Here we are, already preparing for another full summer capstone session of graduates and it’s only February! But we’re taking a breather to share with you another fantastic faculty member who also happens to be a graduate of our program: Carrie Lang! Carrie earned her Certificate of Advanced Study in Primary Montessori Education through the Washington Montessori Institute.
Can you give the readers a brief introduction to yourself; what brought you to the Montessori world?
My mother was a Montessori teacher. She taught in the DC and Baltimore area for ten years. After spending a few years in the outdoor education field, I went to my mother for career advice. She immediately steered me to Montessori training. I took my elementary training in Milwaukee. After a few years in the classroom, I wondered why so many of my 1st-year students were struggling with reading? I decided to go back to school receiving my primary training in 2007-08, which included my C.A.S graduate program. During this experience, I strengthened my Montessori practices to support children’s skills in the classroom.
What were some of the highlights and challenges you experienced in going through the C.A.S. graduate program as a graduate student?
The C.A.S graduate program was a great experience. After completing my primary training, I continued to look for more ways to engage students in reading. I began to research more into the Montessori reading curriculum as well as other reading programs within the education field. I also started examining longitudinal reading studies of these programs, and the effect on student growth.
Has the C.A.S. advanced your career in Montessori?
Yes, this program has had a significant impact on my career as a public Montessorian. As a guide and instructional coach, by broadening my mind to the different reading programs I can use and share with my colleagues, I’ve found ways to support our community and the broader Montessori world. I’m forever grateful for this program and the staff at the Loyola University of Maryland. Now, as a faculty member, I hope to continue supporting students from around the world.
How does it feel to be back now as a faculty member; and what is your favorite part about teaching?
I love working with the summer Montessori program. It gives me a chance to collaborate with a diverse group of Montessorians from around the globe. As a Capstone Program faculty allows me to facilitate a wide range of conversations that hopefully challenge each student as they continue their careers in the education field.
What kind of needs are you seeing most in the Montessori world and how do you think we can actively work to address these needs?
This is a great question. As a public school Montessorian, I continue to watch the education field evolve; we find ourselves serving children and families with diverse needs. As a Montessori community, our goal has always been to strengthen student outcomes through a hands-on, collaborative, 100-year-old curriculum created by Maria Montessori and her colleagues. Her philosophy has stayed true to its roots, while also evolving to the ever-changing society over the years. In 2019, we continue to engage students and families around the world.
As we move forward, our school communities need to continue working together asking questions and finding answers to topics including but not limited to social justice, strengthening student outcomes through our strong curriculum, while also engaging in conversations on how we’re meeting the needs of our children, while staying true to our philosophy. As we work together, making sure our voice as a Montessori community is taken seriously in the greater Montessori world, I have hope that Maria Montessori’s view will continue to shape the educational field.
Thanks for sharing your story, Carrie!
Loyola University Maryland
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