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Stages of Development of Teachers
1 NEONATE
(first year)
• Teacher’s ultimate task is SURVIVAL
STAGE • Making the ideal real
• Work with the reality of the classroom
of the teacher
and the school
• Every Montessori teacher is a unique • Adjusting to life after finishing their
individual with his or her specific training
personality, skills and potential.
• There are commonalities related to • Idealistic
• Wants to do things by her/himself
teachers’ stages of development. and believes it will work
• Vulnerable – can feel overwhelmed
CHARACTERISTICS by responsibility and is sensitive to
• Begins with formal training. criticism
of the teacher
This teacher while convinced of Montessori
• Ongoing development occurs within principles and believes it will work also
fears rejection and failure.
the context of the school. (S. Pritzker)
• Awareness of stages of development
helps administrators to support the
NEEDS • Freedom without abandonment
professional development of each
of the teacher • Ongoing orientation to school culture
teacher as an individual.
• Protection from overwhelming stress
• One key personal relationship
• Hands on support with practical tasks
• Dialogue or seminars with trainers
SUPPORT
Activity for the
of the teacher Primary relationship is with children. Help
principal/administrator
to remove as many obstacles as possible.
Teacher also appreciates connecting with
• Identify teachers in your school and their other new Montessori teachers.
stage. (S. Pritzker)
• What support can you give them?
This is a summary made and commented on by Sue Pritzker from an article „The Stages of Development in Teachers“ by Sharon L. Dubble, PhD published by NAMTA in 1999.
2 CONSOLIDATION
(2-5 years)
• The main task of this stage is
INTEGRATION OF PRACTICE
• Teacher integrates various skills
related to work with children
• Internalized theory
• Presentations and aware of whole
class
• Communicate effectively with parents
• Classroom focus
• Motivated and self-directed
• Exhibits self-confidence and joy
This teacher while convinced of Montessori
principles and believes it will work also
fears rejection and failure.
(S. Pritzker)
• Attention – specific feedback and
encouraging reflection
• Stability – opportunity for 3 year
cycle
• Directed input – can be focused on a
particular problem
• Continued education related to
Montessori
• Observations of other Montessori
classrooms
• Collegial dialogue
• Collaborative discussion of
expectations and goals
Refresher courses, workshops. Teacher is
now less vulnerable and can engage in
discussions without feeling criticised.
(S. Pritzker)
3 RENEWAL
(5-7 years) 4 SEASONED TEACHER
(7+ years)
• The main task is RENEWAL
• Critical period in development of a
teacher
• Develops character and resiliency by
• Risk of losing good teachers from
experiencing challenge and change
burn out
• Rededication of work at deeper level
• If teacher is assisted during this stage
and heightened sense of purpose
they can have a rededication of their
work with deeper understanding of
self and Montessori
• New period of being vulnerable
• Can become rigid
• Could be perceived as ‘difficult’
• May have lack of enthusiasm
• Open to ideas, questions and criticism
Teacher may be asking questions about
• Less need for external feedback
• Asks deeper questions about key
her/himself. What is my potential. What
principles and values
are the potential developments for me
in Montessori? May feel like changing
careers.
(S. Pritzker)
• Understand the big picture of his/her
work
• Opportunities for outreach
• Discussion about career path options
• Creative opportunities
• Invest in further study, training or
education
• Opportunity to experience leadership
in school community
• Enhanced opportunities for
• Exposure to wider range of
leadership – present workshop, lead
experiences with Montessori
curriculum development etc.
professionals
• Time release for working in larger
• Conferences
educational community
• Preparation of plan for professional
development