What It Takes to Become a Secondary Montessori Teacher: A Journey of Study, Sacrifice, and Spirit

When families choose Montessori secondary education, they often see the peaceful classrooms, empowered adolescents, and deeply engaged learning. But what many don’t see is the intense preparation that Montessori secondary teachers undergo to make that vision a reality.

The Montessori Guide: More Than a Teacher

Dr. Maria Montessori emphasized that teaching in a Montessori environment requires more than knowledge—it requires a complete transformation of the adult. In The Absorbent Mind, she wrote:

"The real preparation for education is the study of one's self."

In The Secret of Childhood, she stated:

"The first step of the Montessori teacher is to prepare herself spiritually."

Montessori teachers are not the center of attention. They are observers, guides, and careful designers of the environment. This requires deep training, reflection, and a willingness to step back so that students can step forward.

What Secondary Montessori Training Involves

Secondary Teacher Education Programs should offer a rigorous, nationally recognized (accredited) pathway to becoming a certified Montessori secondary teacher. By the time most trainees complete their coursework, they are only a few classes away from a master’s degree.

Here’s what the training journey includes:

Academic Study

• Coursework in Montessori philosophy, adolescent development, curriculum design, assessment, restorative practices, and community building

• Most programs require extensive reading, writing, and project development aligned with AMI/AMS standards

• Online modules and in-person intensives spanning an entire year

Self-Directed Practicum

• 1,080 hours of mentored practice during a practicum year (this is a full-time teaching position for 1 year or broken into 2 years if needed)

• Observation and feedback from trained field consultants

• Creation of curriculum materials, routine systems, and student work structures

In-Person Intensives

• Multiple residency sessions where teachers leave their homes and families for days or weeks at a time to train in community with others

• These residencies are emotionally rich, intellectually challenging, and spiritually grounding

Ongoing Online Work

• Throughout the year, candidates engage in online coursework, reflection assignments, and cohort-based collaboration—all while teaching and managing their classrooms.

  
  

Classroom Visits

• Observations three times a year by field consultants to support, strengthen, and collaborate with the teacher. These are both evaluative and supportive sessions.

  
  

This process takes a village. Teachers rely on support from their families, school administrators, mentors, and fellow educators to navigate this demanding and transformative experience.

The Power of the Cohort

One of the most meaningful components of Montessori teacher education is the cohort experience. Training programs that prioritize building strong peer communities create lasting networks of support.

A well-connected cohort offers:

• Peer mentorship and shared insight

• Emotional support during the practicum year

• Space to ask questions, reflect, and celebrate success

• A national (or international) community of educators who continue to collaborate for years after graduation

  
  

In many cases, these connections become the foundation for ongoing professional growth, interdisciplinary innovation, and leadership in Montessori schools.

Dr. Montessori recognized the importance of teachers engaging with the community. Just as adolescents thrive in a prepared social environment, so do adult learners. Community learning fosters personal growth and enables a deeper integration of the Montessori philosophy.

Why It Matters

Secondary Montessori training prepares adults to:

• Support adolescent development holistically

• Design meaningful, interdisciplinary learning experiences

• Create environments that cultivate identity, autonomy, and responsibility

• Model empathy, calm, and presence

  
  

And most importantly, to become adults worth imitating. Dr. Montessori said:

“The teacher must become humble and recognize her own defects if she wishes to be more helpful to the child.” (The Discovery of the Child, 1948)

A Call for Understanding and Support

Parents and school leaders: when you see a Montessori secondary guide at work, know that behind that calm presence is:

• Years of intense study

• Countless hours of classroom design and reflection

• Training weekends away from family

• A deep, personal journey of transformation

  
  

Support them. Encourage them. Recognize the invisible labor they put into creating extraordinary learning environments for your children.

While there are multiple venues to experience this journey, I drew inspiration from the Cincinnati Montessori Secondary Teacher Education Program (CMSTEP), where I have the honor of working. To learn more about what this journey looks like, visit: www.cmstep.com

References:

• Montessori, Maria. The Absorbent Mind. 1949.

• Montessori, Maria. The Secret of Childhood. 1936.

• Montessori, Maria. The Discovery of the Child. 1948.

• CMSTEP. www.cmstep.com