Faculty & staff
The Montessori Teacher...
the teacher is a facilitator, who directs the child toward self-learning
the teacher is the link between the student and the learning environment
the teacher directs the activity and the motivation of students toward the accomplishment of their goals
the teacher seeks, not to make every child a genius, but to enable students to develop their own capabilities to their fullest potential
Administration
Executive Director: Cindy Acker
Office staff:
Brionna Acker
Jeannie Harberson
Penny Winters
Pacific site
Toddlers:Cassandra Wilder
Assistant: Mari Mascorro
Pre-Primary: Tamara Popa
Assistant: Rose Maynes
Encinal site
Primary 1: Verise Jackson
Assistant: Uzma Saiyed
Primary 2: Tasha Walker
Assistant: Clarence Thomas
Cultural Studies Teacher:
Expectations for Child Unique Montessori Teachers
Academic Requirements
The state of California requires preschool teachers to have a minimum of 12 units of early childhood education in the areas of child development, child family and community, and curriculum.
For Montessori certification, Montessori teachers are required to have successfully completed a 1-2 year educational training and one year of student teaching (internship) in a Montessori classroom. The educational training includes the preparation of more than 300 exercises, covering mathematics, language arts, sensorial development, practical living skills and cultural subjects (geography, history, science and the arts). The exercises and their rationale are prepared in manual form; each teacher is graded on each manual. Incorporated within each manual are extensions for each exercise, which should provide the teacher with information to challenge a child gifted in a certain area, or strengthen a child challenged within the same area.
Teachers are then tested in their presentation of the material, with an oral examination regarding information contained in the manuals.
Child Unique teachers meet and exceed state requirements for preschool teachers. Montessori teachers have been certified through a formal or independent American or International Montessori training program.
Additionally, Child Unique teachers carry a specialty, in some area, in addition to their specialization in Montessori education. Such specialty may involve a degree or experience in a certain subject, or a sensitivity or understanding of some field of child development or education.
The Students
A teacher's primary responsibility evolves around the children with whom they have been entrusted to provide excellence in care and education. At The Child Unique, we expect our teachers to really come to know their students—academically, cognitively, and emotionally. We feel that smaller class sizes enable us to accomplish this.
All students are individually assessed; the teacher monitors their progress, and prepares materials or exercises that match either the child's strengths or work to challenge their weakness.
Many assume that Montessori or The Child Unique is an environment either for the gifted or for those with disabilities. The Child Unique is not a school for one or the other. We prize our abilities, through an excellent staff and educational methodology, with the gift to encompass gifted and challenged students in a unique way, which only a smaller environment can do.
Health and Safety
While the State of California requires each school to have one individual trained in First Aid and CPR, all Child Unique staff are required to be trained in First Aid, CPR and infectious disease procedures.
Fire drills are held monthly; earthquake drills are held bimonthly. The Child Unique holds biannual disaster drills to assess the ability of staff to handle serious emergency situations. Both buildings, which house the two schools, meet and exceed structural requirements.
School Events
Teachers are expected to attend and support school events. Teachers will assist and prepare students to assist the community in age-appropriate special projects, such as Meals on Wheels, or visiting or sending gifts to a residential care facility. The goal of the teacher, in this regard, is to take the children "outside of themselves" — helping them to see how they can help others.
Paperwork
Child Unique teachers are responsible for a sufficient amount of record keeping. Weekly and monthly lesson plans are prepared and reviewed. Daily notations are made regarding student progress. Injuries are logged and explained. Evaluations are prepared quarterly. Time is set aside during the school year, when the facility is closed, to allow time for conference preparation.
Continuing Education for Teachers
The State of California requires all teachers to add to their education by taking coursework. The Child Unique staff has always been encouraged to keep their education alive, staying abreast of newest information in education. Each year, The Child Unique closes for one day to allow the staff to attend a statewide conference. Teachers are also expected to visit other schools, to gather information and observe classes.
Staff-Director-Administrator Communication
The Child Unique staff meets weekly, in the form of work nights or staff meetings. Work nights are a time for teachers to work in their classrooms, making materials and preparing written information. Work nights are also a time to meet with the Administrator to discuss student concerns.
The Directors at The Child Unique observe classes and provide feedback, discussing such observations with the Administrator. The Administrator meets with parents, Directors, and teachers as needs or interests require. The Administrator also uses staff meetings as a vehicle for additional discussion regarding meeting the needs of students.
Inclusion
As advocates of the child and family, we recognize the importance of supporting the changing definition of family. We are proud of the diversity of our school, which manifests itself in a complement of ethnicities, family composition, age, sexual orientation and personal beliefs.
Our policies regarding curriculum and holidays are designed to reflect a spirit of inclusion, something that Maria Montessori called "Education for Peace." It is our hope to build communities of children who will practice peace, understanding and tolerance, who will break down barriers of injustice in the world.
Anti-bias Curriculum
When The Child Unique opened its doors in 1983, it reflected a philosophy that showed respect for the differing views and compositions of families and values. At the time, the term "anti-bias curriculum" had not been coined; this view occurred before its time.
The Child Unique continues to adhere to a philosophy of anti-bias education. Such curriculum is one that respects the individual rights, freedoms, and conscientious decisions of others regarding matters of religion, sexual preference, politics, and family structure.
A teacher's responsibility is to present information in a way that does not reflect any bias in the aforementioned areas. When biases are introduced to children in an educational setting, it mars a child's ability to see a balanced view of the things learned at school. Montessorians are taught to leave their personal views at home. An anti-bias curriculum supports this view.