Salary of montessori teachers: Top 5 Reasons to Become a Montessori Teacher

Top 5 Reasons to Become a Montessori Teacher

Five Reasons why being a Montessori Teacher is an Excellent Career Choice

Choosing a career path is undoubtedly one of the most important decisions we make in our lives. Priorities can vary greatly from one individual to the next. Some consider personal fulfillment to be the most vital issue when choosing a career. Job demand and/or advancement opportunities are also significant factors. Then of course, there is the undeniable importance of salary.

If you have found your way here to Age of Montessori’s website, chances are you may be considering a career as a certified Montessori teacher. Say no more!  Here are five reasons why being a Montessori early education teacher is an excellent career choice.

Being a Montessori teacher can be highly fulfilling and rewarding

1.)    Being a Montessori teacher can be highly fulfilling and rewarding. Montessori teachers are usually creative, compassionate, patient people who are dedicated to improving the lives of the children they work with and, thereby contribute richly to their communities. The calm, peaceful nature of the prepared Montessori classroom creates a feeling of wellbeing you won’t often find in traditional preschool environments. Also, Montessori training involves a certain level of inner work and reflection. Therefore, “Montessorians” tend to be people who achieve uncommon levels of personal growth.

“The training of the teacher who is to help life is something far more than the learning of ideas. It includes the training of character; it is a preparation of the spirit.” ~ Maria Montessori

2.)    You won’t have a hard time finding employment. According to the North American Montessori Teachers Association, the demand for trained Montessori teachers far outweighs the supply. There are thousands of private and public Montessori schools in the United States alone, and every year positions go unfilled for lack of qualified people to fill them. Some schools will even sponsor your training in order to recruit quality candidates. And, just in case you’re still not convinced, the Bureau of Labor Statistics forecasts an 11 percent job growth for preschool teachers by 2022.

3.)    You will earn more as a certified Montessori teacher. According to U.S. News & World Report, the annual salary for a preschool teacher in the United States starts at $18,000 and tops out at about $49,000. By comparison, a certified Montessori preschool teacher with no experience can expect a starting salary of $21,000-$24,000 and a peak salary of up to $60,000 (NAMTA.)

The Sky’s the Limit!

4.)    You will have ample opportunity for career advancement. To quote NAMTA, “Opportunities for advancement include promotion to head teacher (a classroom teacher who functions as curriculum director), educational consulting, and teacher training. A person choosing a career as a Montessori administrator, principal, or headmaster would expect to earn from $45,000 in a school of under 200 children to as high as $80,000-$100,000 in a larger school. ” You could also consider opening your own Montessori school in your neighborhood or community.

5.)    You can earn your Montessori Early Education Teacher Certification regardless of where you live.* Nowadays, authentic Montessori teacher education certification courses are offered on-line.  Age of Montessori offers one of the few distance-education* certification courses accredited by the Montessori Accreditation Council for Teacher Education.  (*Note: While the majority of Age of Montessori’s course can be completed on-line, full certification requires a 15 day in-person intensive.  All MACTE accredited programs require some residential hours.)

If you would like to learn more about Age of Montessori’s teacher training course, please contact us.  We are always happy to answer your questions!

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Montessori Teacher Salary (Actual 2023 | Projected 2024)

Salary

Montessori Teacher
Salary in The United States

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for Montessori Teacher Salary

The average Montessori Teacher Salary in The United States is $83,100 per year. Salaries range from $66,600 to $109,200.
The average Montessori Teacher Hourly Wage is $42.69 per hour. Hourly wages range from $34.20 to $56.10.
Salaries and wages depend on multiple factors including geographic location, experience, seniority, industry, education etc.

What is the

Average Annual Salary of Montessori Teacher in The United States?

$83,100
/ year

Avg. Salary (USD)

83.079k

What is the

Average Hourly Wage of Montessori Teacher in The United States?

$42. 69
/ hour

Avg. Hourly Wage (USD)

Where do

Montessori Teachers earn more in The United States?

Where do

Montessori Teachers earn more in The United States?

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The work of a Montessori teacher (school) – We have already won, it’s just not so noticeable… . Their motivation in creating such a center was purely commercial, they came to this area from business, one might say, trade. I still remember how the partners happily rubbed their hands, multiplying the number of hourly classes from 9 am to 9 pm, by the desired group size and by the cost of an hour of classes for one child.

It turned out to be a huge amount. Bought some supplies. In their opinion, now it remains to advertise, let the children go, and teachers were not needed at all. For what? “This is an environmental approach, this is an environmental approach.”

But the huge sum didn’t turn out, and if the children appeared, they quickly stopped going to their groups, and the Montessori Center went into a “-“, almost went bankrupt. Everything turned out to be difficult. Of all the advertising channels, the word of mouth turned out to be the most effective, the stories of parents about how great it is in this or that center, what wonderful results the children have.

The results of visiting the center, the results shown by children, turned out to be very important for parents. Only under this condition are they ready to pay money for visits, to sacrifice their personal time for these visits. But there were no results just from visiting the children’s center, even with a fairly rich environment. Children senselessly raged, played their own games, as they say, “demolished” the environment. Only a teacher, a Montessori teacher, could make their activity meaningful, purposeful and productive, but he didn’t exist, and not just didn’t exist, but his need was denied.

I had to part with these partners, the contradictions turned out to be insurmountable.

The success of education in the Montessori Center, kindergarten and, especially, at school, is determined by the teacher, depends on his qualifications and not only on it, but also on motivation, desire to work. Well, some more moments (about them separately).
As shown by our observations carried out in Montessori schools and kindergartens in different countries (USA, the Netherlands, Italy, Spain, Switzerland, etc.), everywhere the Montessori method was interpreted and implemented in different ways, the work of a Montessori teacher was distinguished by its features. The differences were not so much in the national features of the implementation of the method, but in the differences that exist in different schools and even in classes of the same school. There were full-fledged Montessori classes, classes in which elements of the Montessori system were implemented, and classes in which there was not even a smell of Montessori, and, moreover, considered exemplary, very successful. As a result, we came to the conclusion that there are no Montessori schools in general, there are specific Montessori classes within some schools, they were made Montessori classes by specific Montessori teachers. And the school, even if it is called “Montessori” – a lot of things inevitably happen in it that cannot be attributed to Montessori in any way. For example, frontal lessons in foreign languages, physical education (which are often taught by non-Montessori teachers, part-time teachers), national tests and exams, competitions and olympiads, etc. Yes, even “showdowns” due to the behavior of teachers, disruptions in the work of the class as a result of the absence of a teacher for some reason. Very often in schools you have to do something that pleases parents and authorities, but does not correspond to Montessori approaches.

Nevertheless, Montessori classes exist, and it is the merit of the teachers who work there. Here is a list of their main functions, components of the Montessori teacher’s work:

1) Preparing the environment. The Montessori method is an environmental approach, so the main thing that the teacher wants to convey to students should be done using environmental materials. The environment must be constantly replenished and updated. There are, of course, standard materials, without which it is simply impossible, for example, chains and bead rods. But there is a huge amount of materials in the environment – various plates, cards, photographs that are simply not issued by anyone, for example, for Russia, and which the Montessori teacher has to do on his own. What materials are seasonal, such as flowers and plants. The environment cannot be purchased and put on the shelves. She needs to do it every day. Think about why specific materials do not work, what needs to be removed, added or rearranged to another place.

2) Presentations. In different versions of the Montessori methodology, presentations are given a different place. For example, in the AMI version, presentations are almost more important than the environment itself. Until the presentation for the student has been made, it is impossible to take the relevant material. A Montessori teacher is a presentation machine, he must make presentations continuously during Montessori sessions, with breaks of no more than 5-10 minutes, i.e. per day they should be 8-10. Every day, each student in the class should receive at least one presentation. And not just any! It is necessary to dwell on presentations, so a separate article will be devoted to them.

3) Didactic training. If the student is not normalized, falls far behind, chronically fails to cope with some materials, has problems with motivation, his attention and concentration are lame, the teacher will have to teach him in a didactic way, i.e. in the usual style of a tutor, explain and give assignments. Montessori pedagogy does not deny the need to conduct teaching in a didactic style, if necessary.

4) Working with parents. It is useless to try to establish an independent cognitive activity of the child, his work, if the parents do not understand this and oppose it. For example, parents may want their child to be the “best” in the class (or not be, as they think, the “worst”), and therefore they will force him to read, write, learn something on his own, and even with the help of grandmothers – teachers. As a result, the child will come to the class to rest (having every right to do so), he will be excluded from Montessori work. The Montessori teacher must know what conditions the child has at home, work with parents, constantly meet with them (at least once a week), discuss the work of the child, explain to them what is happening with the child, what is being done in the classroom, how to help create conditions at home for independent work of the child. And all this in a positive, constructive way!

5) Work on yourself. The Montessori teacher is part of the environment and must take care of himself. He must remember that he is a model for a child who will consciously and unconsciously copy him. It is important for a teacher to look good, to be rested, to be in a good mood, to be cheerful and to rejoice at all the successes and advancements of each child. If the teacher does not get enough sleep, he is in trouble, and he is irritated and disoriented, thinks about something extraneous, is distracted by extraneous conversations (a mobile phone, which is usually prohibited in Montessori classes, is especially unacceptable), this will immediately be passed on to children, disrupt their work in the environment . Annoyance is not allowed even in relation to the very negative behavior of the child. It is important that the teacher constantly work on himself, improve himself, master and study something new. For example, I attended vocal classes.
It is clear that a teacher in an ordinary public school cannot afford this. The salary he is paid is not enough for him not only to teach, but to love the children in the class. But the Montessori teacher gets more, and here you can’t do without love for children.

6) Pedagogical diagnostics, analysis and management. No less important side of the teacher’s work than improving the environment and making presentations is his constant observation of the children, analytical work, inventing what to show to whom from the presentations or, in general, what topic aroused particular interest in the class in order to dwell on it and develop it. A point of interest must be constantly searched for (and located). Particular attention should be paid to denormalized children who have recently appeared in the classroom, especially from ordinary schools, children with health and behavioral problems. For example, it is now common for a child to be “diagnosed” with ADHD in regular schools. This is an “excuse” for a teacher who does not want to work with this child, does not want to deal with him, take into account his capabilities and needs. In fact, there is no “diagnosis” at all, shortcomings in the child’s behavior, with the right attitude towards him, are quickly compensated in the Montessori class. The teacher must quickly cope with emerging non-working situations, violations in the behavior of children that interfere with the work of the class.

Now the most interesting thing for the founders and leaders of Montessori schools (and kindergartens): Where to get Montessori teachers? How to attract them, select them? What qualities and traits should be leading in the selection, and what qualities can be formed?

But if I share all the secrets here now, you will not read the book about Montessori pedagogy that I am currently writing and will not come to the seminar that I will be conducting in Yekaterinburg on November 28 – December 5,
(https://www .facebook.com/groups/montessori.partners/permalink/979875088740487/).

CV Montessori teacher, Speech therapist, Moscow, 45,000 rubles. per month

No. 21032643, August 9, 2020, more than a month ago

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38 years old (born September 09, 1984), higher education , single, no children

Moscow, Prazhskaya, not ready for business trips

Citizenship: Russia

Name, phone and mail are available only to authorized employers

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Complete employment

45 000 ₽

• • Higher education
  • Corode

  Moscow State University for the Humanities named after M.A. Sholokhov

  Faculty: Speech Therapy

  Specialty: Speech therapist teacher

About me

Professional skills:

Implementation of an integrated approach to the upbringing and rehabilitation of children in a social institution.
Skills in d.
– to monitor the state and strengthening of the health of each child;
– plan and carry out educational and upbringing work in accordance with the program;
– Carry out careful care of entrusted children.
Skills with Montessori material.

Additional information:

About myself. With an active life position and the desire to develop in the chosen specialization, the field of special education and work with children. Personal qualities: diligence, responsibility, diligence, non-conflict. I am highly responsible for the assigned tasks, I have the ability to work in a team.
Key skills:
sound formation,
development of sound and syllabic analysis and synthesis skills,
work on the sound structure of the word,
development of general speech skills,
vocabulary formation,
development of the grammatical structure of speech,
connected speech training,
literacy, preparation for school.

Foreign languages ​​

• English-Basic

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