Faculty

Meet the Team

Our faculty are not only experienced educators, they are mentors, observers, and guides in the preparation of the adult.

Cathy Durand-Horne, Instructor

Cathy Durand-Horne believes that our most meaningful work in education begins with intentional relationships. She is passionate about helping educators slow down, reflect deeply on their practice, and recognize that every interaction with a child, family, or colleague is an opportunity to build trust, foster belonging, and support human development. For Cathy, Montessori is not simply a method of teaching, it is a way of being that invites adults to approach their work with purpose, curiosity, and reflection.

With more than two decades of experience in early childhood education, Cathy has taught children, developed curriculum, mentored educators, consulted with schools, and designed professional development that bridges research with everyday practice. As the founder of Intentional Logic, LLC, she partners with schools to strengthen classroom quality through teacher mentorship, classroom consultation, and sustainable program development. Her work helps educators become more intentional in preparing environments, observing children, and making thoughtful decisions that honor the unique needs of every learner and community.

At MI-NE, Cathy encourages adult learners to embrace reflective practice as an essential part of professional growth. She believes that the strongest Montessori educators continually examine their own beliefs, relationships, and actions, recognizing that the adult’s preparation is just as important as the preparation of the environment. Through mentorship and thoughtful dialogue, she supports educators in developing authentic practices that nurture both children and the adults who serve them.

Cathy is an Advanced-Level, Child Development Associate (CDA) Trainer and holds an AMS Infant & Toddler Montessori Credential. She earned a Bachelor of Arts in Psychology and Economics from Denison University. In addition to serving as an instructor and field consultant, she is the founder of Intentional Logic, LLC, served as DEIB Consultant for the American Montessori Society, and as a Commissioner on the American Montessori Society’s Teacher Education Action Commission (TEAC), where she advocated for standards that strengthen the quality of AMS-affiliated Montessori teacher education programs. Cathy brings a wealth of knowledge, thoughtful leadership, and genuine enthusiasm to every learning experience, inspiring educators to lead with intention, reflection, and purpose.

Adrienne Frautten, Instructor & Field Supervisor

Adrienne brings to MI-NE a deep respect for the relationship between the child, the prepared environment, and the adult. Over more than two decades in Montessori education, she has developed a thoughtful approach that blends careful observation, purposeful preparation, and trust in each child’s natural development.

After spending nearly 20 years as a Toddler guide, Adrienne brought her experience to the Children’s House, where she continues to guide children through independent exploration and meaningful work. Her perspective across both age levels enriches the way she prepares adult learners to understand the developmental continuum from birth through age six.

Beyond the classroom, Adrienne is a respected teacher educator, serving as an instructor for the West Side Montessori Teacher Education Program (NY), Chestnut Hill College (PA), and Montessori teacher education in South Korea. She is also a founding member of Montessori Blooming Consulting and a frequent presenter at AMS’s The Montessori Event and regional Montessori conferences.

Adrienne is passionate about ensuring that Montessori classrooms reflect the principles of equity, diversity, and inclusion, believing that authentic belonging is essential for both children and adults to flourish. Adrienne helps adult learners develop both the technical precision of Montessori practice and the reflective mindset needed to truly follow the child. She encourages educators to see that the adult’s greatest work is not directing learning, but thoughtfully preparing the conditions in which learning can flourish.

Adrienne holds a Bachelor of Science in Early Childhood Education from the University of Connecticut and a Master of Education in Early Childhood Education from Gordon College. She earned both her Infant & Toddler and Early Childhood Montessori credentials through NCME–NE (MI-NE) and is a graduate of the AMS Instructor Academy.

Marcia Hubelbank, Instructor & Field Supervisor

Marcia believes that Montessori can flourish in every setting. Her experience spanning large urban Montessori schools, small cooperative learning communities, and family coaching has shaped a philosophy rooted in the understanding that Montessori is not defined by the size of a school or the resources available, but by the quality of relationships, the prepared environment, and a deep respect for the child. She encourages adult learners to see Montessori as a way of being that can transform classrooms, schools, homes, and families.

Throughout her career, Marcia has found that meaningful learning grows from trust, consistency, and authentic connection. She helps adult learners develop the relational skills that are essential to Montessori practice, including observation, communication, collaboration, and responsiveness. At MI-NE, she emphasizes that the work of the Montessori adult extends well beyond presenting materials; it is the daily cultivation of a peaceful, respectful community where every child feels seen, valued, and capable.

As both an educator and mentor, Marcia inspires teachers to see the extraordinary learning opportunities embedded in the everyday experiences of children under three. She believes that every routine, from preparing a snack or washing hands to singing songs, dancing together, reading stories, or caring for the environment—is curriculum that shapes the whole child. Drawing on her experience as a toddler and primary guide, workshop presenter, and family coach, she encourages adult learners to approach their work with creativity, joy, and intention, transforming ordinary moments into rich opportunities for independence, language, movement, connection, and discovery. Maricia believes that these thoughtfully prepared experiences become the foundation upon which children build not only knowledge and skills, but also the confidence, curiosity, and character that shape the people they are becoming.

Marcia earned her bachelor’s degree in Psychology, Early Childhood, and Creative Therapies from Lyndon State College. She holds an Early Childhood Montessori credential from the Northeast Montessori Institute and an Infant & Toddler Montessori credential from Center for Montessori Teacher Education- NY. Throughout her Montessori career, she has served as a Toddler and Children’s House guide, Head of School, field supervisor, instructor, family coach, and workshop presenter for the American Montessori Society, bringing a broad perspective and deep commitment to the preparation of Montessori educators.

Sandra Lee, Instructor

Sandra Lee was drawn to Montessori because it brought together two enduring passions: understanding how children learn and using careful scientific observation to guide educational practice. Throughout her career, she has explored the intersection of child development, language, and research, recognizing that meaningful education begins not with assumptions about children, but with thoughtful observation of who they are and what they need. This commitment to inquiry has shaped her work as a Montessori educator, researcher, author, and teacher educator.

Sandra’s work in Montessori is grounded in a deep respect for the developmental journey of the child and a belief that carefully prepared environments, informed by observation, allow each learner to flourish. Her teaching balances structure with flexibility, helping adults understand not only what to present, but also when and why a lesson is appropriate. She emphasizes that observation is an ongoing scientific process that requires curiosity, reflection, and a willingness to continually adapt one’s practice in response to the child.

One of Sandra’s greatest gifts as a teacher educator is transforming the way adults think about mathematics. Many adult learners enter her course carrying anxiety and reluctance rooted in their own childhood experiences with math. Through her clear, thoughtful instruction and the Montessori approach, Sandra helps them discover that mathematics is logical, beautiful, and joyful. By the end of the course, adult learners consistently leave with a deeper understanding of mathematical concepts and, perhaps more importantly, the confidence and enthusiasm to share that joy with children.

Sandra holds a bachelor’s degree in Chinese Literature from Soochow University in Taiwan and both an M.Ed. and Ph.D. in Early Childhood Education from Southern Illinois University. Her Montessori experience includes serving as a Children’s House teacher in language immersion settings, World Language Director, workshop presenter for organizations including AMS and MSM, and author of numerous books and publications on education, literacy, and educational research.

Heidi Mefford Rombola, Early Childhood Program Director, Instructor & Field Supervisor

Heidi played a foundational role in Montessori teacher education in New England for nearly three decades. In 1996, she joined Harborlight Montessori as both a Children’s House educator and a founding instructor for what is now the Montessori Institute–New England. From the beginning, Heidi embraced the unique opportunity to bridge the work of the laboratory school and teacher education program, helping adult learners experience Montessori philosophy not only through coursework but also through the daily life of an authentic Montessori community. Her leadership helped establish a tradition of preparing thoughtful, reflective educators while strengthening the partnership between the school and the teacher education program.

Heidi’s Montessori preparation connects her to the earliest traditions of the movement. Her teacher trainer was trained directly by Maria Montessori, giving Heidi a deep appreciation for the history, precision, and enduring purpose of Montessori education. Throughout her career, she has carried that legacy forward while helping educators understand how Montessori principles remain responsive to children, families, and schools today.

With decades of experience as a Montessori primary, elementary, and music and performing arts teacher, program director, parent educator, and board member, Heidi brings a broad and deeply practical perspective to her work with adult learners. She helps future Montessori educators connect philosophy with classroom practice, develop confidence in their presentations, and understand the importance of observation, reflection, and careful preparation.

Heidi earned her bachelor’s degree in Theatre Arts from the University of California, Davis, and her Master of Education from Cambridge College Graduate School. She holds an Early Childhood Montessori credential from the National Center for Montessori Education and has devoted her career to teaching, leadership, adult education, and the continued growth of Montessori schools and educators.

Heidi’s presentations and lectures are shaped by her early career in theatre, bringing a natural sense of timing, presence, and storytelling to her work with adult learners. She has a rare ability to make complex ideas memorable while creating learning experiences that are thoughtful, engaging, and often filled with warmth and humor.

Rachel McAlpine, Director

Rachel’s commitment to children began long before she became a Montessori educator. Early in her career, she worked with at-risk children and families, an experience that deepened her understanding of the importance of nurturing relationships, equity, and early experiences. When she discovered Montessori in 1995 in an infant and toddler classroom, she immediately recognized a philosophy that reflected these same values…a vision of education as a pathway to peace, social transformation, and respect for every child’s potential. Since then, her work has been guided by the belief that meaningful learning occurs not only in children, but also in the adults who intentionally cultivate the humility to observe, listen, and grow alongside them.

Throughout her career, Rachel has served as an Infant and Toddler teacher, Program Director, Director of Admissions, teacher educator, and presenter. These experiences provided the opportunity to work alongside children, families, educators, and school leaders, each of whom has shaped her understanding of Montessori education in different ways.

As Director of Montessori Institute–New England (MI-NE), Rachel sees her role as a facilitator of learning. She is passionate about creating spaces where adult learners can ask questions, challenge assumptions, and grow in community with one another. She believes that strong Montessori educators develop not only through study and practice, but through humility, curiosity, and a willingness to continually learn from the children they serve.

Rachel is a strong advocate for expanding access to higher education for Montessori educators. She has collaborated with colleges and universities to develop affiliation and partnership programs that recognize Montessori teacher preparation as meaningful academic study, creating pathways for adult learners to earn undergraduate and graduate degrees while completing their Montessori credentials. Her work has helped strengthen the connection between Montessori teacher education and higher education, opening opportunities for Montessori educators across multiple teacher education programs.

Rachel is also committed to supporting the broader Montessori community. She has served as a member of the board for both public/charter and Wildflower schools, as an AMS commissioner for school accreditation and teacher education and continues to offer workshops and professional development for educators and school leaders.

She holds a B.S. in Early Childhood Education and M.Ed. in Educational Leadership, an Infant & Toddler Montessori credential from CMTE-NY, and Early Childhood professional studies through the NCME-NE (MI-NE). More than any title or credential, however, Rachel considers herself a lifelong learner who remains grateful for the children, families, colleagues, and mentors who continue to teach her every day.

Jamie Oakley, Instructor & Field Supervisor

Jamie Oakley believes that Montessori education should be accessible to every child, especially those whose unique ways of learning may not always be recognized in traditional educational settings. Throughout her career, she has been passionate about helping children who learn differently discover their strengths within thoughtfully prepared Montessori environments. Her work is grounded in the belief that every child deserves to experience success, belonging, and the joy of learning.

Jamie’s expertise bridges Montessori philosophy, child development, and evidence-based literacy instruction. As an Orton-Gillingham Approach-certified educator and learning specialist, she supports teachers in recognizing learning differences while remaining deeply committed to Montessori principles. She believes that authentic Montessori practice is strengthened through careful observation, thoughtful assessment, and the meaningful use of data to better understand each child’s unique developmental journey. Jamie believes that when educators truly understand the whole child, they are better equipped to foster independence, confidence, and meaningful learning for every student.

Jamie earned her bachelor’s degree in Psychology and Early Childhood Education from Endicott College and her Master of Education in Montessori Education and an Educational Specialist degree in Reading both from Gordon College Graduate School. She holds an Early Childhood Montessori credential from NCME-NE (now MI-NE) and is certified in Orton-Gillingham.

Carrying her commitment beyond the classroom, Jamie provides workshops and professional development for Montessori schools throughout New England, partnering with educators to strengthen instructional practice, integrate research-informed strategies, and build inclusive Montessori communities where every child is supported to succeed.

Elisa Pitkin, Instructor & Field Supervisor

Creating environments where every child feels valued, capable, and inspired has been the guiding purpose of Elisa’s work as an educator. She believes children thrive in spaces (both indoors and outdoors) that honor movement, celebrate differences, foster creativity through the arts, and cultivate a meaningful connection to nature. Montessori embodies these values, providing a framework that respects the whole child while nurturing curiosity, independence, and joyful learning.

As Director of Education at MI-NE’s Lab school (Harborlight Montessori), Elisa brings a breadth of experience in Montessori education, instructional leadership, and program development. Having served as both a Children’s House and Lower Elementary teacher before moving into school leadership, she understands the importance of connecting Montessori philosophy with daily practice across every level of a school. In addition to her work in Montessori, Elisa serves as an adjunct faculty member in the Education Department at Endicott College, where she enjoys preparing future educators and connecting educational theory with authentic classroom practice.

At MI-NE, Elisa supports adult learners in recognizing that their individual practice contributes to something much larger than a single classroom. She encourages future Montessori educators to see themselves as thoughtful leaders whose observations, decisions, and relationships help shape the culture of an entire learning community. Elisa believes that Montessori education has the power not only to help children flourish, but also to strengthen the systems and communities that support them.

Elisa holds a bachelor’s degree in Early Childhood Education from Gordon College, a graduate degree in Montessori Education from Gordon College Graduate School, an Early Childhood credential from NCME-NE (MI-NE), and Elementary I & II credentials from St. Nicholas Montessori Centre in London.

Lisa Robbins, Instructor

Lisa Robbins’ work in Montessori is grounded in the belief that thriving schools are built by confident, well-supported educators. She is passionate about helping new and emerging Montessori professionals develop the knowledge, organizational skills, and leadership habits that allow both teachers and school communities to flourish. For Lisa, investing in adults ultimately creates richer experiences for children and strengthens the long-term health of Montessori education.

Her experience as a Montessori school Personnel Manager and Afterschool Program Director has given her a deep understanding of the many systems that support exceptional schools beyond the classroom. From supporting the hiring and mentoring of faculty and staff to coordinating programs and cultivating collaborative school cultures, she has worked alongside educators at every stage of their professional journey. Lisa brings a practical perspective to leadership, helping adult learners understand how thoughtful systems, clear communication, and strong relationships contribute to high-quality Montessori environments.

Lisa holds a Bachelor of Arts in Political Science from Gordon College and a Montessori Administrator Credential from West Side Montessori School in New York.

Susan Smiarowski, Instructor

Sue believes that a thoughtfully prepared environment is one of the greatest gifts we can offer children. Throughout more than a decade of leading Montessori Children’s House communities, she has witnessed how carefully designed spaces, purposeful materials, and attentive observation invite children to develop independence, confidence, and a lifelong love of learning. Her work is grounded in the understanding that the prepared environment is not simply a classroom, it is a living expression of respect for the child.

As both a guide and mentor, Sue is passionate about lifelong learning and believes that the growth of the adult is inseparable from the growth of the child. She encourages adult learners to embrace the process of becoming a prepared Montessorian with curiosity, humility, and reflection. Her warm, approachable teaching style, combined with her humor and genuine understanding of the transformative journey of Montessori practice, helps adults build confidence while remaining authentic to themselves and the philosophy.

Adult learners especially appreciate Sue’s practical, grounded approach to designing meaningful materials and engaging learning experiences in the Cultural curriculum. She helps educators move beyond simply presenting lessons to creating environments rich with opportunities for exploration, wonder, and connection across geography, science, history, art, and the natural world.

Sue earned her Montessori Early Childhood credential from the Montessori Institute–New England (MI-NE) and is a candidate for the Bachelor of Arts in Early Childhood Education from Endicott College (n.2026).

Elizabeth Stone, Infant & Toddler Program Director, Instructor, Field Supervisor

Elizabeth Stone has always been fascinated by the earliest years of life and the remarkable ways children under three construct knowledge through movement, exploration, and relationships. Her work is grounded in the belief that the earliest experiences lay the foundation for lifelong learning, and carefully observing young children reveals both the complexity of their development and the extraordinary capabilities they possess from birth.

Elizabeth’s Montessori philosophy was profoundly shaped by her studies at the Center for Montessori Education–New York, where she was mentored by Virginia Varga, one of the pioneers of Infant and Toddler Montessori education in the United States. Carrying forward that legacy, Elizabeth has become widely recognized for her expertise in Montessori education from birth to age three. With more than three decades of experience, she is passionate about helping educators recognize the extraordinary capabilities of even the youngest children and prepare environments that honor their innate drive to grow, connect, and become independent.

Beyond her work in teacher education, Elizabeth continues to mentor schools seeking to establish, strengthen, or authenticate their Infant and Toddler Montessori programs. She partners with school leaders and teaching teams to create environments that reflect the developmental needs of the youngest children while remaining true to Montessori principles. Through consultation, coaching, and professional development, Elizabeth helps schools build respectful caregiving practices, thoughtfully prepared environments, and a shared understanding of Montessori from birth to age three.

Elizabeth holds a bachelor’s degree in Child Psychology from Franklin & Marshall College, a Master of Education from Cambridge College, and an Infant & Toddler Montessori credential from CMTE-NY.

Hiromi Sudachi, Instructor

Hiromi Sudachi’s journey into Montessori began with a question: How do we truly see the child?

Through her years in Montessori classrooms and school leadership, she has come to understand that Montessori is not simply a method of teaching, but a practice of observation that requires patience, presence, and a deep respect for the child’s inner work. Her work reflects a belief that meaningful learning begins when adults learn to slow down, observe carefully, and respond thoughtfully to the developmental needs of each child.

Hiro brings a quiet precision to her teaching, guiding adult learners to notice more, listen deeply, and act with intention. She emphasizes the subtle yet powerful role of the adult in preparing the environment and supporting the child’s growing independence. At MI-NE, she helps adult learners move beyond the mechanics of Montessori materials toward a deeper understanding of the children in front of them, cultivating observation as both a skill and a way of being.

Over the course of her Montessori career, Hiro has served in a variety of roles, including Toddler and Lower Elementary teacher, Infant & Toddler Program Director, workshop presenter, and educational leader. Her broad experience across classrooms and administration provides adult learners with valuable insight into both the day-to-day realities of Montessori practice and the larger vision of Montessori leadership. She currently serves as a Head of School, where she continues to support children, educators, and families through a commitment to authentic Montessori education.

Hiromi holds a degree in English from Tokyo Kasei University and completed graduate studies in Linguistics at Newcastle University. She also earned a graduate degree in Early Childhood Education from Boston College. She holds an Infant & Toddler Montessori credential from National Center for Montessori Education–New England (NCME-NE) and was selected as an American Montessori Society Emerging Leaders Fellow in 2018.