Based upon a background of positive psychology (Seligman), and strengths psychology (Clifton) strength-based leadership emphasizes the development of employee strengths, rather than the remediation of individual weaknesses as a way of doing business. Using the framework of strength-based leadership, students will learn how to apply leadership theory in a way which promotes a culture of commitment, rather than simply compliance. Students will study their own strengths and how to build an educational community around the strengths of each employee to move their schools to greater academic achievement. Florida Leadership Standards will be addressed via a crosswalk of the strength-based approach to traditional leadership practice.
- Teacher: Norman Lorenz
Students will investigate the impact of school law on the rights of students and educators as guaranteed by the United States Constitution and will include federal and state statutes and regulations (state and federal statutory and regulatory provisions) as well as tort and contract liability as they influence public education. Students will explore federal and state regulations covering specific processes and procedures when working with parents, students and educators.
- Teacher: Luz Johnston
Students will study generic and their institution’s test, attendance, and graduation data to discuss and describe possible paths to improvement. This course is designed to move leaders from “I think” solutions to “the data suggest” solutions. Students will practice “real world” decision-making to meet the standard: “High Performing Leaders plan effectively, use critical thinking and problem solving techniques, and collect and analyze data for continuous school improvement.” Students will personalize their study to meet the needs of their charter, public and traditional private Montessori schools.
- Teacher: Connie Laufersky
This is an introduction to the historical, cultural, and philosophical foundations of modern education, public, charter, and private, including Montessori education. Students will reflect upon and critique their own educational experiences and articulate their own beliefs and values about teaching, learning, and schooling. Students will also examine current and historical roles, expectations, stereotypes, and characterizations that define teaching, especially Montessori teaching, as a profession.
- Teacher: Julie Small
This course for Montessori Guides covers the basic underpinnings of Montessori Education, including a thorough examination of Montessori's view of physical, intellectual, emotional, social, and spiritual aspects of human life and development. The course will focus on the philosophical and educational theories that provide the basis of the Montessori method. Basic principles to be explored include Theory, Sensitive Periods, Preparation of the Teacher, Absorbent Mind, Curriculum Theory, child development, etc.
- Teacher: Heather White
This course will allow participants to integrate foundational principles and strategies for leadership in the school that transcend classroom teaching. This will build on all of the learning that has been achieved throughout the master’s program. Specific areas to be addressed include application of leadership skills specific for a lead teacher, level lead, committee head, curriculum coordinator, board member, having a student teacher or practicum student, leading parent meetings and education sessions, and leading regular materials practice sessions or other peer coaching and instruction. The students will also learn to enlist parent support for their leadership management efforts. A framework for fostering cooperation, social skills, and a sense of community is generated, and guidelines for peace education are included.
- Teacher: Elena Rosemond
This course explores a foundational overview of peace psychology principles focusing on the nature, cause, intervention, and prevention of the determinants of peace. Students will analyze how peace psychology can be applied to a variety of interpersonal settings, and to promote conflict resolution and create non-violent social environments.
- Teacher: Elena Rosemond
This course provides an introduction to research methods and exposition. Students will acquire fundamental skills in developing and conducting research through the creation of an effective research question, how to write a review of the literature, and develop an understanding of the principles of quantitative and qualitative research methods. In addition, students will gain an understanding of principles of data analysis, interpretation, and presentation of results.
- Teacher: Monica Johnson
This foundational course introduces and develops a frame of assumptions for strengths-based philosophy, as well as creates a framework for dealing with students from a strengths perspective. Originating from the fields of positive psychology, this course will familiarize students with elements of Seligman’s theory of Positive Psychology, Clifton’s Strengths perspectives, and Purkey’s Invitational Theory. Students will develop a new paradigm that will provide a differentiated lens to observe and evaluate students. The underlying assumption being that all students have talents and potential strengths that can provide a mechanism for performance excellence. Leaders are charged with assisting students in the discovery, development, and application of these strengths
- Teacher: Norman Lorenz