Frequently Asked Questions

Choosing Montessori training

  • To become an AMI-credentialed Montessori teacher through MINT, you complete an AMI diploma course at the age level you want to teach. MINT offers training for working with children from birth to age 3, ages 3–6, and ages 6–12. Each course prepares you for the developmental needs, classroom environment, and Montessori materials specific to that age group.

    The training combines the study of Montessori theory and child development with practical preparation for teaching. You spend time working with the materials, observing children in Montessori classrooms, and completing practice teaching. These experiences help you connect what you study in the course with the decisions and responsibilities of leading a classroom.

    After successfully completing the course requirements and examinations, you earn an Association Montessori Internationale (AMI) diploma for your chosen age level.

  • The best place to start is with what you want to understand and how you hope to use it. You might be preparing to teach, leading a school, raising children, or looking for ideas that inform your work in healthcare, research, or public policy. Different courses offer different depths of study and focus on different stages of life.

    If you want an introduction to a particular age level, consider an orientation course. Each orientation course focuses on one developmental period, such as birth to age 3. It can help you become familiar with Montessori at that level before deciding whether to pursue more extensive training. Many people take an orientation course before a diploma course, but it is not a requirement.

    If you want to become an AMI-credentialed teacher or study one developmental period in depth, consider a diploma course. A diploma course provides extensive philosophical and pedagogical preparation for a particular age level. Some students are preparing for their first teaching position; others already hold an AMI diploma and want to study another developmental period. Administrators also take diploma courses to develop a fuller understanding of the children, teaching practices, and classroom environments they support.

    If you want a broad foundation in Montessori from birth to age 18, consider Montessori Core Principles. This is a freestanding course for people who want to understand Montessori across developmental periods. It can be relevant to parents, school administrators, and professionals in psychology, pediatrics, higher education, public policy, and anthropology. It is also highly recommended as preparation for a leadership course.

    If your focus is leading a school or educational program, consider a leadership course. Montessori Core Principles provides a useful foundation for this work. It is generally recommended rather than required beforehand, although individual trainers may make it a prerequisite. Check the requirements for the particular leadership course you are considering.

    If you work with older adults, consider Montessori for Aging and Dementia. This area of study may be relevant to elder care professionals, hospital workers, and others supporting older adults. Offerings can include intensive workshops or a more extensive course spread over six months.

    You do not need to be pursuing a teaching career to study Montessori at MINT. When comparing courses, consider the age group you want to understand, the depth of study you are looking for, and whether you need a teaching credential. Check current course listings for availability, schedules, and entry requirements.

  • An AMI diploma is the Montessori teaching credential. An AMI certificate recognizes completion of a course with a more focused purpose and does not confer that teaching credential. If your goal is to become an AMI-credentialed Montessori teacher through MINT, choose an AMI diploma course.

    The similar words can cause confusion. You may hear someone describe earning their diploma as becoming “Montessori certified” or completing their “Montessori certification.” That usage is correct: AMI itself uses “certification” when referring to its teacher training. An “AMI certificate,” however, refers to a different type of course award. When comparing programs, look for the course title and the credential it awards.

    A diploma represents comprehensive teacher preparation at a particular age level. The course includes Montessori philosophy, child development, the classroom environment, and detailed study and practice with Montessori materials. Students complete classroom observation, practice teaching, and examinations. Earning the diploma means successfully completing this full preparation to lead a Montessori classroom at the level studied. Administrators and other professionals may also pursue a diploma for this depth of study, even if they do not intend to teach.

    Certificate courses serve other learning goals. An orientation course introduces Montessori at one age level. Montessori Core Principles provides a broader foundation from birth to age 18. These courses can be valuable for assistants, administrators, parents, and professionals applying Montessori in their work. They can also help someone explore Montessori before undertaking a diploma course.

    Completing an orientation or Core Principles course earns the certificate associated with that course. It does not make someone an AMI-credentialed lead teacher, and taking several certificate courses does not replace the diploma course.

  • What is the difference between Montessori training for ages 0–3, 3–6, and 6–12?

    Each AMI diploma course prepares you to work with children at a particular stage of development. In Montessori teacher training, “diploma course” means the complete teacher training program for an age level. It includes the required study, work with materials, classroom observation, practice teaching, and examinations. The word “course” here refers to the whole program, rather than an individual class within it.

    The three programs share an underlying Montessori philosophy. Each examines the developmental characteristics of a particular age group and the educational approach that responds to them, including the prepared environment, Montessori materials, and the role of the adult.

    Ages 0–3: Assistants to Infancy

    This training focuses on development during the first three years of life, including movement, language, independence, and relationships. Students study how the adult and the environment support development from infancy through the toddler years.

    The preparation emphasizes observation, understanding and responding to children’s needs, and working with families. It provides the philosophical and practical foundation for supporting children during this early period of development.

    Ages 3–6: Primary or Children’s House

    This training focuses on the developmental needs of children from ages 3 to 6, including the growth of independence, concentration, coordination, and social participation.

    Students undertake detailed study of Montessori theory and the Primary curriculum, including practical life, sensorial education, language, mathematics, and cultural subjects. The training develops an understanding of the materials, their purposes and presentations, and the teacher’s responsibility to guide each child through observation.

    Ages 6–12: Elementary

    This training focuses on the elementary years, when reasoning, imagination, social relationships, and moral development become central to children’s interests and learning.

    Students study Montessori’s approach to elementary education through Cosmic Education, which presents knowledge as an interconnected whole. The preparation encompasses language, mathematics, geometry, history, geography, and biology, together with the adult’s role in supporting intellectual exploration, collaboration, and increasing responsibility.

    Each diploma is specific to the age level studied. A 3–6 diploma, for example, does not also confer the 0–3 or 6–12 qualification. These are separate teacher training programs, and you do not need to complete them in age order. Some teachers later undertake another diploma course to prepare for work with a different age group.

  • People arrive at this decision in different ways. You may already work with an age group and want the training to support your practice. A school may offer sponsorship for a particular level because that is where it needs a teacher. Or you may be entering Montessori education for the first time and still be exploring where you would like to work.

    A useful starting point is to consider the developmental characteristics of each age group and how these shape the teacher’s work. What interests you about that period of childhood? What would you like to understand more fully? Your previous experience can help you answer these questions, but you do not have to choose an age group simply because it is the one you know best.

    You may feel drawn to a particular aspect of the work, such as storytelling in elementary education. That interest is worth exploring, while remembering that storytelling belongs in other settings too. The distinction is how and why it is used in response to children’s development. Look at the whole educational approach and the daily responsibilities of the teacher, alongside the elements that first attract you.

    If you have the opportunity, observe Montessori classrooms at more than one level. Notice how children work and interact, how the adult guides them, and how the environment supports their independence. Speaking with teachers and trainers can also help you understand responsibilities that may be less visible during a classroom visit.

    If a school is sponsoring your training for a particular level, discuss what the position will involve and what support you will receive during training and afterward. A specific opportunity can be a meaningful starting point, especially when you have a clear understanding of the work you are preparing to do.

    You do not need to arrive at training already knowing everything about an age group; developing that understanding is part of the preparation. Nor does your first choice have to define your entire career. Some Montessori teachers later complete another diploma and move into work with a different developmental period.

  • Yes. You do not need previous teaching experience to begin Montessori teacher training. An AMI diploma course provides comprehensive preparation for teaching at your chosen age level, including Montessori philosophy, child development, work with the materials, classroom observation, and practice teaching.

    People come to Montessori through many different paths. Some are parents whose experiences with their children have sparked an interest in education. Others attended Montessori schools themselves and want to return as teachers. Some are changing careers, while others are beginning their professional lives and choose Montessori as their first preparation for work in education.

    Experienced teachers also pursue Montessori training. They may have encountered questions in their practice that they want to explore, or they may be interested in a different approach to children’s learning and development. A diploma course brings together students with these varied backgrounds.

    You do not need to teach in a conventional classroom first or work as a Montessori assistant before pursuing a diploma. Those experiences can inform your studies, but Montessori training can also be where your work in education begins.

  • Previous work in education gives you experiences and questions to bring to Montessori study. You may have taught in a public or independent school, supported children as a classroom assistant, worked in school leadership, or specialized in a particular area of education. Montessori training offers a framework for examining those experiences through the study of human development, observation, the prepared environment, and the role of the adult.

    For teachers coming from another educational approach, a diploma course provides comprehensive preparation for Montessori teaching. A public school teacher might pursue an AMI diploma to move into a public Montessori classroom, for example. Your knowledge of children and classroom life will inform your studies, while the training asks you to examine practices and assumptions that may differ from those of your previous setting.

    For Montessori assistants preparing to become guides, training builds on firsthand familiarity with the classroom. You may have observed presentations, supported children’s independence, and worked closely with a trained teacher. A diploma course develops the philosophical understanding and practical preparation needed to take responsibility for the educational environment and guide children’s work.

    For Montessori teachers moving to another age level, an additional diploma offers a sustained study of a different developmental period. Your existing Montessori foundation remains relevant, but the preparation addresses how children’s needs change and what those changes mean for your role. Each age level requires its own study; an additional diploma prepares you for that work.

    For principals, heads of school, and other administrators, the right course depends on the understanding you want to develop. A diploma offers depth at a particular age level. Montessori Core Principles provides a foundation across development from birth to age 18, while a leadership course focuses on school leadership. An orientation course can help you become more familiar with a level your school serves.

    Further study can also be valuable when you intend to remain in your current role. Experienced educators return with questions about children, learning, and school life that they could not have anticipated when they first began. Those questions can give their studies a particular focus and help them connect Montessori principles with situations they know well.

    The best choice depends on whether you are seeking a teaching credential, preparing for a new responsibility, or broadening your understanding. MINT’s different course offerings allow you to pursue the depth and focus appropriate to that purpose.

  • Yes. MINT courses welcome people whose interests and work extend beyond classroom teaching. Certificate courses are often a good match if you want to understand Montessori or apply it within your existing profession without pursuing a teaching credential.

    An orientation course introduces Montessori at a particular age level. Montessori Core Principles offers a broader foundation in development from birth to age 18 and can be taken as a freestanding course. A leadership course is particularly relevant to people responsible for guiding Montessori schools and educational programs.

    People in many professions have reasons to study Montessori. School and training center administrators may want a stronger understanding of the educational work they support. University faculty may bring Montessori study into their teaching and research. Clinical psychologists, learning specialists, and professionals who work with schools and families may want to understand the environments children attend and the principles guiding their education. People who develop educational materials or provide services to schools can also benefit from understanding Montessori more fully.

    Parents and others with a personal interest in development are welcome, too. You do not need a professional reason to pursue this study.

    Although certificate courses are often the most suitable starting point, a diploma course is also an option for someone seeking comprehensive study of a particular developmental period. Some administrators and other professionals choose this depth of philosophical and pedagogical preparation even when they do not intend to lead a classroom.

    Your choice depends on what you want to understand, how you hope to use it, and how much time you want to devote to study.

  • You can begin with an AMI diploma course, an orientation course, or Montessori Core Principles. You do not need previous Montessori experience to start teacher training. Your starting point depends on whether you are ready to pursue a teaching credential or would first like to explore Montessori through a shorter course.

    Montessori Core Principles provides a broad foundation. It introduces Montessori philosophy and human development from birth to age 18, helping you understand the principles that connect Montessori education across developmental periods. You can take it for your own learning or as preparation for further study.

    An orientation course focuses on a particular age group. It introduces the Montessori approach at one developmental period, such as birth to age 3. This can help you explore your interest in that level before committing to a full diploma program.

    Both options provide helpful preparation for a diploma course, but neither is required beforehand. If you already know that you want to become a Montessori teacher, you can begin directly with the diploma course for your chosen age level.

    Completing an orientation course or Montessori Core Principles at MINT may also make you eligible for a tuition discount on a subsequent MINT diploma course through the Alumni Continuing Education (ACE) Scholarship Fund. ACE is not based on financial need; the discount is applied automatically for eligible returning students, subject to the fund’s terms. If you are planning to continue into diploma training, MINT can help you understand how ACE applies to your course plans.

  • You do not need to arrive with an extensive knowledge of Montessori. Training is where you will develop that understanding. It helps, however, to know something about the view of childhood and the purpose of education that guide this work.

    Montessori education begins with an understanding of human development. Maria Montessori developed her approach through observation of children, studying how they learn and how their needs change as they grow. Montessori educators prepare environments that respond to those needs and support children in becoming increasingly independent, capable, and responsible. Academic learning is part of this preparation, alongside social, emotional, and moral development. About Montessori

    The adult’s role requires both knowledge and judgment. During training, you learn to observe children closely, understand the purposes of the Montessori materials, and consider when and how to offer guidance. You also examine your own expectations and habits as an adult working with children.

    This work has a wider social purpose. Montessori understood education as a means of contributing to peace. Supporting children’s development includes helping them live and work with others and recognize their responsibilities within a community. At MINT, our preparation of educators belongs to that larger effort to build a more peaceful world through education. AMI’s mission and vision

    MINT’s connection to AMI places our training within the organization Maria Montessori established to continue her work. She founded the Association Montessori Internationale in 1929. As an AMI-affiliated training center, MINT is part of an international educational community connected through that organization and its commitment to Montessori principles and practice. Our training carries this work forward by preparing students to understand its foundations and apply them in the environments they serve. AMI’s founding

    Before applying, bring your questions about children, education, and the kind of work you hope to do. An openness to observation, study, and reconsidering familiar assumptions is a useful starting point.

  • Observing an AMI Montessori classroom can be very helpful, particularly if you are unfamiliar with Montessori or are considering which age level to study. A visit gives you an opportunity to see the environment, the children’s work, and the teacher’s role in relation to what you might study during training.

    If possible, arrange an observation at an AMI school serving the age group that interests you. If you are deciding between levels, seeing more than one can help you understand how the environment and the adult’s work change in response to children’s development. Observation opportunities depend on the school’s policies and availability.

    You do not need to understand the Montessori materials or identify particular principles during your visit. Start by watching what happens:

    • How do children begin and sustain their work? Notice how they choose, repeat, explore, and respond to difficulties.

    • How do they use the environment? Look at what children can access and manage independently, and when they seek assistance.

    • How do children interact? Notice opportunities for communication, collaboration, and resolving disagreements.

    • What does the teacher do? Observe when the adult offers a presentation or support, when they watch, and when they allow children time to continue independently.

    Follow the school’s instructions for observers so that your visit respects the children’s work and the classroom’s daily routine. Afterward, take some time to reflect on what interested or surprised you and what you would like to understand better. Those questions can help give direction to your exploration of Montessori and your eventual studies.

    One visit offers only a brief view of a classroom community. You are not expected to understand everything you see. The opportunity is to become more familiar with Montessori in practice and consider your interest in the work.

  • A Montessori teacher is often called a “guide.” A classroom assistant has a supporting role. Two terms can cause confusion: “Assistant to Infancy” names a teacher at the 0–3 level, and “lead guide” means different things in different schools.

    Teacher or guide

    These words generally refer to the same position: the educator responsible for the Montessori classroom’s educational program. The teacher prepares the environment, presents materials, observes children, and guides their learning and development.

    “Guide” emphasizes how the teacher works. Through observation and informed decisions, the adult supports children in becoming increasingly independent in their learning. An AMI-credentialed teacher or guide holds an AMI diploma for the age level they teach.

    Classroom assistant

    The classroom assistant works with the teacher to support children and maintain the environment. Duties depend on the school and age group, but may include supporting daily routines, helping children participate independently, and preparing or maintaining classroom resources. The teacher remains responsible for the Montessori educational program.

    In U.S. public schools and other settings, support positions may be called paraprofessional, para, teaching assistant (TA), or teacher’s aide. These titles are not exact equivalents everywhere. Some positions support an entire classroom; others support an individual child or particular learning needs.

    Assistant to Infancy

    This is the Montessori title for a trained teacher working with children from birth to age 3. An Assistant to Infancy is the teacher, not the classroom assistant. At MINT, we most often say 0–3 Guide to make that distinction clear.

    Lead guide, lead teacher, or head teacher

    These titles depend on the school community. “Lead guide” might mean the teacher responsible for one classroom, or it might mean the chair of an age level who coordinates or supports several classrooms. When considering a position, read the responsibilities in the job description rather than relying on the title alone.

    For training purposes, the distinction is straightforward: an AMI diploma prepares you to become an AMI-credentialed teacher or guide at a particular age level. An orientation course provides a foundation in Montessori that can support your work as a classroom assistant, but does not confer the teaching credential.

  • Yes. We can help you choose a starting point that fits your goals, schedule, and preferred way of studying. Consider when courses are offered and whether their online, in-person, or blended format works for you.

    An orientation course or Montessori Core Principles can give you a foundation that makes the transition into diploma study easier. You begin the diploma with some familiarity with Montessori ideas and terminology, ready to develop that understanding further. Although neither course is required before a diploma, we encourage you to consider the value of this preparation.

    Completing an eligible introductory course at MINT may also provide access to a subsequent diploma tuition discount through the Alumni Continuing Education (ACE) Scholarship Fund. ACE is independent of financial need, and we can explain how its terms apply to your plans.

    If you are ready to pursue your teaching credential, beginning directly with a diploma course is also an option. We are happy to talk through the choices with you. Contact info@montessori-mint.org or call (214) 503-6802.

  • Start with the credential, the quality of the training, and its recognition beyond the center where you study. Then compare schedules, costs, financial support, and opportunities for continued learning.

    MINT offers AMI training through the Association Montessori Internationale, the organization Maria Montessori founded in 1929 to continue her work. AMI trainers undergo extensive preparation, and diploma students are examined by external examiners appointed by AMI. An AMI diploma is internationally recognized, opening possibilities for work across countries and participation in the Montessori community worldwide. AMI training standards

    At MINT, several strengths are worth considering:

    • Scholarships: Need-based assistance and ACE tuition discounts for eligible returning students can help make training more affordable.

    • Study options: Blended diploma programs and online course offerings make training accessible while maintaining AMI’s educational requirements. Formats vary by course.

    • Breadth: MINT offers diploma training for ages 0–3, 3–6, and 6–12, alongside introductory courses, leadership, and Montessori for Dementia, Disability and Ageing.

    • Continued support: Our work extends into schools through professional development, consultation, and classroom mentorship. You can return for further study and support as your responsibilities develop.

    You are choosing people who will help prepare you for your work. We welcome a conversation about your plans and what studying at MINT would involve: info@montessori-mint.org or (214) 503-6802.

AMI Credentials and MINT

  • The Association Montessori Internationale (AMI) is the leading international authority in Montessori education. Maria Montessori founded AMI in 1929 to continue her work and protect the quality and integrity of the educational approach that bears her name. Nearly a century later, AMI carries that work forward through a global community of educators, schools, training centers, and organizations.

    AMI sets a high international standard for Montessori teacher training. Its affiliated training centers follow established requirements for coursework, observation, practice teaching, and examinations, while AMI trainers complete extensive preparation before they are authorized to train new Montessori teachers. This rigor has made the AMI diploma one of the most respected and widely recognized credentials in Montessori education. Learn more about AMI.

    MINT is proud to be an AMI training center. Our students are not earning a credential created only for one school, state, or national system. They are preparing within the international organization Maria Montessori founded and joining a worldwide community of AMI-trained educators committed to carrying her work forward. Learn about AMI teacher training.

  • An AMI Montessori Diploma is the most respected credential or certification in Montessori education worldwide. AMI was founded by Maria Montessori herself in 1929 to continue her work, and its teacher training has maintained an international standard for nearly a century. For students who want the strongest possible foundation for a career in Montessori education, an AMI diploma represents an exceptional level of preparation.

    AMI training is known for its depth and rigor. Students study Montessori theory and child development, develop a detailed knowledge of the materials, observe children, and complete supervised practice teaching. AMI trainers undergo extensive preparation before they are authorized to train teachers, and diploma candidates complete written and oral examinations according to international AMI standards. Learn more about AMI teacher training.

    An AMI diploma also travels with you. It is recognized by Montessori schools around the world and identifies you as an educator prepared within the international organization Maria Montessori established to carry her work forward. At MINT, students can earn this highly regarded international credential while developing the knowledge, skill, and confidence to lead a Montessori classroom.

    An AMI diploma can lead to a career as a teacher in Montessori private and public schools around the world, a Montessori school administrator or owner, or an AMI consultant or trainer.

    Options for graduate credit are available through colleges and universities affiliated with individual AMI training centers. The Institute of Educational Studies (TIES) at Union Institute and University, and the University of Hartford offer credit towards a Master of Education (M.Ed.) degree for your training at MINT.

    Learn more about our Masters Programs

  • AMI affiliation places a training center within a worldwide system built to protect the quality and authenticity of Montessori education. AMI does not operate as a franchise. Affiliated centers are independent organizations that meet AMI requirements and work in partnership with the international Montessori community. AMI describes its affiliated training centers as a global network committed to bringing high-quality Montessori education to their local communities. Learn about AMI training centers.

    For students, affiliation provides an important level of quality assurance. AMI courses are led by highly qualified AMI trainers, supported by experienced pedagogical advisors, and diploma candidates are examined by external examiners appointed by AMI. AMI’s rigorous Training of Trainers Programme helps ensure that students around the world encounter the same essential Montessori knowledge and are evaluated according to the same standards. This is why an AMI diploma earned in Dallas is the same AMI diploma awarded at that age level throughout the world.

    For MINT, affiliation also connects our work in North Texas to a global professional community. We benefit from AMI’s pedagogical leadership, international network, and nearly century-long tradition of Montessori teacher education while contributing our own experience to the growth of Montessori in our region. It gives MINT both international support and international accountability: we are part of something much larger than a local teacher-training program.

  • The Association Montessori Internationale (AMI) and the American Montessori Society (AMS) offer two of the best-known paths to Montessori teacher preparation, but they come from different histories and approaches. AMS was founded in the United States in 1960 and developed within the American educational landscape. AMI was founded by Maria Montessori herself in 1929 to carry her work forward internationally. At MINT, we have chosen AMI because we believe it offers the strongest preparation for understanding and practicing Montessori at its fullest depth.

    One of the most important differences is AMI’s international approach. Montessori developed her pedagogy through the study of universal human development, not for the educational system of any single country or culture. AMI maintains this common foundation across the world rather than adapting Montessori into separate national versions of the pedagogy. An AMI diploma represents an international credential, supported by rigorous course standards, extensive preparation of AMI trainers, and external examinations. This consistency is one reason AMI training is so highly regarded by Montessori schools around the world.

    AMI’s international role also reaches well beyond teacher training. AMI works through a global network and is an NGO in official partnership with UNESCO. This continues a history of international engagement that reaches back to Maria Montessori, who addressed the League of Nations on education and peace and later contributed to the early work of the UNESCO Institute for Education. Learn more about AMI.

    MINT values collaboration across the wider Montessori community, including with AMS-trained educators. We are proudly an AMI training center because, in our view, AMI’s rigor, international consistency, global recognition, and direct continuity with Maria Montessori make the AMI diploma the premier Montessori teaching credential.

  • The Montessori Accreditation Council for Teacher Education (MACTE) is the specialized accrediting body for Montessori educator preparation programs of any affiliation. MACTE is recognized by the U.S. Department of Education, which gives its accreditation significance beyond the Montessori community. Accreditation provides independent assurance that a teacher education program meets established standards for quality and prepares graduates to become competent Montessori educators. Learn more about MACTE.

    MACTE accreditation is particularly valuable for educators who may work in public or state-regulated education. Many states recognize credentials from MACTE-accredited programs as part of pathways toward state teacher licensure, although requirements vary by state. MACTE describes its accreditation as helping graduates gain the broadest possible employment opportunities and increasing the pathways through which Montessori credentials can be recognized for state licensure in the United States and by governments internationally. In this way, MACTE helps connect a Montessori credential with the wider system of professional teacher education. Learn about the value of MACTE accreditation.

    MINT's AMI Diploma Courses at all three age levels are MACTE accredited: 0–3 (Infant and Toddler), 3–6 (Early Childhood), and 6–12 (Elementary I–II). This accreditation is earned through a substantial independent review process. MINT has completed MACTE self-study and analysis, stakeholder review, on-site verification, and review by the MACTE Board, and each course level must qualify for accreditation independently. In 2025, MACTE renewed MINT's 0–3 and 3–6 accreditation and granted full initial accreditation to our 6–12 program; all three received seven-year accreditation terms. For students, this adds another layer of assurance to the AMI diploma: MINT's teacher preparation is held both to AMI's international Montessori standards and to the standards of a specialized accreditor recognized by the U.S. Department of Education.

  • 1When you successfully complete a MINT Diploma Course, you earn an Association Montessori Internationale (AMI) Diploma for the age level you studied: 0–3, 3–6, or 6–12. This is the full AMI teaching credential for that developmental level, qualifying you as an AMI-trained Montessori educator prepared to lead a Montessori classroom. Because AMI maintains international standards for its teacher education, the diploma is recognized by AMI Montessori schools around the world. Learn more about the AMI Diploma.

    MINT’s 0–3, 3–6, and 6–12 AMI Diploma Courses are also accredited by the Montessori Accreditation Council for Teacher Education (MACTE), a specialized accreditor recognized by the U.S. Department of Education. This adds another level of recognition for graduates pursuing teaching opportunities and credentialing pathways within the United States.

    Your AMI Diploma can also become a foundation for further university study. MINT has university partnerships that allow eligible graduates to receive academic credit for their AMI training when continuing into participating bachelor’s or master’s degree programs. If a university degree is your next goal, this can allow the substantial work you have already completed at MINT to count toward that degree, creating a more direct and efficient pathway from Montessori teacher preparation into higher education.

  • Yes. International recognition is one of the greatest strengths of an Association Montessori Internationale (AMI) Diploma. AMI was founded as an international organization, and its teacher education is designed around a common global standard rather than the requirements of a single country. An AMI Diploma earned at MINT is the same AMI credential recognized by Montessori schools throughout the worldwide AMI community. Explore AMI around the world.


    For educators interested in working internationally, an AMI Diploma can become something of a professional passport to the Montessori world. AMI training centers and affiliated organizations span countries and continents, creating an international community connected by a shared approach to Montessori education. A graduate can leave MINT in North Texas with a credential that is understood far beyond Texas and the United States. Learn about AMI training worldwide.


    Of course, individual countries may have their own requirements for employment, visas, or government teacher licensure in addition to a Montessori credential. But within international Montessori education, the portability of the AMI Diploma is one of its defining advantages. If you hope your Montessori career might someday take you across the country or across the world, AMI training gives you a credential designed from the beginning to cross borders.

  • Yes. An Association Montessori Internationale (AMI) Diploma is accepted as a qualifying Montessori teaching credential within the American Montessori Society (AMS) system. In fact, AMS accreditation standards specifically recognize credentials issued by AMI teacher education programs for lead teachers. Individual schools still set their own hiring requirements, and public schools may require additional state licensure, but you do not need an AMS credential simply to teach at an AMS school. See AMS accreditation standards.

    This is one of the advantages of choosing AMI preparation. The AMI Diploma is recognized internationally, while also fitting within the broader Montessori community in the United States. AMI itself confirms that its diploma at each age level is identical throughout the world, and its training centers operate across a large international network. Learn about AMI recognition. For a graduate, that creates an unusually versatile credential: an AMI Diploma can open opportunities at AMI schools, AMS schools, independent Montessori schools, and Montessori communities around the world.

    At MINT, we believe this breadth is one reason the AMI Diploma represents the gold standard in Montessori teacher preparation. Its rigorous international requirements give graduates a credential that travels exceptionally well without limiting them to one Montessori organization. Requirements always vary by employer and, where applicable, by state or national education authorities, but choosing AMI gives you an excellent foundation for keeping as many Montessori career paths open as possible.

  • Yes. An Association Montessori Internationale (AMI) Diploma does not limit you to working at AMI schools. Montessori schools may be affiliated with AMI, affiliated with another Montessori organization, independently operated, or part of a public or charter school system. An AMI Diploma provides comprehensive Montessori teacher preparation that can qualify you for opportunities across this wider Montessori community.

    In fact, the strength and recognition of AMI preparation can be especially valuable when you want to keep your options open. AMI maintains rigorous international standards for teacher education, making the diploma a highly respected Montessori credential whether you apply to an AMI school or to another school seeking a well-prepared Montessori educator. Individual employers determine their own hiring requirements, and public schools may also require a state teaching license or other credentials.

    At MINT, we see this versatility as another advantage of earning the AMI Diploma. You receive preparation grounded in the highest international Montessori standards without being confined to one network of schools. Your career might lead to an AMI school, another private Montessori program, a public Montessori classroom, or a school elsewhere in the world. The AMI Diploma gives you a strong credential to take with you.

  • Yes, within the multi-age range covered by your diploma. Montessori classrooms bring children of different ages together, and each Association Montessori Internationale (AMI) Diploma prepares you for a full developmental age range. At MINT, you can earn an AMI Diploma for ages 0–3, 3–6, or 6–12, preparing you to guide children throughout that multi-age Montessori environment rather than qualifying for only a single grade or year.

    Each AMI Diploma is specific to its developmental level, however. A 0–3 Diploma does not qualify you as an AMI 3–6 Guide, and a 3–6 Diploma does not qualify you for the 6–12 level. Educators who want to become AMI-credentialed at another level complete the corresponding diploma course. Some Montessori educators earn two or more AMI Diplomas over the course of their careers, giving them a deeper understanding of development across childhood and greater flexibility in the roles they can pursue.

    The AMI Diploma is your Montessori teaching credential. Depending on where you work, there may also be local requirements for employment as a teacher, particularly in public or government-regulated schools. These can include a university degree, government teacher registration or licensure, or other professional qualifications required by the country, state, province, or school system. Because these requirements vary around the world, prospective teachers should check the rules where they intend to work in addition to the Montessori credential required by the school.

  • No. An Association Montessori Internationale (AMI) Diploma is a lifetime credential. Once you have successfully completed your AMI Diploma Course and earned the diploma, it does not expire. There are no renewal fees, recurring examinations, or continuing education requirements needed to keep your AMI Diploma valid.

    That permanence reflects the nature of the diploma: it recognizes that you have completed a comprehensive course of Montessori teacher preparation at a specific developmental level. Your AMI Diploma remains part of your professional qualifications throughout your career, whether you continue teaching, move into school leadership, return to Montessori after time away, or work in another country.

    Many AMI educators continue learning throughout their careers through conferences, workshops, refresher courses, consultation, or additional AMI training, and individual employers or government authorities may have their own professional-development or teacher-licensure requirements. Those requirements are separate from your AMI credential. The AMI Diploma itself is yours for life.

  • Usually, you will not need a state teaching license to teach in a private Montessori school. Private schools generally have greater freedom to establish their own teacher qualifications, and many Montessori schools look first for a recognized Montessori credential. An Association Montessori Internationale (AMI) Diplomaqualifies you as an AMI-trained Montessori educator for your age level and is the professional credential many private Montessori employers value most.

    Public Montessori schools are different because their teachers generally must meet the same state certification or licensure requirements as other public-school teachers. An AMI Diploma does not automatically replace that license. However, this does not necessarily mean returning to college for another full teacher-preparation degree. Many states offer alternative certification pathways for people who already hold a bachelor’s degree or have completed other professional preparation. Depending on the state, a candidate may complete additional coursework, examinations, supervised teaching, or another approved pathway to add the required public-school credential. The exact route varies because teacher certification is governed by each state.

    MINT graduates also benefit from an important additional qualification: our AMI Diploma Courses for ages 0–3, 3–6, and 6–12 are accredited by the Montessori Accreditation Council for Teacher Education (MACTE), an accreditor recognized by the U.S. Department of Education. MACTE accreditation can strengthen the portability of Montessori preparation and creates pathways for recognition in states that have made provisions for graduates of MACTE-accredited programs. For most students planning a career in private Montessori education, the AMI Diploma is the central professional credential. If you later decide to move into public Montessori education, your MINT preparation provides a strong foundation from which to pursue the additional state certification required where you want to teach.

  • MINT students learn from highly experienced Montessori educators who have gone far beyond earning their own teaching diplomas. Becoming an AMI Trainer requires extensive additional preparation through the Association Montessori Internationale’s Training of Trainers Programme, including advanced study, supervised experience, and evaluation. Our trainers bring this preparation together with years, and often decades, of experience in Montessori classrooms and schools.

    Across MINT’s faculty, that experience includes teaching in public and private Montessori settings, school leadership, consulting and mentoring, examining AMI diploma candidates, training future educators, and contributing to Montessori work nationally and internationally. Many hold multiple AMI diplomas, university degrees, and additional professional qualifications. MINT’s Director of Pedagogy, Uma Ramani, for example, has worked in Montessori education for more than 40 years and has contributed to the development of AMI training and educational initiatives in the United States and internationally. Meet MINT’s faculty.

    Every AMI Trainer at MINT has reached an advanced level of preparation within AMI and brings substantial professional experience to the students they train. Within that already distinguished faculty, there is also a remarkable connection to Montessori history: some of our trainers studied with educators who were trained directly by Maria Montessori. Together, our faculty brings generations of Montessori knowledge into the training room, strengthened by decades of experience applying that knowledge with children, educators, and schools.

  • AMI oversees the quality of a Diploma Course from its planning through its final examinations. From its international headquarters in Amsterdam, the Association Montessori Internationale reviews proposed courses and their schedules to confirm that required areas of study are included and presented in an appropriate sequence. Courses must be led by AMI Trainers who have completed AMI’s extensive Training of Trainers Programme, and students must complete AMI requirements for academic work, work with the Montessori materials, observation, and practice teaching. Learn about AMI training.

    That international oversight becomes especially visible during final examinations. Diploma candidates complete written and oral examinations governed by AMI requirements, and AMI appoints external examiners from outside the course. Students must demonstrate their knowledge of Montessori principles and their ability to work with the materials before experienced AMI examiners. MINT therefore does not simply create its own final examination and decide independently which students receive an AMI Diploma.

    This creates an important safeguard between the training center and the organization that stands behind the credential. MINT provides the instruction, mentoring, practice, and learning community, while AMI headquarters in Amsterdam maintains the international framework through which the course and its examinations are approved and overseen. When a student earns an AMI Diploma at MINT, the standard behind that diploma extends well beyond our training center: it is backed by an international system designed to keep the meaning of an AMI credential consistent around the world.

  • MINT combines the rigor of AMI teacher preparation with some opportunities that are unusual among Montessori training centers.

    1. Students build their own body of work. AMI training goes remarkably deep. Rather than purchasing prepared lesson manuals, students create their own albums from lectures and demonstrations, submitting pages to their trainer for feedback as the course progresses. They work extensively with the Montessori materials, make materials themselves, observe children, and practice teaching. There is a great deal to learn, but also a great deal to do.

    2. MINT has a wide alumni community. Our graduates are working across the United States and in countries around the world. Students join that community while they are training, and many remain connected to MINT long after graduation.

    3. Scholarship support is a significant part of what we offer. MINT has benefactors who believe that preparing more Montessori teachers is worth investing in. Their generosity supports scholarships for students with financial need, dedicated funds established for particular purposes, and opportunities for eligible alumni to return for further study.

    4. We have deep experience with blended AMI training. Under the pedagogical leadership of Uma Ramani, MINT helped develop AMI’s first blended Diploma Course pilot. We have been doing this work since blended AMI training was new, and that experience continues to shape how our courses combine online learning with the in-person work Montessori preparation requires.

    5. MINT can also bring a course to another community. We are based in North Texas, but our training does not have to stay there. MINT can establish AMI courses elsewhere in the United States when there is sufficient local need, allowing schools and communities to develop AMI-trained educators closer to home.

    The AMI standard is the foundation of every MINT Diploma Course. Around that foundation, MINT has spent years working to make exceptional Montessori teacher preparation available to more people and in more places.

Admissions and Applications

  • Applying to a MINT Diploma Course begins with an online application and application fee. Applicants submit three personal or professional references, a short autobiography, and academic transcripts when applicable. International applicants also provide a copy of their passport and pay the applicable international student fee.

    Once the application materials are complete, applicants participate in a personal interview with MINT. Admission considers the applicant’s readiness for the study of child development and Montessori education, along with the application materials and interview. Applicants are then notified of their admission decision in writing.

  • No. A bachelor’s degree is not required to enroll in a MINT Diploma Course. Applicants without a degree may be admitted based on their experience, maturity, and readiness for Montessori teacher preparation.

    It is important, however, to consider where you hope to work after training. For the 6–12 Elementary level, MINT strongly recommends having a bachelor’s degree because many schools require one when hiring an Elementary Guide. At the 3–6 level, a degree may also be important if you plan to work in a public Montessori school, where state teacher-certification requirements often apply in addition to the AMI Diploma.

    If you plan to work in a private Montessori school, an AMI Diploma can qualify you for many positions without a bachelor’s degree. We encourage applicants who are unsure to consider their long-term employment goals when choosing a course.

  • Yes. Your bachelor’s degree does not need to be in education, child development, or a related field to apply for a MINT Diploma Course. Students enter Montessori training from many different academic and professional backgrounds.

    The Diploma Course provides the specialized preparation for becoming a Montessori educator. Students study child development and Montessori theory, learn to observe children, work extensively with the Montessori materials, and gain practical experience in Montessori environments. Previous teaching experience can be useful, but it is not assumed.

    Experience in another field can also bring valuable knowledge and perspective to your work as an educator. MINT considers the applicant as a whole, including their experience and readiness to undertake the demands of AMI teacher preparation.

  • Yes. You can apply to a MINT Diploma Course while completing your undergraduate degree. Simply submit your current transcript as part of the application process.

    If you plan to continue your undergraduate studies while enrolled at MINT, consider the time commitment carefully. AMI Diploma Courses are intensive, and successfully managing both programs requires strong time management, independence, and the ability to keep up with substantial work outside scheduled class hours.

  • No. You do not need previous Montessori employment or classroom experience to apply for a MINT Diploma Course. Some students are already working in Montessori schools, often as classroom assistants, while others are experienced teachers coming from conventional education or from another Montessori training background. Still others enter Montessori education from fields such as psychology, pediatrics, public policy, or entirely different professions.

    Experience working with children or in a Montessori environment can certainly be helpful, but it is not expected of every applicant. The Diploma Course provides the specialized preparation you will need to become an AMI Montessori educator.

  • Start by finding the course you would like to attend. Under Courses, you can explore Diploma Courses, Certificate Courses, Refresher Courses, and Montessori for Dementia, Disability, & Aging. For Diploma Courses, you can compare options by age level, location, and upcoming start date.

    When you find the course you want, open its course page and select Apply. The application will guide you through the information and supporting materials required for that particular program. Because requirements vary by course type, the individual course page and application will provide the most relevant instructions.

  • For MINT’s AMI Diploma Courses, which provide the full Montessori teacher training and credential for a specific age level, applicants submit an application, a short autobiography, and three personal or professional references. Academic transcripts are also requested when applicable.

    International applicants provide additional documentation, including a copy of their passport. Once you begin the application, it will show the materials required for your course and what remains to be submitted before your application is complete.

  • Yes. A personal interview is part of the admissions process for MINT’s AMI Diploma Courses. The interview is an opportunity for MINT to learn more about you and for you to ask questions about the training before making the commitment to enroll.

    There is no special preparation required. You can expect general questions about your background, your experience, and your interest in Montessori education. You do not need previous Montessori knowledge or teaching experience to prepare for the interview. Come ready to talk about what has brought you to Montessori and what you hope to gain from the training.

  • Application deadlines vary by course, and each course page provides the dates for that particular offering. We recommend applying as soon as a course opens for enrollment, especially if you plan to apply for financial assistance.

    MINT’s scholarship committee meets monthly, and applying early allows time for your application to receive priority consideration. The CSS Profile used for financial aid can also take some time to complete. Applicants who wait until shortly before a course begins may not leave enough time for their financial aid application to be processed before the start of training.

    You do not need to wait for a deadline to approach. If a course is open for enrollment and you are interested in attending, beginning the application early gives you the most time to complete admissions and explore available scholarship support.

  • It is a good idea to begin your application when the course you are interested in opens for enrollment. MINT launches new AMI-approved course offerings annually, often many months before the training itself begins. A course opening for applications in late summer, for example, may not begin until the following spring or summer.

    Applying early gives you the greatest opportunity for priority consideration for MINT scholarships and financial aid, including time to complete the CSS Profile used in that process. It can also make the practical side of training much easier. For courses that require travel or extended in-person blocks, an early admission decision gives you more time to arrange transportation and accommodations.

  • Once your application is complete, MINT typically reviews it within one week. This includes reviewing your submitted materials and completing the admissions interview.

    Applicants are notified of the admission decision in writing.

  • After you are accepted, MINT will send you an acceptance letter, an enrollment contract, and information about AMI course requirements. You will also receive an invoice for a $500 deposit, which is applied toward your tuition.

    If you plan to apply for MINT scholarships or financial aid, you can begin the financial aid process even before receiving your admission decision. MINT uses the College Board CSS Profile as an independent assessment of financial need. Because completing the CSS Profile can take some time and MINT’s scholarship committee meets monthly, applicants seeking financial assistance are encouraged to begin as early as possible.

    Once your admission and enrollment steps are complete, MINT will provide the information you need to prepare for the start of your course.

  • Once you are accepted into a MINT Diploma Course, a $500 tuition deposit is due within 10 days of acceptance to secure your place in the course. The deposit is applied toward your total tuition.

    Your acceptance materials will include the information you need to complete enrollment and make the deposit.

  • Generally, no. AMI Diploma Courses have specific academic and practical requirements established by the Association Montessori Internationale (AMI), so previous Montessori coursework or training from another organization typically cannot be transferred or used to reduce the requirements for an AMI Diploma.

    There is one exception given by AMI. Students entering AMI 6–12 Elementary training who already hold an AMI 3–6 Diploma receive a 10-hour reduction in the required coursework. This is an AMI provision specifically recognizing the prior AMI 3–6 credential.

Course Formats, Schedules, and Workload

  • MINT AMI Diploma Courses generally take one to three years to complete, depending on the age level and course format. Each course is structured to accommodate the required academic work, supervised practice with Montessori materials, classroom observation, practice teaching, and AMI examinations.

    The 6–12 Elementary Diploma Course is typically the longest, taking about two and a half years. Its schedule is designed in part around summer onsite intensives, allowing students to complete substantial portions of the in-person training during the summer. Other MINT Diploma Courses may follow summer, academic-year, or blended schedules. Check the individual course page for the exact dates and format of the course you are considering.

  • An AMI Montessori Diploma Course cannot be completed entirely online. This is part of AMI’s international quality standard for teacher preparation. While AMI permits substantial online learning within blended Diploma Courses, it requires at least 55% of course content delivery to take place onsite and in person. Hands-on work with Montessori materials and direct guidance from AMI Trainers are considered essential parts of the preparation.

     

    MINT has been a pioneer in making this rigorous training more accessible through blended learning. In 2019, MINT launched AMI’s pilot Blended 3–6 Diploma Course, helping establish a model that combines scheduled online learning with concentrated periods of in-person training. MINT’s blended courses may include live online sessions and recorded content for independent work, while designated onsite sessions preserve the practical experience required by AMI.

     

    Students looking for a fully online Montessori course may find that option among some of MINT’s shorter Certificate Courses, but a fully online format is not available for an AMI Diploma Course.

  • At MINT, blended training means that a course includes both online and in-person learning. Students attend scheduled onsite sessions at the course location and complete other parts of their training online.

    Online learning at MINT includes both live classes and independent work, also known as synchronous and asynchronous. Some classes require students to log in at a scheduled time and participate with their trainers and classmates. Other lessons, recordings, and assignments can be completed independently according to the course schedule. Blended training is not fully self-paced. Students must be available for scheduled online classes as well as required in-person sessions.


    Blended is also different from hybrid learning, where some students may attend a class in person while others join the same class online. In a MINT blended course, the schedule clearly identifies which sessions are online, which are in person, and which work students complete on their own.

  • The in-person schedule depends on the specific MINT course. Some Diploma Courses are offered entirely in person. In a blended course, required onsite sessions are usually grouped into defined periods, often during the summer and, in some courses, around a winter break. This allows much of the year to include online study while reserving concentrated periods for the work that must be completed face to face. Check the schedule for your specific course before applying, especially if you will need to arrange travel or time away from work.


    All required onsite sessions should be treated as firm commitments. AMI requires students to attend at least 90% of each required course component to be eligible to sit for the final examinations. This requirement applies across the course, including theory lectures, Montessori material presentations, supervised practice, and reading seminars. AMI does not provide for excused absences, so students should plan carefully around all published course dates.

  • Online classes in MINT’s blended Diploma Courses are generally live and scheduled. Students log in at set times to learn and participate with their trainers and classmates. The online portion of a blended course should not be understood as a self-paced program that can be completed whenever a student chooses. (Synchronous work)

    Courses also include work in Populi, MINT’s online learning platform, that students complete outside live class times. This may include recorded Montessori material presentations or resource videos, assigned readings, and required online discussions. (Asynchronous work)

    Students should plan for both scheduled live classes and independent coursework throughout the online portions of their training.

  • Yes. The majority of MINT students work full time while completing their Diploma Course. Students who do so need to be highly organized, self-motivated, and prepared to work independently between scheduled classes.

    Full-time students should also plan ahead with their employers. Diploma Courses include required in-person training as well as observation and practice teaching (OPT) in Montessori classrooms, which may require time away from a regular work schedule. Reviewing the full course calendar with your employer before training begins can help you plan for these periods in advance.

    Support at home can also be valuable, particularly during intensive onsite sessions or periods of heavier coursework.

  • Students should plan to devote approximately 15–25 hours per week to their MINT Diploma Course, including scheduled classes and independent coursework. The amount will vary from week to week depending on the course schedule and assignments.

    Montessori teacher training is a substantial professional commitment, and the time students invest is part of what makes the preparation so comprehensive. Coursework extends beyond class meetings as students develop their albums, study Montessori theory, prepare materials, complete readings, and integrate what they are learning. Planning for this time from the beginning allows students to engage fully in the training while balancing work and other responsibilities.

  • Schedules vary by course and are set by the AMI Trainer, but MINT courses tend to follow some common patterns. During the academic year, live online classes are often scheduled on weekday evenings, usually once or twice a week depending on the course. This makes blended training more accessible to students who work during the school day.


    In-person training generally takes place on weekdays and is often concentrated into longer sessions during the summer. This pattern is common in MINT’s blended courses and may also be used for fully in-person courses. Because every course has its own calendar, applicants should review the schedule for their specific course when planning work, travel, and other commitments.

  • MINT publishes course calendars as soon as possible after a course is approved by AMI and opens for enrollment. This usually gives students many months to plan before training begins. For example, MINT may open enrollment in August for courses beginning the following spring or summer.


    Publishing the calendar early gives applicants time to review required online and in-person dates before committing to a course. This is especially important for students who need to arrange time away from work, travel, or accommodations for onsite training.

  • MINT offers Montessori training in communities across the United States, so the time zone for live online classes may vary by course. Your course schedule will clearly identify the time zone for each live online session. For example, courses based in Dallas generally use Central Time, while a course based in Raleigh may schedule its online classes in Eastern Time.


    For onsite training, the schedule follows the local time at the course location. Students joining online from another region can simply use the time zone listed on the course calendar to convert the class time to their own location.

  • 1.     Absolutely. It is very common for students to participate in MINT blended courses while living in another state. Much of the training can be completed from home, with students traveling to the course location for the scheduled in-person portions of their training.

    MINT does not provide housing or childcare, but we can help students become familiar with the area as they make their plans. Depending on the training location, this may include information about extended-stay accommodations or guidance on neighborhoods and short-term rentals. MINT staff have even previewed rental options to help students understand which locations may work well for getting to and from training.

    The course calendar is published well in advance so students can plan their travel and accommodations around required onsite sessions.

  • MINT publishes detailed course calendars well in advance so you can plan time away from work around your training. In blended courses, required in-person sessions are often concentrated during the summer, and AMI examinations are also typically scheduled during the summer. This can work especially well for educators whose employment follows an academic-year calendar.

    If you work year-round, review the complete course calendar before enrolling and discuss the required dates with your employer early. Your individual work arrangements will determine how much leave you need, but the course page provides the dates you will need to plan around.

  • AMI courses require a minimum of 90% attendance. Regular and punctual participation is part of the AMI training standard, whether you are completing a full Diploma Course or a shorter Certificate Course.

    For Diploma Courses, attendance includes all required parts of training, including scheduled classes, supervised practice, observation, and practice teaching. AMI does not provide for excused absences, so students should review the dates for their course carefully and plan for required sessions. If you have questions about how the attendance requirement applies to a particular course, your MINT Trainer can clarify the requirements before you enroll.

  • If illness or an emergency causes you to miss class, communicate with your Trainer as soon as possible. MINT courses are built around a learning community, and your Trainer and classmates can help you understand what you missed and stay connected to the course. Students may be encouraged to gather notes from at least two classmates, since comparing notes can provide a fuller picture of the material covered.

    At the same time, AMI’s attendance standard still applies. AMI does not provide excused absences, including for illness or emergencies, and students must maintain at least 90% attendance. Staying in close communication with your Trainer can help you keep up with your coursework while understanding how an absence affects your attendance requirements.

  • MINT course schedules, locations, and delivery formats are established in advance as part of the AMI course approval process, so students can generally expect the published course plan to remain fixed. This also allows students to make arrangements for work and travel well ahead of required training dates.

    If a change does become necessary, your Trainer will communicate it clearly to the class. Updates and important course announcements are shared through Populi, MINT’s learning management system, so enrolled students have a central place for current course information.

Miscellaneous

  • The Montessori Core Principles Certificate Course is a deep dive into Montessori theory and philosophy and a comprehensive study of human development from birth through adulthood, delivered by AMI trainers at all levels for a focus on Montessori principles throughout life. Successful completion of a two-week on-site session followed by a distance learning block leads to the international AMI Certificate for Montessori Core Principles. This course is for all those who need a solid grounding in Montessori theory and principles of practice, including school administrators and support staff; academicians and researchers; education advocates and policy-makers; parents and parent educators; and those who support Montessori programs in schools and other contexts.

  • Because AMI-affiliated schools exist worldwide, trainees are free to complete observation and practice teaching requirements in the geographical area of their choice in classrooms approved by MINT.

MINT Director of Operations, Mary Valdez

Get in Touch

Still have questions? We’re here to help!

Reach out to our Director of Operations, Mary Valdez, for more information, guidance, or assistance planning your next steps toward enrollment.