mrogers@mecr.edu
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

ablackwell@montessorihawaii.org
I found Montessori after I finished my BA in Elementary Education. I was looking for a job and found an asst. position on Craigslist and within 6 months I had fallen in love with the method and wanted to pursue training. I received a Masters of Education in Montessori 6-12 from Lander University and taught at Montessori schools in Charleston, SC, Warsaw, Poland, and Honolulu, HI. I have consulted with Montessori schools in Georgia and observed Montessori schools around the world.

Currently I am completing a PhD in Educational Foundations, Global and international Education from the University of Hawai'i. My dissertation focuses on Montessori education in Poland, in particular the importance of adaptations to the Montessori method to meet local communities needs. I believe that adaptations are inevitable, but that they need to be done carefully and intentionally in order to ensure the fidelity of Montessori schools.

In addition, I think continuous growth and lifelong learning is necessary for all individuals, but especially individuals in education. I hope that through working with MECR I can support others lifelong learning as we grow together.
Doctorate, University of Hawai'i

ablackwell@mecr.edu
I found my first Montessori job on Craigslist and immediately fell in love with the more natural way to direct and guide children. I have taught at Montessori schools in South Carolina, Poland, and Honolulu. I teach adult learners both at MECR and at Lander University in South Carolina. I work as a research consultant for AMS part time and took a deep dive into adaptations in Montessori education. In my free time I enjoy travel, time with family, biking, surfing, hiking, and friends.
Ph.D. In Education, University of Hawaii

nconyers@mecr.edu
I was a Montessori student myself in my early childhood years and have many fond memories of loving school and learning. As a college student, I took a job as an assistant in an Elementary I classroom which led me to seek my Elementary credentials after graduating with my BA in Psychology and Communication.
Master's Degree in Education, St. Catherine University

cproctor@mecr.edu
I entered my first Montessori classroom in 1995 when I had the opportunity to observe a Toddler classroom at Riverbend Montessori in Sugar Land, Texas. At the time, I planned a career as a child care director. One hour into the observation, my career plans changed, and I never looked back. I loved everything about that beautiful environment and the other incredible Montessori classrooms in the school. When the head of school invited me to serve as a substitute in the Toddler classroom and later as an assistant in the Upper Elementary classroom, I eagerly agreed. In the following years, I explored other career paths, but every one led me back to Montessori. I've found a school home at The Montessori Academy of Arlington, where I lead the Elementary team and my Upper Elementary classroom. My son, Benjamin, will be graduating from our Upper Elementary classroom in May, and I feel grateful that he will carry the best of our Montessori school with him as he moves to middle school.
Bachelors, Texas Womans University

jwade@mecr.edu
I have always been fascinated by the freedom afforded to children within the Montessori Classroom. In guiding my own classrooms, at the Lower and Upper Elementary levels, I learned that Dr. Montessori's concept of "Freedom within Limits" sets the tone for classroom management in any setting. I have 20+ years of experience in public, private and charter schools throughout the Denver metro area. The classroom is a living organism with specific needs to build a whole, thriving, and inclusive community. The practical life of grace and courtesy in the Montessori classroom allows for the meeting of the needs of the greater whole so that proper attention can be paid to the whole child as they each grow in academics, social skills and more.
Masters of Arts in Teaching, Metropolitan State University