FZcN

7. Accreditation

The College of Modern Montessori holds accredited status for its part time and full time early childhood teacher education certification courses from the Montessori Accreditation Council for Teacher Education (MACTE) through the years 2011 – 2018. MACTE is an autonomous, international, non-profit making accreditation agency for Montessori teacher education programmes. The MACTE Commission is based in the United States and is the premier, internationally recognised, standard setting and accrediting body for Montessori teacher education. Their contact details are as follows:

Address : Rebecca Pelton Tel: +1 (434) 202-7793

Executive Director Fax: +1 (888) 525-8838 MACTE Commission Email: [email protected] 108 Second Street, S.W. Web: www.macte.org

Suite # 7 Charlottesville Virginia, VA 22902 U.S.A

Follow this link should you wish to verify The College of Modern Montessori’s accreditation status: http://www.macte.org/southafrica.html

8. Maria Montessori and the Montessori Method Detailed information on Maria Montessori, the Montessori method and the differences between Montessori and traditional education can be found on our website (www.montessoriint.com) under the ‘Montessori Method’ tab.

9. Course Description

Overview: Montessori teacher training course Montessori Age Range: Early childhood: 2½ - 6 year age group Course Delivery: Part time course, comprising theoretical and practical elements



https://goo.gl/maps/2FZcN


http://www.macte.org/

http://www.macte.org/southafrica.html



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10. Competencies The candidate for certification:

1. Montessori Philosophy and Human Development

a. demonstrates an understanding of and implements Montessori philosophy with a focus on the early childhood years;

b. comprehends and utilizes an understanding of the stages of human growth, development, and educational theories with an emphasis from two and one-half (2 ½) through six (6) years of age;

c. demonstrates evidence of personal growth through self-evaluation and introspection; and

d. demonstrates knowledge of developmental and behavioural norms and potential recommendations toward early intervention services.

2. Classroom Leadership

a. demonstrates observation, documentation, and analytical skills necessary for planning and recording the progress of children;

b. utilizes cultural sensitivity in support of the development of individual children; c. demonstrates an ability to implement effective classroom strategies; d. demonstrates leadership skills and an understanding of professional standards;

and e. incorporates an understanding of administrative functions.

3. Curriculum Implementation a. demonstrates the principles of Montessori environmental and material design; b. articulates the rationale and sequence of the Montessori curriculum; c. demonstrates proficiency in applying Montessori principles in the context of the

curriculum, didactic materials, and lesson presentations; d. designs and maintains a developmentally appropriate Montessori environment in

response to the needs of students; e. utilizes a variety of instructional strategies and assessment methods; and f. demonstrates an awareness and understanding of governmental regulations.

4. Community Involvement and Partnership with Families

a. demonstrates cultural sensitivity in communications and work with families and children;

b. demonstrates an awareness of community resources for additional support of children and families; and

c. identifies and has an awareness of available professional associations.

11. Admission Requirements and Selection Procedures

Students must be at least eighteen years old and have a matriculation certificate.

Students must be interviewed personally by the Director of Studies/Registrar (Gauteng applicants)/Course Director (Kwa-Zulu Natal applicants) to assess suitability for enrolment on the course.

The prospective student's motivation, his/her commitment to hard work and determination to become a Montessori directors/directress is taken into consideration.


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Prospective students not meeting the above qualification, but would like to train as a Montessori director/directress will be interviewed to determine possible exemption. Applicants not in possession of a matric certificate are assessed to establish whether or not their educational level is high enough to meet the academic phase of the course. In other words, the applicant’s ability to benefit is assessed. These candidates may be required to submit an essay detailing the motivating factors for embarking in a career in Montessori education.

Students who are currently in grade 12 and have yet to sit their final examinations, or are awaiting results, are required to submit a transcript of their most recent grades achieved with their application form. A copy of their matriculation certificate must be submitted on, or prior to, the orientation evening in February 2015.

12. Registration and Admission Sequence

Telephonic/email enquiry is made by interested candidates.

Course prospectus and application form is emailed/posted.

Appointment is made with the Director of Studies/Registar/Course Director, in order to: o discuss the course content and structure in more detail; o provide the candidate with a tour of the School and College facilities; and o interview the candidate to assess suitability for enrolment on the course.

Application form; admission documentation; photographs; proof of payment of the deposit; is returned to the Director of Studies/Course Director. In order to facilitate the efficient processing of applications, applicants may email a scanned copy of the application form and admission documentation to: o [email protected] and [email protected] (Kwa-Zulu Natal applicants) o [email protected] and [email protected] (Gauteng applicants);

Acceptance and date of commencement of studies is confirmed in writing. The original copy of the application form and accompanying documentation must be

submitted upon acceptance.

12.1 Registration Dates

Registration for the 2015 academic year opens on 30th April 2014.

There is no specific cut-off date for registrations. There are a limited number of places available and applications are no longer accepted once all the places have been filled.

Where selection becomes necessary because the number of suitable applicants exceeds the number of available places, preference will be given to applicants who have submitted the application form; accompanying documentation, and paid the deposit.

13. Course Duration

One academic year (minimum) plus a six month research project.

Two academic years (maximum) - including the research project.

Lectures are held over a one year period and the teaching practice component can be completed in a minimum of one year and a maximum of two years.






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13.1 2015 Academic Calendar: Gauteng

Orientation: Thursday 05th February (5:30pm – 8:30pm)

Term 1: Saturday 07th February – Saturday 18th April

Term 2: Saturday 09th May – Saturday 08th August

Term 3: Saturday 05th September – Saturday 28th November

Theory Exam: Sunday 6th December

Practical Exam: Dates to be advised*

* Each student is allocated a one hour practical examination time slot over a four day period.

13.2 2015 Academic Calendar: Kwa-Zulu Natal

Orientation: Saturday 14th February (8:00am – 11:00am)

Term 1: Saturday 14th February – Saturday 28th March

Term 2: Saturday 18th April – Saturday 27th June

Term 3: Saturday 25th July – Saturday 03rd October

Term 4: Saturday 17th October – Saturday 28th November


Practical Exam: Date to be advised*

* Each student is allocated a one hour practical examination time slot over a 1 - 2 day period.

13.3 Orientation

13.3.1 Orientation: Gauteng

Orientation is held at The College of Modern Montessori, Linbro Park on Thursday 05th February, from 5:30pm to 8:30pm.

13.3.2 Orientation: Kwa-Zulu Natal

Orientation is held at The College of Modern Montessori, Gillitts on Saturday 14th February, from 8:00am to 11:00am. Orientation will be followed by the first lecture, commencing at 11:30am and finishing at 2:00pm.

13.3.3 About Orientation

All students are required to attend the orientation evening for the following reasons: o A short lecture on what you can expect for the year to come and on how

you can best prepare yourself for lectures and teaching practice is delivered.

o Academic faculty (course directors, lecturers and field supervisors), the management team and the administrative staff are introduced to the student body.


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o All administrative requirements are finalised, to ensure that each student profile is complete in readiness for the commencement of studies. Specifically: - any outstanding application documentation is submitted; - contact details are verified; - outstanding tuition fees/proof of payment is submitted.

o Academic schedules (dates, times and details of each lecture and teaching practice day for the year) are handed out.

o A class list detailing student names, telephone numbers and residential areas is available, so it is the perfect time to arrange lift clubs with students living close by to one another.

o Drinks and snacks are served and students are presented with a relaxed social forum to meet and get to know one another before lectures commence.

14. Academic Faculty

All members of academic faculty:

hold accredited early childhood Montessori teaching qualifications;

have early childhood Montessori instruction experience with children and adults;

are committed to life-long learning and professional development and attend workshops and training courses periodically to update, refresh and expand their knowledge and skills repertoire;

are registered assessors;

are dedicated educators, committed to excellence, who subscribe to the maxim: “The mediocre teacher tells. The good teacher explains. The great teacher inspires.”

(William Arthur Ward)

15. Course Components: Academic and Practicum The course is comprised of an academic (i.e. lectures) element and a practical (practicum) element. The academic and practicum course components are discussed in detail to follow.

15.1 Academic Course Component

The academic course component is comprised of a minimum of 200 hours of on-site, direct contact between instructor and student. 15.1.1 Lectures

Each lecture is typically comprised of a lesson portion, a demonstration portion, and a supervised practice portion.

Lesson The lesson portion is a typical lecture/instruction scenario, where the lecturer imparts information to the class.


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Demonstration The lecturer, playing the role of the teacher, demonstrates the presentation of various Montessori materials.

Supervised Practice The students practice the presentations of Montessori materials under the supervision of the lecturer. The students work in pairs and take turns playing the role of the teacher and of the child.

15.1.2 Lecture Venues

15.1.2.1 Lecture Venue: Gauteng The College of Modern Montessori

119 1st Road Linbro Park Sandton Gauteng

15.1.2.2 Lecture Venue: Kwa-Zulu Natal

The College of Modern Montessori 9 Anthony Drive Chelmsfordville Gillitts Kwa-Zulu Natal

15.1.3 Lecture/Academic Schedule

15.1.3.1 Lecture Schedule: Gauteng

One lecture per week on Saturday between 8:30am and 2:30pm.

Lectures are held during private school terms. The term dates are detailed in 13.1 above.

15.1.3.2 Lecture Schedule: Kwa-Zulu Natal

One lecture per week on Saturday between 8:00am and 2:00pm.

Lectures are held during government school terms. The term dates are detailed in 13.2 above.

15.1.4 Lecture Attendance

Students are required to attend a minimum of 90% of scheduled lecture hours.

Students exceeding the maximum 10% absence quota are required to attend workshop(s) or have private lesson(s), in order to make up academic clock hours.

15.1.5 Course Work

The course director/lecturer sets written work (assessments) during and at the end of each section to establish competence. This is called course work


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and is included in the academic course component. Course work is comprised of a variety of evaluative measures, which include:

Essays

Tests

Research projects

Material making

Mock practical examinations

Book summaries

Teaching manuals

15.1.6 Course Work Evaluation and Expected Performance

Students are informed of their performance and results thus:

During the course cycle all written and practical work is marked and returned with a grade.

Every student is given a comprehensive mark sheet detailing where marks are awarded for each piece of work submitted, which highlights areas of strength and weakness and shows the student precisely what is expected in order to improve.

The minimum pass mark is 60% (for each piece of assigned work).

All assigned course work is compulsory and no exemptions will be considered.

Students must obtain a minimum course work average of 60% in order to gain entrance to the final practical and theory examinations.

15.1.7 Course Work Subject Categories and Final Overall Grade

An average of the course work grades achieved in each of the following subject area categories is calculated: 1) Montessori Philosophy and Childhood Development 2) Practical Life 3) Sensorial 4) Language 5) Mathematics 6) Art, Music and Religion 7) History and Science 8) Geography 9) Botany and Zoology 10) Observation (Records and Manual)

An average of all ten subject area categories constitutes the final course work grade, which accounts for ⅓ (one third) of the overall course grade, which reflects on the academic transcript and the diploma.

15.1.8 The Final Written Examination

The written examination is comprised of a ‘seen’ question and an ‘unseen’ paper.

The ‘seen’ question is released two weeks prior to the examination. Students are required to research the topic; write the essay; learn the essay; and write it under examination conditions. Students are allocated 1½ hours


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to write the essay, which counts for 22% of the written examination mark allocation.

The ‘unseen’ paper is comprised of eight essay questions, of which students must choose six to answer. Students are allocated 3 hours to write the ‘unseen’ examination paper, which counts as 78% of the written examination mark allocation (13 marks per essay are allocated).

Students must pass the written examination with a minimum grade of 60%.

The written examination result accounts for ⅓ (one third) of the overall final course grade.

15.2 Practicum Course Component The practicum is comprised of 200 hours teaching practice; 50 hours (10 x 5 hours) of observation; and a minimum of 300 hours of independent study.

Teaching Practice During teaching practice, students conduct themselves as ‘trainee’ Montessori

Directresses in a real Montessori classroom environment. Teaching practice is the forum for students to put the knowledge and skills acquired during lectures, demonstrations, supervised and private practice into practice.

Observation Observation is one of the fundamental cornerstones of the Montessori philosophy.

It is only through watching and recording what a child is doing and how he/she behaves, that one is able to assess abilities and strengths and weaknesses. Observation is the act of accurately watching and recording all the facts of a situation as they occur naturally (i.e. a classroom situation), in order to identify the needs of the situation and proceed accordingly.

Independent Study Independent study can be described as any work undertaken outside of scheduled

lecture hours. For example, time spent preparing for tests, assignments, material making, examinations, research, private practice etc.

15.2.1 Practicum Venues (Teaching Practice and Observation Sites)

It is essential that the schools at which students undertake teaching practice and observations are well equipped enough for the students to benefit and that the supervising teachers (directresses) are sufficiently well trained to mentor the students throughout their practical experience. For this reason, The College of Modern Montessori has ‘Practicum Site Agreements’ with a selection of Montessori schools in the Gauteng and Kwa-Zulu Natal regions. A list of approved schools is disseminated at the orientation evening and students are required to contact the school they wish to attend in order to secure a teaching practice post.

15.2.2 Practicum Schedule & Attendance

Teaching Practice o A total of 200 hours of teaching practice must be completed. As part

time students’ available time is often limited by virtue of work and/or family obligations, the teaching practice course contingent can be


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completed, according to the student’s schedule, over a minimum of one year and a maximum of two years.

o A minimum of 50% of total teaching practice hours (100 hours) must be completed during the academic year for which the student is enrolled (2015).

o A maximum of 50% of total teaching practice hours (100 hours) can be completed in the following academic year (2016).

o Part time students enrolled for the 2015 academic year must complete all teaching practice hours by 31st October 2016.

o Students must complete a minimum of 100 hours of teaching practice in order to gain entrance to the final practical and theory examinations.

Observation o Part time students are required to complete all 50 observation hours

(10 observations) during the academic year for which he/she is enrolled (2015) and submit the requisite reports and manual on the date specified by the lecturer/course director.

15.2.3 Practicum Evaluation and Expected Performance

Teaching Practice

The supervising teachers of the practicum sites have undertaken the responsibility of observing the students they are hosting, and act as mentors for the students throughout the teaching practice experience.

The supervising teacher completes a report on the student’s performance at the end of each subject area and returns it to the course director/lecturer. The student is informed of his/her strengths, weaknesses and areas that require improvement.

The student is required to evaluate his/her own performance after each teaching practice day and complete a report detailing the experience.

The field supervisor makes an appointment with the principal/supervising teacher to visit the school at which the student is undertaking teaching practice. The field supervisor observes the student and evaluates student performance (e.g. the accuracy of presentations, his/her rapport with the child, confidence, enthusiasm etc). The field supervisor discusses the student’s progress with the supervising teacher, and where possible, with the principal of the school. The field supervisor holds a feedback session with the student in order to discuss strengths, weaknesses and areas that require improvement. Each student has a minimum of 3 field supervisor visits throughout the teaching practice experience.

A mock practical examination is scheduled upon completion of each subject area and the assessment of such reveals proficiency/lack thereof and the appropriate course of action is taken. Specific evaluative criteria and their constituent mark allocations are recorded.

The total number of teaching practice hours undertaken by the student is recorded on the academic transcript, which accompanies the diploma.

Observation

After each of the ten observations, the supervising teacher completes a report which evaluates the student’s performance.

An observation manual is compiled by the student, which details the findings of each individual observation.


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The total number of observation hours undertaken by the student is recorded on the academic transcript, which accompanies the diploma.

Independent Study

Students are required to keep a log of all independent study hours undertaken. These records must be submitted to the lecturer/course director at the end of each term.


15.2.4 The Final Practical Examination

For the practical examination, each student is allocated a time slot, at which point, he/she will be required to prove proficiency in the practical application of the following subject areas: Practical Life; Sensorial, Language, Mathematics, Cultural subjects and the Three Period Lesson.

Students are randomly allocated a practical examination sheet comprised of two presentations per subject area. Students are required to choose one presentation per subject area to perform for the examiners (the student plays the role of the teacher (directress) and the examiner performs the role of the child).

In addition to the presentation itself, each student is required to demonstrate knowledge on three preceding exercises and three exercises that follow the allocated presentation (‘befores and afters’), the direct aim, the indirect aim, the control of error and show general understanding.

Students are required to pass each subject area, with a minimum grade of 60%.

In the event of a student being awarded a grade of below 60% for more than one subject area, this will result in failure of the practical examination.

Should a student be awarded a grade of below 60% for only one subject area, he/she will obtain another chance to perform the presentation, in addition to the second presentation (from the same subject area) listed on the practical examination sheet.

The practical examination result accounts for ⅓ (one third) of the overall final course grade.

16. Work Load The course curriculum is extensive and therefore, the work load is considerable. Students can expect to spend a minimum of two hours per day (i.e. over and above scheduled lecture and practicum hours) dedicated to their studies (i.e. consolidation, course work preparation and revision).

17. Qualification – Diploma and Certification Documentation Graduates are awarded a diploma, an academic transcript and copies of accreditation certification.


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17.1 Diploma

Each student is eligible to be awarded a diploma when:

90% of scheduled lectures have been attended;

all course work has been completed with an minimum average grade of 60%;

all scheduled practical teaching hours have been completed;

10 days (50 hours) observation in Montessori classrooms have been completed;

the final written examination has been passed with a minimum grade of 60%;

the final practical examination has been passed with a minimum grade of 60%;

and all fees have been paid.

17.2 Academic Transcript The academic transcript can be described as a synopsis of the graduate’s course performance. The academic transcript is signed by the Course Director and the Director of Studies and is comprised of the following information: The total number of lectures attended (academic clock hours).

The individual course work subject averages.

The overall course work average.

The practical examination grade.

The theory examination grade.

The overall course grade.

The total number of observation hours undertaken.

The total number of teaching practice hours undertaken.

The total number of independent study hours undertaken.

17.3 Accreditation Certification Copies of the part time course accreditation certification awarded by MACTE accompany the academic transcript and diploma.

18. Pass Rate MACTE accredited programmes must maintain a minimum pass rate threshold of 70%. The pass rate for the part time course ranges between 71% and 76%.

19. Career Information and Opportunities

Our function is to train and equip our students with the skills and knowledge to enable them to become Montessori Directors/Directresses. We do not act as an employment agency or guarantee employment. However, every effort is made to place our students in suitable employment when vacancies arise. Schools and childcare agencies all over the world frequently approach the College for qualified directresses.

Most students’ dream is to open their own school. We lecture comprehensively on how to realise this dream, consequently, many of our students have gone on to open their own schools.


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20. Fees – 2015

The 2015 course fee is R38 700.00

A deposit of R7 570.00 is payable upon submission of the application form.

Please note that the fee includes a tablet/netbook preloaded with all course material and teaching manuals. The specifics of the device have not yet been finalised; however, students will be furnished with information in this regard towards the end of 2014.

20.1 Payment Options

Full Settlement

In this case a discount of 5% applies*.

Fees: R38 700.00 – 5% (R1 935.00) = R36 765.00

R7 570.00 deposit payable upon submission of the application form.

R29 195.00 payable on/prior to orientation by cheque, direct deposit, electronic fund transfer (EFT), or in cash.

*The discount only applies in the event of full settlement on or prior to the orientation evening.

*Fees can be paid by credit card (Visa or MasterCard only); however, in this case the 5% discount does not apply.

Quarterly Payments

In this case, no interest applies.

Fees: R38 700.00


R31 130.00 payable in 4 instalments of R7 782.50.

Post-dated cheques, or future-dated/recurring EFT payments, or credit card details (Visa or MasterCard only) must be submitted according to the following schedule:

1st Quarter: R7 782.50: 15th January

2nd Quarter: R7 782.50: 01st April

3rd Quarter: R7 782.50: 01st July

4th Quarter: R7 782.50: 01st October

Overdue accounts are subject to a 10% late payment penalty.

Monthly Payments

In this case, interest of 10% on the full course fee applies.

R38 700.00 + 10% (R3 870.00) = R42 570.00



Ten instalments of R3 500.00 payable by post-dated cheques, or future-dated/recurring EFT payments, dated consecutively from 1st February to 1st November.


20.2 Banking Details

Bank: Standard Bank

Branch: Rosebank


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Branch Code: 004305

Name of Account: The College of Modern Montessori

Account Number: 00-198-172-2

Reference: PT2015 + Student's Surname (e.g. - PT2015 - Smith)

Payment Confirmation: Gauteng students: Payment confirmation must be faxed to (011) 608-1586

or emailed to [email protected] & [email protected]

Kwa-Zulu Natal students: Payment confirmation must be faxed to (031) 767-4627

or emailed to [email protected] and [email protected]

20.3 Withdrawal or Cancellation of Enrolment Refund Policy

Fees will be refunded in full to any applicant not accepted for the course. Once a student has been accepted, under no circumstances will a refund be considered.

If a student withdraws from the course during the cycle it is impossible to replace him/her with another student. Therefore, course fees cannot be refunded and the full course fees will still be payable.

In the event that a student falls pregnant or ill, postponement of lecture attendance may be considered. In this case, the course fees remain payable in the year for which the student originally enrolled, and a place will be reserved for the student in the following academic year (no later). In this case, written confirmation detailing the student’s condition is required from a medical practitioner.

20.4 Financial Aid

The College of Modern Montessori does not offer financial aid.

21. Conclusion We thank you for your interest expressed in the part time course. In the event that you have any queries with the contents of this Prospectus, please do not hesitate to contact the Director of Studies/Registrar/Course Director for further information.





THE COLLEGE & SCHOOL OF MODERN MONTESSORI Reg. No. CK94/21728/2

MEMBERS: A.A. DARBY, P.A. DARBY, O.C. DARBY, A.M. DARBY

P.O. Box 119, Linbro Park, 2065, Gauteng, SOUTH AFRICA 119 1st Road, Linbro Park, Sandton, Gauteng, SOUTH AFRICA Telephone: (+27) 11-608-1584 / 2206 Fax: (+27) 11-608-1586 e-mail: [email protected] & [email protected] web site: http://www.montessoriint.com

Dear Prospective Student,

The College of Modern Montessori was established in 1981 in London, United Kingdom, and initially The College offered only correspondence courses. The concept of learning the Montessori method was met with such overwhelming enthusiasm all over the world, that we developed the Early Childhood (2½ - 6 year age group) Montessori Teacher Training Course for students who wish to enrol on a more comprehensive course. This course may be undertaken on a full time or part time basis and has been awarded the highest national and international accreditation.

The full time course has proved to be so popular that we receive more applicants than there are places. We limit the intake so that the exclusivity of the course and the personal attention between lecturer and student is retained.

I take pleasure in enclosing herewith information on the full time Early Childhood Montessori Teacher Training Course but please bear in mind that Montessori and its impact on education can be best explained in a real Montessori environment. We, therefore, invite you to schedule an appointment to visit the College and School, at which time the course structure and content will be explained to you in detail.

We look forward to meeting you.

Kind regards,

OLIVIA DARBY Director of Studies

Full Time Course Prospectus: 2015 Academic Year 1

2015 FULL TIME COURSE PROSPECTUS




~ Maria Montessori

Early Childhood Montessori Teacher Training Course

Full Time Course Prospectus

2015 Academic Year

Full Time Course Prospectus: 2015 Academic Year

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Table of Contents

# Description Page

1 Introduction 3

2 Mission Statement 3

3 Educational Objectives 3

4 Code of Ethics 3

5 Non-Discrimination Policy 3

6 Contact Details 3

7 Accreditation 4

8 Maria Montessori and the Montessori Method 4

9 Course Description 4

10 Competencies 4 – 5

11 Admission Requirements & Selection Procedures 5

12 Registration and Admission Sequence 6

12.1 Registration Closing Date 6

13 Course Duration 6

13.1 2015 Academic Calendar 6

13.2 Orientation Evening 6 – 7

14 Academic Faculty 7

15 Course Components 7

15.1 Academic Course Component 7

15.1.1 Lectures 8

15.1.2 Lecture Venue 8

15.1.3 Lecture/Academic Schedule 8

15.1.4 Lecture Attendance 8

15.1.5 Course Work 8 – 9

15.1.6 Course Work Evaluation and Expected Performance 9

15.1.7 Course Work Subject Categories and Final Overall Grade 9

15.1.8 The Final Written Examination 9 – 10

15.2 Practicum Course Component 10

15.2.1 Practicum Venues 10

15.2.2 Practicum Schedule 10

15.2.3 Practicum Attendance 10 – 11

15.2.4 Practicum Evaluation and Expected Performance 11

15.2.5 The Final Practical Exam 12

16 Work Load 12

17 Qualification – Diploma and Certification Documentation 12

17.1 Diploma 12

17.2 Academic Transcript 13

17.3 Accreditation Certification 13

18 Pass Rate 13

19 Career Information and Opportunities 13

20 Fees – 2015 13

20.1 Payment Options 14

20.2 Banking Details 14

20.3 Withdrawal or Cancellation of Enrolment Policy 15

20.4 Financial Aid 15

21 Conclusion 15


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1. Introduction

The College of Modern Montessori (established in London, United Kingdom in 1981) was founded for the purpose of offering superior quality distance learning, part time and full time Montessori teacher training.

2. Mission Statement

To educate students to be imbued with the spirit and ideals of Montessori principles.

3. Educational Objectives

To help students form a coherent and consistent set of values that blend with Montessori principles.

To enable students to study and understand the theory and philosophy of Montessori ideas.

To enable students to build a versatile set of skills to work with and advance children’s learning in a Montessori classroom.

To develop the growth of Montessori education.

4. Code of Ethics The principles and ideas of Montessori on the integrity and needs of children underpin all aspects of the course. Students, academic and administrative staff strive to apply these same principles in their work and relationships with each other. All members are expected to act with integrity and dignity and to respect each other.

5. Non-Discrimination Policy Discrimination is against South African law. Students and staff are appointed on merit. The course is rooted in the belief that all people regardless of race, colour, language, creed and gender are of equal worth and treated equally in the selection for and the conduct of the course. The course conforms absolutely with the Constitution of South Africa.

6. Contact Details

Director of Studies: Olivia Darby

Registrar: Adam Darby

Telephone: 011-608-1584/2206

Fax: 011-608-1586

Cell Phone: 082-375-7536 / 082-896-6162 (SMS contact request)


Address (Head Office) : The School and College of Modern Montessori 119 1st Road, Linbro Park, Sandton

Map and Directions: Available on our website (www.montessoriint.com)





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7. Accreditation

The College of Modern Montessori holds accredited status for its part time and full time early childhood teacher education certification courses from the Montessori Accreditation Council for Teacher Education (MACTE) through the years 2011 – 2018. MACTE is an autonomous, international, non-profit making accreditation agency for Montessori teacher education programmes. The MACTE Commission is based in the United States and is the premier, internationally recognised, standard setting and accrediting body for Montessori teacher education. Their contact details are as follows:

Address : Rebecca Pelton Tel: +1 (434) 202-7793

Executive Director Fax: +1 (888) 525-8838 MACTE Commission Email: [email protected] 108 Second Street, S.W. Web: www.macte.org

Suite # 7 Charlottesville Virginia, VA 22902 U.S.A

Follow this link should you wish to verify The College of Modern Montessori’s accreditation status: http://www.macte.org/southafrica.html

8. Maria Montessori and the Montessori Method Detailed information on Maria Montessori, the Montessori method and the differences between Montessori and traditional education can be found on our website (www.montessoriint.com) under the ‘Montessori Method’ tab.

9. Course Description

Overview: Montessori teacher training course Montessori Age Range: Early childhood: 2½ - 6 year age group Course Delivery: Full time course, comprising theoretical and practical elements

10. Competencies The candidate for certification:

1. Montessori Philosophy and Human Development

a. demonstrates an understanding of and implements Montessori philosophy with a focus on the early childhood years;

b. comprehends and utilizes an understanding of the stages of human growth, development, and educational theories with an emphasis from two and one-half (2 ½) through six (6) years of age;

c. demonstrates evidence of personal growth through self-evaluation and introspection; and


http://www.macte.org/

http://www.macte.org/southafrica.html



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d. demonstrates knowledge of developmental and behavioural norms and potential recommendations toward early intervention services.

2. Classroom Leadership

a. demonstrates observation, documentation, and analytical skills necessary for planning and recording the progress of children;

b. utilizes cultural sensitivity in support of the development of individual children; c. demonstrates an ability to implement effective classroom strategies; d. demonstrates leadership skills and an understanding of professional standards;

and e. incorporates an understanding of administrative functions.

3. Curriculum Implementation a. demonstrates the principles of Montessori environmental and material design; b. articulates the rationale and sequence of the Montessori curriculum; c. demonstrates proficiency in applying Montessori principles in the context of the

curriculum, didactic materials, and lesson presentations; d. designs and maintains a developmentally appropriate Montessori environment in

response to the needs of students; e. utilizes a variety of instructional strategies and assessment methods; and f. demonstrates an awareness and understanding of governmental regulations.

4. Community Involvement and Partnership with Families

a. demonstrates cultural sensitivity in communications and work with families and children;

b. demonstrates an awareness of community resources for additional support of children and families; and

c. identifies and has an awareness of available professional associations.

11. Admission Requirements and Selection Procedures

Students must be at least eighteen years old and have a matriculation certificate.

Students must be interviewed personally by the Director of Studies/Registrar to assess suitability for enrolment on the course.

The prospective student's motivation, his/her commitment to hard work and determination to become a Montessori directors/directress is taken into consideration.

Prospective students not meeting the above qualification, but would like to train as a Montessori director/directress will be interviewed to determine possible exemption. Applicants not in possession of a matric certificate are assessed to establish whether or not their educational level is high enough to meet the academic phase of the course. In other words, the applicant’s ability to benefit is assessed. These candidates may be required to submit an essay detailing the motivating factors for embarking in a career in Montessori education.

Students who are currently in grade 12 and have yet to sit their final examinations, or are awaiting results, are required to submit a transcript of their most recent grades achieved with their application form. A copy of their matriculation certificate must be submitted on, or prior to, the orientation evening in February 2015.


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12. Registration and Admission Sequence

Telephonic/email enquiry is made by interested candidates.

Course prospectus and application form is emailed/posted.

Appointment is made with the Director of Studies/Registrar in order to: o discuss the course content and structure in more detail; o provide the candidate with a tour of the School and College facilities; and o interview the candidate to assess suitability for enrolment on the course.

Application form; admission documentation; photographs; proof of payment of the deposit; is returned to the Director of Studies. In order to facilitate the efficient processing of applications, applicants may email a scanned copy of the application form and admission documentation to [email protected] and [email protected]; however, the original copy of the application form must be submitted upon acceptance.

Acceptance and date of commencement of studies is confirmed in writing.

12.1 Registration Dates

Registration for the 2015 academic year opens on 30th April 2014.

There is no specific cut-off date for registrations. There are a limited number of places available and applications are no longer accepted once all the places have been filled.

Where selection becomes necessary because the number of suitable applicants exceeds the number of available places, preference will be given to applicants who have submitted the application form; accompanying documentation, and paid the deposit.

13. Course Duration

One academic year plus a six month research project.

13.1 2015 Academic Calendar

Orientation: Thursday 05th February

Term 1: Monday 09th February – Friday 17th April

Term 2: Tuesday 5th May – Friday 7th August

Term 3: Tuesday 8th September – Friday 4th December


Practical Exam: Dates to be advised*

* Each student is allocated a one hour practical examination time slot over a four day period.

13.2 Orientation Evening

Date: Thursday 5th Feb, 2015

Time: 5:30pm – 8:30pm

Venue: The College of Modern Montessori, Linbro Park




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All students are required to attend the orientation evening for the following reasons: o A short lecture on what you can expect for the year to come and on how you

can best prepare yourself for lectures and teaching practice is delivered. o Academic faculty (course directors, lecturers and field supervisors), the

management team and the administrative staff are introduced to the student body.

o All administrative requirements are finalised, to ensure that each student profile is complete in readiness for the commencement of studies. Specifically: - any outstanding application documentation is submitted; - contact details are verified; - outstanding tuition fees/proof of payment is submitted.

o Academic schedules (dates, times and details of each lecture and teaching practice day for the year) are handed out.

o A class list detailing student names, telephone numbers and residential areas is available, so it is the perfect time to arrange lift clubs with students living close by to one another.

o Drinks and snacks are served and students are presented with a relaxed social forum to meet and get to know one another before lectures commence.

14. Academic Faculty The academic faculty is comprised of the Director of Studies, Course Directors, Senior Lecturers, Junior Lecturers and Field Supervisors. All members of academic faculty:

hold accredited early childhood Montessori teaching qualifications;

have early childhood Montessori instruction experience with children and adults;

are committed to life-long learning and professional development and attend workshops and training courses periodically to update, refresh and expand their knowledge and skills repertoire;

are registered assessors;

are dedicated educators, committed to excellence, who subscribe to the maxim: “The mediocre teacher tells. The good teacher explains. The great teacher inspires.”

(William Arthur Ward)

15. Course Components: Academic and Practicum The course is comprised of an academic (i.e. lectures) element and a practical (practicum) element. The academic and practicum course components are discussed in detail to follow.

15.1 Academic Course Component

The academic course component is comprised of a minimum of 390 hours of on-site, direct contact between instructor and student.


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15.1.1 Lectures

Each lecture is typically comprised of a lesson portion, a demonstration portion, and a supervised practice portion.

Lesson The lesson portion is a typical lecture/instruction scenario, where the lecturer imparts information to the class.

Demonstration The lecturer, playing the role of the teacher, demonstrates the presentation of various Montessori materials.

Supervised Practice The students practice the presentations of Montessori materials under the supervision of the lecturer. The students work in pairs and take turns playing the role of the teacher and of the child.

15.1.2 Lecture Venue

Full time students attend lectures at the following campus:

Linbro Park Campus: The College of Modern Montessori 119 1st Road Linbro Park Sandton Gauteng

15.1.3 Lecture/Academic Schedule

Three lectures (Monday, Tuesday and Thursday) per week from 8:30am to 2:30pm.

Lectures are held during private school terms (ISASA 3 term calendar).

15.1.4 Lecture Attendance

Students are required to attend a minimum of 90% of scheduled lecture hours.

Students exceeding the maximum 10% absence quota are required to attend workshop(s) or have private lesson(s), in order to make up academic clock hours.

15.1.5 Course Work

The course director/lecturer sets written work (assessments) during and at the end of each section to establish competence. This is called course work and is included in the academic course component. Course work is comprised of a variety of evaluative measures, which include:

Essays

Tests

Research projects

Material making

Mock practical examinations

Mini-thesis


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Book summaries

Teaching manuals

15.1.6 Course Work Evaluation and Expected Performance

Students are informed of their performance and results thus:

During the course cycle all written and practical work is marked and returned with a grade.

Every student is given a comprehensive mark sheet detailing where marks are awarded for each piece of work submitted, which highlights areas of strength and weakness and shows the student precisely what is expected in order to improve.

The minimum pass mark is 60% (for each piece of assigned work).

All assigned course work is compulsory and no exemptions will be considered.

Students must obtain a minimum course work average of 60% in order to gain entrance to the final practical and theory examinations.

15.1.7 Course Work Subject Categories and Final Overall Grade

An average of the course work grades achieved in each of the following subject area categories is calculated: 1) Montessori Philosophy and Childhood Development 2) Practical Life 3) Sensorial 4) Language 5) Mathematics 6) Art, Music and Religion 7) History and Science 8) Geography 9) Botany and Zoology 10) Observation (Records and Manual)

An average of all ten subject area categories constitutes the final course work grade, which accounts for ⅓ (one third) of the overall course grade, which reflects on the academic transcript and the diploma.

15.1.8 The Final Written Examination

The written examination is comprised of a ‘seen’ question and an ‘unseen’ paper.

The ‘seen’ question is released two weeks prior to the examination. Students are required to research the topic; write the essay; learn the essay; and write it under examination conditions. Students are allocated 1½ hours to write the essay, which counts for 22% of the written examination mark allocation.

The ‘unseen’ paper is comprised of eight essay questions, of which students must choose six to answer. Students are allocated 3 hours to write the ‘unseen’ examination paper, which counts as 78% of the written examination mark allocation (13 marks per essay are allocated).

Students must pass the written examination with a minimum grade of 60%.


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The written examination result accounts for ⅓ (one third) of the overall final course grade.

15.2 Practicum Course Component The practicum is comprised of 230 hours teaching practice; 50 hours (10 x 5 hours) of observation; and a minimum of 450 hours of independent study.

Teaching Practice During teaching practice, students conduct themselves as ‘trainee’ Montessori

Directresses in a real Montessori classroom environment. Teaching practice is the forum for students to put the knowledge and skills acquired during lectures, demonstrations, supervised and private practice into practice.

Observation Observation is one of the fundamental cornerstones of the Montessori philosophy.

It is only through watching and recording what a child is doing and how he/she behaves, that one is able to assess abilities and strengths and weaknesses. Observation is the act of accurately watching and recording all the facts of a situation as they occur naturally (i.e. a classroom situation), in order to identify the needs of the situation and proceed accordingly.

Independent Study Independent study can be described as any work undertaken outside of scheduled

lecture hours. For example, time spent preparing for tests, assignments, material making, examinations, research, private practice etc.

15.2.3 Practicum Venues (Teaching Practice and Observation Sites)

It is essential that the schools at which students undertake teaching practice and observations are well equipped enough for the students to benefit and that the supervising teachers (directresses) are sufficiently well trained to mentor the students throughout their practical experience. For this reason, The College of Modern Montessori has ‘Practicum Site Agreements’ with a selection of Montessori schools in the Gauteng region. A list of approved schools is disseminated at the orientation evening and students are required to contact the school they wish to attend in order to secure a teaching practice post.

15.2.4 Practicum Schedule

Teaching practice and observation days are scheduled thus:

Teaching Practice Two days (Wednesday and Friday) per week at a Montessori school and

one practical block week (i.e. only teaching practice and no lectures) at the end of each subject area (every 4 – 6 weeks).

Observation All ten observation days are incorporated into the teaching practice

schedule (Wednesdays and Fridays).

15.2.5 Practicum Attendance

Students are required to attend the full quota of scheduled teaching practice and observation days.


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In the event that a student is unable to undertake teaching practice/observation on any given scheduled day, he/she is required to make up the time on a ‘free day’ (i.e. no lectures/teaching practice scheduled).

15.2.6 Practicum Evaluation and Expected Performance

Teaching Practice

The supervising teachers of the practicum sites have undertaken the responsibility of observing the students they are hosting, and act as mentors for the students throughout the teaching practice experience.

The supervising teacher completes a report on the student’s performance at the end of each subject area and returns it to the course director/lecturer. The student is informed of his/her strengths, weaknesses and areas that require improvement.

The student is required to evaluate his/her own performance after each teaching practice day and complete a report detailing the experience.

The field supervisor makes an appointment with the principal/supervising teacher to visit the school at which the student is undertaking teaching practice. The field supervisor observes the student and evaluates student performance (e.g. the accuracy of presentations, his/her rapport with the child, confidence, enthusiasm etc). The field supervisor discusses the student’s progress with the supervising teacher, and where possible, with the principal of the school. The field supervisor holds a feedback session with the student in order to discuss strengths, weaknesses and areas that require improvement. Each student has a minimum of 3 field supervisor visits throughout the teaching practice experience.

A mock practical examination is scheduled upon completion of each subject area and the assessment of such reveals proficiency/lack thereof and the appropriate course of action is taken. Specific evaluative criteria and their constituent mark allocations are recorded.


Observation

After each of the ten observations, the supervising teacher completes a report which evaluates the student’s performance.

An observation manual is compiled by the student, which details the findings of each individual observation.

The total number of observation hours undertaken by the student is recorded on the academic transcript, which accompanies the diploma.

Independent Study

Students are required to keep a log of all independent study hours undertaken. These records must be submitted to the lecturer/course director at the end of each term.



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15.2.7 The Final Practical Examination

For the practical examination, each student is allocated a time slot, at which point, he/she will be required to prove proficiency in the practical application of the following subject areas: Practical Life; Sensorial, Language, Mathematics, Cultural subjects and the Three Period Lesson.

Students are randomly allocated a practical examination sheet comprised of two presentations per subject area. Students are required to choose one presentation per subject area to perform for the examiners (the student plays the role of the teacher (directress) and the examiner performs the role of the child).

In addition to the presentation itself, each student is required to demonstrate knowledge on three preceding exercises and three exercises that follow the allocated presentation (‘befores and afters’), the direct aim, the indirect aim, the control of error and show general understanding.

Students are required to pass each subject area, with a minimum grade of 60%.

In the event of a student being awarded a grade of below 60% for more than one subject area, this will result in failure of the practical examination.

Should a student be awarded a grade of below 60% for only one subject area, he/she will obtain another chance to perform the presentation, in addition to the second presentation (from the same subject area) listed on the practical examination sheet.

The practical examination result accounts for ⅓ (one third) of the overall final course grade.

16. Work Load The course curriculum is extensive and therefore, the work load is considerable. Students can expect to spend three hours per day (i.e. over and above scheduled lecture and practicum hours) dedicated to their studies (i.e. consolidation, course work preparation and revision).

17. Qualification – Diploma and Certification Documentation

Graduates are awarded a diploma, an academic transcript and copies of MACTE accreditation certification.

17.1 Diploma

Each student is eligible to be awarded a diploma when:

90% of scheduled lectures have been attended;

all course work has been completed with an minimum average grade of 60%;

all scheduled practical teaching hours have been completed;

10 days (50 hours) observation in Montessori classrooms have been completed;

the final written examination has been passed with a minimum grade of 60%;

the final practical examination has been passed with a minimum grade of 60%;

and all fees have been paid.


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17.2 Academic Transcript The academic transcript can be described as a synopsis of the graduate’s course performance. The academic transcript is signed by the course director and the Director of Studies and is comprised of the following information: The total number of lectures attended (academic clock hours).

The individual course work subject averages.

The overall course work average.

The practical examination grade.

The theory examination grade.

The overall course grade.

The total number of observation hours undertaken.

The total number of teaching practice hours undertaken.

The total number of independent study hours undertaken.

17.3 Accreditation Certification Copies of the full time course accreditation certification awarded by MACTE accompany the academic transcript and diploma.

18. Pass Rate MACTE accredited programmes must maintain a minimum pass rate threshold of 70%. The pass rate for the full time course ranges between 73% and 80%.

19. Career Information and Opportunities

Our function is to train and equip our students with the skills and knowledge to enable them to become Montessori Directors/Directresses. We do not act as an employment agency or guarantee employment. However, every effort is made to place our students in suitable employment when vacancies arise. Schools and childcare agencies all over the world frequently approach the College for qualified directresses.

Most students’ dream is to open their own school. We lecture comprehensively on how to realise this dream, consequently, many of our students have gone on to open their own schools.

20. Fees – 2015

The 2015 course fee is R51 600.00

A deposit of R8 760.00 is payable upon submission of the application form.

Please see overleaf for a detailed breakdown of all payment options.


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20.1 Payment Options

Full Settlement

In this case a discount of 5% applies*.

Fees: R51 600.00 – 5% (R2580.00) = R49 020.00


R40 260.00 payable on the orientation evening by cheque, direct deposit, electronic fund transfer (EFT), or in cash.

*The discount only applies in the event of full settlement on or prior to the orientation evening.

*Fees can be paid by credit card (Visa or MasterCard only); however, in this case the 5% discount does not apply.

Quarterly Payments

In this case, no interest applies.

Fees: R51 600.00



Post-dated cheques, or future-dated/recurring EFT payments, or credit card details (Visa or MasterCard only) must be submitted according to the following schedule:

1st Quarter: R10 710.00: 15th January

2nd Quarter: R10 710.00: 1st April

3rd Quarter: R10 710.00: 1st July

4th Quarter: R10 710.00: 1st October

Overdue accounts are subject to a 10% late payment penalty. Monthly Payments

In this case, interest of 10% on the full course fee applies.

R51 600.00 + 10% (R5160) = R56 760.00.



Ten instalments of R4 800.00 payable by post-dated cheques, or future-dated/recurring EFT payments, dated consecutively from 1st February to 1st November.


20.2 Banking Details

Bank: Standard Bank

Branch: Rosebank

Branch Code: 004305

Name of Account: The College of Modern Montessori

Account Number: 00-198-172-2

Reference: FT2015 + Student's Surname (e.g. FT2015 - Smith)

Payment Confirmation: Payment confirmation must be emailed to: [email protected] and [email protected]; or faxed to: 011-608-1586



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20.3 Withdrawal or Cancellation of Enrolment Refund Policy

Fees will be immediately refunded in full to any applicant not accepted for the course. Once a student has been accepted, under no circumstances will a refund be considered.

If a student withdraws from the course during the cycle it is impossible to replace him/her with another student. Therefore, course fees cannot be refunded and the full course fees will still be payable.

In the event that a student falls pregnant or ill, postponement of lecture attendance may be considered. In this case, the course fees remain payable in the year for which the student originally enrolled, and a place will be reserved for the student in the following academic year (no later). In this case, written confirmation detailing the student’s condition is required from a medical practitioner.

20.4 Financial Aid

The College of Modern Montessori does not offer financial aid.

21. Conclusion We thank you for your interest expressed in the full time course. In the event that you have any queries with the contents of this Prospectus, please do not hesitate to contact the Director of Studies/Registrar for further information.

THE MONTESSORI ACCREDITATION COUNCIL FOR TEACHER EDUCATION

Certifies that

The College of Modern Montessori 119 First Road, Linbro Park, Sandton, 2065, Gauteng, South Africa

Has been granted

Full Accreditation to

September 12, 2012

for its

Early Childhood Montessori Teacher Education Certification Program

Rebecca Pelton, Executive Director Anita Wolberd, Chairperson

THE MONTESSORI ACCREDITATION COUNCIL FOR TEACHER EDUCATION

Certifies that

The College of Modern Montessori 9 Anthony Drive, Chemsfordville, Gillits, Durban, Kwa-‐Zulu Natal, South Africa

Has been granted

Full Accreditation to

September 12, 2012

for its

Early Childhood Montessori Teacher Education Certification Program

Rebecca Pelton, Executive Director Anita Wolberd, Chairperson

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The Value of Accreditation

Council for

Higher Education

Accreditation

CH

EA®

June 2010

Developed by regional, national and programmatic accrediting organizations and the Council for Higher Education Accreditation

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© Copyright 2010 Council for Higher Education Accreditation.All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system, without permission in writing from the publisher.

Developed by regional, national and programmatic accrediting organizations and the Council for Higher Education Accreditation, including:

Barbara BrittinghamPresident / Director of the CommissionNew England Association of Colleges and Schools

Mary Jane HarrisDirector, Department of AccreditationAmerican Physical Therapy Association

Michael LambertExecutive DirectorDistance Education and Training Council

Frank MurrayPresidentTeacher Education Accreditation Council

George PetersonExecutive Director EmeritusABET, Inc.

Jerry Trapnell Executive Vice President and Chief Accreditation OfficerThe Association to Advance Collegiate Schools of Business

Peter VlassesExecutive DirectorAccreditation Council for Pharmacy Education

Belle WheelanPresidentSouthern Association of Colleges and Schools

Ralph WolffPresident and Executive DirectorWestern Association of Schools and CollegesAccrediting Commission for Senior Colleges and Universities

Susan Zlotlow Director, Commission on Accreditation American Psychological Association

Judith EatonPresidentCouncil for Higher Education Accreditation

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ccreditation in the United States is a means to assure and improve higher education quality, assisting institutions and programs using a set of standards

The Value of Accreditation

Adeveloped by peers. An institution or program that has successfully completed an accreditation review has in place the needed instructional, student support and other services to assist students to achieve their educational goals. Accreditation has helped to provide the conditions necessary for the United States to develop diverse, flexible, robust and often admired higher education.

ACCREDITATION: A PROCESS AND A STATUS

Accreditation is both a process and a status. It is the process of reviewing colleges, universities, institutions and programs to judge their educational quality – how well they serve students and society. The result of the process, if successful, is the award of “accredited status.”

Accreditation is carried out through nongovernmental organizations created in whole or in part by the higher education community. Some accrediting organizations review colleges and universities. Others review specific programs, e.g., law, medicine, engineering. In a number of fields, especially the health professions, graduation from an accredited program is a requirement for receiving a license to practice. At present, 80 recognized organizations accredit more than 7,000 institutions and 19,000 programs serving more than 24 million students.*

All accrediting organizations create and use specific standards both to assure that institutions and programs meet threshold expectations of quality and to assure that they improve over time. These standards address key areas such as faculty, student support services, finance and facilities, curricula and student learning outcomes.

All accrediting organizations use common practices, including a self review by the institution or program against the standards, an on-site visit by an evaluation team of peer experts and a subsequent review and decision by the accrediting body about accredited status. This review is repeated every three to ten years if the institution or program is to sustain its accreditation.

*Council for Higher Education Accreditation, 2008.

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Established accrediting organizations themselves are usually subject to external review, a process called “recognition.” This involves periodic examination of the organizations based on a set of standards, The external examination is carried out by the U.S. Department of Education or, in the private sector, the Council for Higher Education Accreditation.

ACCREDITATION BENEFITS STUDENTS AND THE PUBLIC“Accredited status” means that students and the public can expect that a school or program lives up to its promises. It means that a student can have confidence that a degree or credential has value. Accreditation signals that the public can have confidence in the worth of an institution or program.

For students, accreditation provides value related to not only judging quality, but also obtaining employment, receiving student aid and transferring credits. Accreditation:

• Encourages confidence that the educational activities of an accredited institution or program have been found to be satisfactory.

• Assists with student mobility: Accredited status indicates to institutions judging requests for transfer or applications for graduate school that the sending institution or program has met threshold expectations of quality.

• Signals to prospective employers that a student’s educational program has met widely accepted standards, with graduation from an accredited program, in some cases, a prerequisite for entering a profession.

• Provides access to federal and sometimes state financial aid, available to qualified students who attend institutions accredited by recognized accrediting organizations.

To the public, the accreditation process provides value not only through judging quality, but also assuring reliable information about institutions and programs, promoting accountability and identifying successful improvement efforts. Accreditation:

• Confirms that the public presentation of an educational program, student services and graduate accomplishments is fair and accurate.

• Promotes accountability through ongoing external evaluation of the institution or program, with a finding that there is compliance with general expectations in higher education or a professional field as reflected in the accreditation standards.

• Identifies institutions and programs that have voluntarily undertaken explicit activities directed at improving the quality of the institution and its professional programs and are carrying them out successfully.

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FREQUENTLY ASKED QUESTIONS

What is the Value of Accreditation?

Accreditation:

• Encourages confidence that an institution’s or program’s presentation of the education it provides is fair and accurate, including the description of services available to students and the accomplishments of its graduates.

• Assures that a neutral, external party (the accrediting organization) has reviewed the quality of education provided and has found it to be satisfactory, based upon appropriate peer expertise.

• Confirms that institutions and programs have processes in place to meet changes in thinking within the academy and in the public’s expectations;

• Provides for eligible students to have access to federal financial aid if they attend institutions accredited by accreditors that are “recognized” or scrutinized for quality by the U.S. Department of Education (USDE).

• Assists with transfer of credits among institutions or admission to graduate school, with student mobility more likely to be successful among accredited institutions as compared to unaccredited institutions.

• Aids with entrance to a profession, when a particular field may require graduation from an accredited program or institution.

• Signals prospective employers that an educational program has met widely accepted educational standards.

Why is the Accredited Status of an Institution or Program Important to Students?

Accredited status is a reliable indication of the value and quality of educational institutions and programs to students and the public. Without accredited status, it is hard to be sure about the quality of the education or to be confident that an institution or program can deliver on its promises. Similarly, employers or graduate programs cannot be confident that

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graduates of an unaccredited institution or program will be appropriately prepared. Remember that accreditation of an institution may not mean that a specific program is accredited, particularly a professional program leading to licensure.

What Does the Fact That the Institution or Program is Accredited Mean to Students?

It means that students can have confidence in an institution or program because those who went before had access to a quality education. Through accreditation, peer experts have reviewed the quality of the education provided, the processes by which students are educated and the processes that the institution or program uses to maintain an acceptable level of quality over time.

How Do Students Know That an Accredited Institution or Program Will Keep Its Word in Providing the Education Described in Its Public Materials?

As part of the accreditation process, institutions and programs must demonstrate that they meet the accreditation standards requiring that they provide quality education. And, they have to demonstrate truth in advertising – that the information presented about the education they offer is accurate.

Can Every Accreditor be Trusted?

Not all accreditors are the same. Recognition of an accreditor by USDE or the Council for Higher Education Accreditation (CHEA) means that the accreditor has been reviewed by an outside organization to determine that the accreditor is trustworthy. Both of these organizations provide periodic external reviews of accrediting organizations and have high standards, checking, e.g., every five to ten years to see if the accreditors they have recognized continue to meet these standards. Some established accrediting organizations are not eligible to address either USDE or CHEA recognition standards. Others may deserve special scrutiny because they may be rogue providers of accreditation or “accreditation mills.”

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What is a “Recognized” Accrediting Organization?

Just as institutions and programs are accredited, accrediting organizations are reviewed to make sure that have processes and outcomes in place to protect students and the public. An accrediting organization that has been reviewed and determined to meet the standards of an external body, such as USDE or CHEA, is “recognized.”

How Does the Accrediting Organization Review Educational Outcomes?

Accrediting organizations require institutions and programs to set standards for student learning outcomes and provide evidence that the learning outcomes are achieved. The expected outcomes and the evidence vary, depending on the level of education provided and the different skills or competencies required of graduates in different fields.

What Are Some of the Differences Between Accredited and Unaccredited Institutions and Programs?

All accredited institutions and programs must provide resources to assist students toward successful completion of their courses of study. Although similar resources may be available in institutions or programs that are not accredited, accreditation provides external assurance that those resources are in place.

Where is Information About Accredited Institutions and Programs Available?

All accrediting organizations provide information to the public about the institutions and programs they accredit, when they are reviewed and the general results of the most recent accreditation review. This is readily available on the accreditor’s Website.

For a complete list of accrediting organizations and access to their accredited institutions or programs, go to:

CHEA:

USDE: http://ope.ed.gov/accreditation/

http://www.chea.org/pdf/2009_2010_Directory_of_CHEA_Recognized_Organizations.pdf

http://ope.ed.gov/accreditation/



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CHEA®Council for Higher Education Accreditation

One Dupont Circle, NW, Suite 510Washington, DC 20036-1135

tel: (202) 955-6126fax: (202) 955-6129

e-mail: [email protected]

The Council for Higher Education Accreditation (CHEA) is a private,

nonprofit national organization that coordinates accreditation activity in the

United States. CHEA represents more than 3,000 colleges and universities

and 60 national, regional and specialized accreditors.

Documents

Modern Montessori Part Time & Full Time Course Catalogue - 2015