PMAI Fellowships

Where Montessori visionaries turn bold ideas into meaningful impact.

The Public Montessori in Action International Fellowship is a yearlong opportunity for curious, mission‑driven Montessorians who are ready to bring a passion project to life. Each Fellow commits to designing, exploring, and completing a project that advances Montessori education for children and families across the globe, with the full support of a community that believes in their work.

Over the course of the academic year, Fellows receive guidance from PMAI, participate in monthly community‑of‑practice sessions, and engage in bi-weekly check‑ins that keep their goals clear and their momentum strong. Whether you’re conducting research, gathering community insights, creating content or tools, or contributing original writing, the Fellowship provides the structure, accountability, and collaborative energy to help your idea take shape.

Key dates:

  • March: Fellowship publicity begins

  • July: Applications due

  • August: Fellows selected and announced

  • September: First monthly meeting + weekly check‑ins begin; project finalized

  • Oct–May: Monthly mini‑presentations and feedback cycles

  • June: Final project presentations

The PMAI Fellowship is more than a professional development program: it’s a launchpad for Montessori educators who want to create something lasting, meaningful, and deeply aligned with the needs of children and families today.

WE ARE ACCEPTING APPLICATIONS

Apply today!

Is the Fellowship right for you

You may be an ideal candidate if you:

  • Have a project you’re eager to pursue and refine

  • Want to collaborate with other Montessori educators and exchange meaningful feedback

  • Can commit 5–10 hours per month to a personal professional goal

  • Want your work to be shared, used, and valued by the wider public Montessori community

  • Are passionate about strengthening public Montessori, supporting students and educators of the global majority, or advancing fully implemented Montessori in the public sector

What fellows commit to

  • Attending most monthly Fellowship meetings

  • Participating in bi-weekly personal check‑ins

  • Setting a clear project goal with the Fellowship Director

  • Sharing progress and receiving/giving feedback each month

  • Presenting a final project in June, including its future contribution to the Montessori community

Frequently Asked Questions

  • For the 2025-2026 academic year, the fellows meet online on the 3rd Wednesday of each month from 4:30-5:30 pm ET

  • Yes! Through our partnership with Loyola University’s Aspire Program, 1 continuing education credit can be earned with the successful completion of the fellowship.

  • At this point in time, the PMAI fellowship is unpaid.

  • The PMAI fellowship submission form for the 2026-2027 school year can be found here: https://docs.google.com/forms/d/e/1FAIpQLScSSKKbKajvb1AzfZW2blwsG7NjV5em0WCx-Cb9BQ4FnWU4RA/viewform?usp=sharing&ouid=105563996496248080200

Our 2024-2025 Fellows

  • Jennifer Haremza

    UPPER ELEMENTARY LEAD GUIDE

    “I’m Jennifer, an upper elementary lead guide at the Montessori School of Flagstaff. I am fortunate to have been a part of Montessori classrooms from the primary to the upper elementary, where seeing the progression of learning has greatly impacted my view on the wholeness of a Montessori education. My project was focused on developing learning progress scales to be used by learners and guides to evaluate student progress and serve as a tool for communicating with families. The scales are meant to show learners the path needed for mastery and to inform goal setting within an area.”

    Jennifer’s work: Critical Concepts Upper Elementary and LPS “User Manual”

  • Dr. Sharra Weaver, Ed.D.

    DESIGN DIRECTOR

    After spending many years in traditional education, Sharra was introduced to Montessori through her children’s preschool experience, and committed herself to a career in Montessori.  She received an AMI early childhood credential, taught in Montessori early childhood classrooms for 6 years, and now serves as Director of Corte Madera Montessori in Marin County, California.  She recently completed a doctorate degree in Education Studies, with a dissertation focused on learning to read in the Montessori Early Childhood classroom.  She hopes to use her research to support access to and excellence in public Montessori programs.

    In this spirit, Sharra has worked with PMAI to support Montessori teachers’ understanding of the Science of Reading (SOR).  Through a one-pager, Sharra explains what is meant by the SOR, describes SOR’s key findings, and illustrates ways in which the Montessori Language curriculum aligns with SOR. 

    Dr. Weaver’s work: Science of Reading 1 pager document

  • Michele Slater

    FORMER HEAD OF SCHOOL

    I am Michele Slater, a former Head of School and a Primary Teacher for over forty years.  I just completed my fellowship project this year on practical life, a focus that can not be underestimated. Similar to Child Study, this focus is on the child's activity,  but this is tied to one specific work, not general behavior.  How deeply are we invested in connecting the children to each skill necessary for the work, whether walking into the classroom or setting up for the addition board, which ultimately leads to sensitive periods? Working alongside two volunteer primary teachers online, we found this study to be a discipline for children whose responsibility was to practice the skills they needed before moving on. Our responsibility was to visit with them as often as needed until they established autonomy. The children would say, " What is my job today? " and we would take them there.

    Michele’s work: Practical Life

Our 2023-2024 PMAI Fellows

  • Esmeralda Cuevas

    Esmeralda is a Montessori educator based in Brooklyn, NY where she facilitates Montessori playgroups. She is AMI trained for ages 0-6 and is passionate about providing a space for children to learn skills to lead a productive, happy, and fulfilling life.

  • Mandie Cody Schadwinkel

    Mandie has worked in Montessori schools since 1997. She has been an assistant, Primary teacher, Executive Director, and currently serves as the Assistant Head of School at Montessori in Redlands in Redlands, CA. Mandie earned her AMI Primary Diploma from the Montessori Training Center of Minnesota and her Master of Education from Loyola University in Maryland. She facilitates Positive Discipline courses for parents and loves working with all the people that together form a school community.

  • Patricia Laig

    Patricia resides in the beautiful city of Marrakech in Morocco. Her Montessori journey started two decades ago as an assistant in her home country, the Philippines, until she received her 6-12 AMI diploma. Patricia has worked in toddlers, Casa, and primary school in different capacities, with primary focus on reading instruction, inclusive and special education. Currently, she serves as the Casa and Elementary coordinator, and would like to introduce the science of reading in her school.

  • Steph McGrath

    Steph has spent her career working as a Montessori educator and school leader, focused on community-based, high-quality Montessori programming in rural and remote areas. She is particularly interested in resources that support Montessori educators in developing culturally-sustaining practices. This year, Steph aims to contribute to the work being done at PMAI to “Collectively Renew” Montessori curriculum through an ABAR lens.

  • Tara Valentine

    Tara Valentine was born and raised in the northeast but lives and works in northern California. She holds a master's degree in early childhood education from Rutgers University as well as a Primary Montessori Teaching certificate from the American Montessori Society. Tara has more than 20 years of experience in both private and public Montessori schools.

  • Tom Brown

    Tom is a Montessori adolescent and elementary guide who has recently relocated to the UK. After a decade teaching in public and private Montessori environments in the US, he is now working outside of the classroom supporting the growth of 6-12 and 12-18 environments through consultancy, writing, and teacher training. Tom cares deeply about creating equitable, inclusive, and sustainable models of Montessori education, particularly for at-risk youth and boys.