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: Ivette Kestenbaum
This course is designed to provide students with the necessary technical skills required for the classroom teacher of the twenty-first century. The course will orient students to contemporary frameworks for technology education and introduce students to technology based tools and media that support instruction, extend communication outside the classroom, enhance classroom management, and perform administrative routines more effectively.
- Teacher: Monica Johnson
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: Luz Casqueo-Johnston
In this course, students will explore and analyze various organizational, management, and instructional strategies that work best for educating culturally diverse students. While actively experiencing responsive education within a learning community, students will reflect on diverse cultural experiences to form a personal understanding as a basis to integrate multicultural school/classroom experiences to improve the academic success of all students by building on student personal strengths. The theory of “Multiple Intelligences” and current research available in educational neuroscience will be the basis for developing a plan for meeting student needs to enhance student cognitive, social, and emotional success through a nurturing school/classroom environment.
- Teacher: Nicole Evans
Explore the origin and art of oral storytelling. Provide a variety of oral storytelling techniques, styles and exercises to enhance the understanding and delivery of telling stories. Storytelling literature and the history of storytelling will be surveyed. Assist in the integration and application of storytelling to the learning environment in the classroom. The practice of telling stories orally to children will receive the major emphasis.
- Teacher: Heather White
Students examine family life from historical and cultural perspectives, particularly its influence on the development of young children. A critical examination of the changing American family is central to this course. Strategies for effective parenting and educational interventions for working with young children and families from a variety of cultural settings are also emphasized. Throughout the course, students apply Montessori philosophy to their partnerships with families. Students will have opportunities to explore current issues addressing families including the changing role of fathers, the impact of economic stress on families, same sex parenting, grandparents raising grandchildren, and realistic expectations for family involvement in today’s Montessori school communities.
- Teacher: Julie Small
This course will examine eight key elements of what Montessori called Total Reading as it is taught in Montessori programs. These are Creating a Literacy Culture; Emergent Literacy; Working with Words and Grammar; Penmanship and Creative Writing; Passing from Writing to Reading; Oral Language, Vocabulary, and Fluency; Speaking; and Listening and Viewing. Each of these will be examined in terms of importance, and applicability. Special attention will be paid to materials and methods for implementing these areas in Montessori classrooms.
- Teacher: Debbie Couldrey
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: Heather White
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