Coaches Training – June 2021
The NCMPS Coaches Training is designed for adults preparing to do coaching work in schools, and leadership teams who will be working with them.
Montessori Coaching is a holistic framework for supporting Montessori teachers in classrooms, and for partnering with school leadership teams to help the whole school grow towards an environment supporting human development and flourishing. This seven-week online training prepares coaches to support effective, equitable Montessori classroom practice and to work with school leaders to grow and strengthen developmentally supportive practices throughout the school, including the whole-school environment, family engagement, Lesson Study, Child Study, and more.
Coaches Training includes videos, readings, and seven live sessions. This course meets on the following Tuesdays from 6:00-7:30pm ET.
- June 15
- June 22
- June 29
- July 13
- July 20
- July 27
- August 3
Paying by check: We accept payment via most credit cards. To request to pay by check, use this form. You will not be registered until your check has been received. Please do not make travel plans or other commitments. Once your check has been received, we will enter your registration for the event and confirm via email. For questions about payment, contact firstname.lastname@example.org.
Photos and Video: NCMPS may take photos or record video during this event. By participating in this event, you consent to your likeness being used for promotional purposes without compensation, and you release NCMPS from any liability related to this use. If you do not want your likeness used in this way, you may inform the event staff, and NCMPS will make its best effort to prevent such use.
María Carvajal has 20 years of experience in teaching, educational research, consulting, mentorship, and program management in El Salvador, Mexico, Spain, and the U.S. She is a certified AMI elementary guide with primary teaching experience, and holds a B.A. and M.A. in Humanities from the University of Navarra and a M.Ed. in Montessori Elementary Education from Loyola University Maryland. María’s professional interests include trauma-informed care, English learner education, and early intervention. For research, she is currently focused on at-risk student populations, receptive and expressive language delays, and associations between social-emotional competence and literacy skills in children.
Laure Fleming studied Anthropology at the University of Maryland College Park where she earned her BA. She next earned her M.Ed in Montessori education from Loyola University in Baltimore and later studied School Administration and Supervision at Johns Hopkins University. Laure is Montessori credentialed for ages 3-6 (AMI) and 6-12 (AMS) and is licensed as a teacher and principal by the Maryland State Department of Education. Laure served for 14 years in public Montessori (with over 20 years total working in schools) holding the positions of classroom teacher, curriculum coordinator, assistant principal, and head of school.
Seth D. Webb has worked in public charter Montessori schools in Arizona, Colorado, and New Zealand as an elementary teacher, instructional leader, dean of students, and principal. Throughout his career, Seth has been active in the Montessori movement as a conference presenter, and lecturer and field consultant for Montessori training centers. He is Montessori credentialed (AMS 6-12, AMI 12-18), is a state licensed teacher and principal, and holds a MAEd from the Center for Contemporary Montessori Programs at St. Catherine University. Seth is a Montessori parent and passionate Montessori advocate.
Jasmine Williams is Montessori credentialed for ages 3-6 and holds a Masters in Education in TESOL, Literacy, and Culture. She has worked in bilingual Montessori programs for 12 years, including 8 years in a public program, as a classroom teacher, reading interventionist, Montessori coach, and academic director. Jasmine is currently earning a doctorate in Education for Social Justice at the University of San Diego with the desire to add to this body of knowledge in teacher training.