Michelle Baker Rogers

mbakerrogers@gmail.com
After having been an elementary educator in public schools in Utah, Wyoming and Colorado, I was drawn to the Montessori strand in my last school in Carbondale, CO. Seeing the children work with materials in an independent fashion intrigued me and spoke deeply to both my mind and my heart. The spiritual transformation that occurs when becoming a Montessori guide has provided a renewed sense of purpose, allowing me to be a better educator, mother and human. The reverence for and the potential seen in each child continues to inspire me as a guide of both children and adults.
Bachelor of Science in Education, Weber State University

Suzanne Diekman

sdiekman@mecr.edu
I was led to Montessori during my elementary teacher training, and also in trying to find a school that matched my values for my daughters. I love the core values of Montessori as well as the hands-on approach, respect of the child, peace curriculum, and fostering of responsibility and independence. I started my Montessori career as an assistant in the primary classroom and sought my certification in elementary I, this led me further on to elementary II where I currently teach. The most important learning experiences for me are how to honor the child, trust the child, and teach the whole child. This begins with an inner transformation of the adult first! One of my favorite quotes from Maria Montessori is the following:
“The first essential is that the teacher should go through an inner, spiritual preparation – cultivate certain aptitudes in the moral order. This is the most
difficult part of her training, without which all the rest is of no avail… She must study how to purify her heart and render it burning with charity towards the child. She must “put on humility.” And above all, learn how to serve. She must learn how to appreciate and gather in all those tiny and delicate manifestations of the opening life in the child’s soul. Ability to do this can only be attained through a genuine effort towards self-perfection,” (Standing, 1957, p 298).
BS in Education, Grand Canyon University

Mandi Franz

mandi.franz@rossmontessori.org
I attended a Montessori school from age 18 months through Upper Elementary.
Masters Degree - Montessori Leadership, Endicott College

Robin Hoch

robinh@mecr.edu
I started working at the Montessori Academy of Colorado in March of 2003 and fell in love immediately with what a beautiful way it is to teach children. I moved into a music specialty and have continued my education to merge all of my certifications in with Montessori to create a balanced, chid-centered curriculum.
Bachelor of Arts, two half completed Masters don't equal a whole, I assume :), Colorado State University

Heather Legendre

heather.legendre@gmail.com
I found my way to Montessori education studying educational approaches in college, a cross-country trip, and luck!
Bachelors, Smith College

Betsy Lockhart

blockhart@mecr.edu
Betsy followed her son into Montessori when he was a toddler. Seeing how the school nurtured his independence and self-confidence opened her eyes to what a difference Montessori could make in the formation of a child. Having spent a decade working as a Geophysical Engineer, she was fascinated by the precision, beauty, and order of the classrooms (something she was unable to replicate at home!). After the birth of her daughter, she began exploring Montessori teacher training, and shortly thereafter enrolled in the very first cohort of Elementary students at MECR.

Betsy worked as a lower elementary assistant for a year and then moved to Montessori School of Evergreen, where she taught upper elementary for a decade. After a short time in the classroom, she was invited to teach earth science for the Institute for Advanced Montessori Studies in Maryland (the parent training program when MECR-Elementary began). When the E-II program started at MECR, she taught E-II Science as well as Curriculum Design/Material Making at the E-I level. After a short time, she became a Field Consultant and then the Elementary Coordinator. At various times she has taught E I-II Classroom Leadership, E-II Language, Geometry II, and Math II. Her current obsession is linking contemporary research on the neuroscience of learning to the Montessori Method.

"Our aim is not only to make the child understand, and still less to force him to memorize, but so to touch his
imagination as to enthuse him to his innermost core." Maria Montessori
BS Geophysical Engineering, Colorado School of Mines

Peggy Miller

PMiller@mecr.edu
I began my experience at Montessori when our daughters started in the primary classrooms. They both thrived in this environment from that time through 8th grade. My training and certification is in Elementary Education (Physical Education), with a Masters Degree in Education Counseling. I also received my Principal License in 1990 and began working in the public education system at that time. I have always had a heart for the Montessori philosophy and child centered approach to learning. I was able to encourage the teachers I worked with to explore this approach as well. It is truly a gifted teacher that can encourage a child, find a path for them to love learning, to explore the world with awesome wonder and to contribute to society in a positive and caring manner.
MA, Boston Univ.

JEAN RASHKIN

montessorispecialist1@gmail.com
I saw Standings book when I was pregnant with my daughter in 1978. When we got back to the states I started a home school in Midland Texas and got EC training through Dr Wentworth at Trinity Montessori. When we moved to Houston, I got E-1 training at The Houston Montessori Center and taught at Little Red Schoolhouse for 2 years. When we moved to Maryland I spent 8 wonderful years collaborating with Kathy Schwab at Paint Branch Montessori School (Paint Branch of the Potomac). When we moved to Colorado Springs I helped out in several schools in various capacities and then helped start Rocky Mountain Montessori Academy, where I was Curriculum Director, trained new teachers, and designed parent education nights, while teaching E-1, and a few E-2 students who stayed around. In 2008, I retired from the classroom and began my journey as Instructor of the E-1 Language Curriculum at MECR. I have revised the album every year for the last 9 years.
BS, Montana State University

Janel Wade

jwade@mecr.edu
Freedom within limits defines a key component of the Montessori realm for me. I came from a public education background but I was fascinated and drawn by the choice given to children both in academics and in how they learned to behave within their environment. I started as an assistant working in ‘aftercare’ while in my last year of high school. By that time, I was hooked and just couldn’t leave this wonderful philosophy which was designed to nurture the whole child. In Montessori philosophy, I found the nurturing, guidance and choice that I myself needed as I grew to adulthood. After earning my degree, I taught both lower and upper elementary classes before eventually fostering and adopting my son. I have recently specialized in forming inclusive support strategies for unique learners in the Montessori classroom. I now enjoy sharing my passion for Montessori with adults who are new to this ‘freedom within limits’ philosophy.
Masters of Arts in Teaching, Metropolitan State University