A residency program grounded in practice, philosophy and community reshaped one educator’s career path

Anna Ornelas didn’t set out to completely change the direction of her professional life, but that’s exactly what happened when she enrolled in the University of Delaware’s Montessori Teacher Residency Teaching program through Professional and Continuing Studies.

“It gave me a whole new career,” she says. “It was scary, but also really great at the same time.”

What began as a part-time position at a Delaware charter school evolved into a long-term commitment to Montessori education, one shaped by hands-on training, a deep connection to educational philosophy and a strong sense of community.

A program connected to real classrooms

Anna first became involved with the Montessori Teacher Residency program while working at Sussex Montessori Charter School in Seaford, Delaware. At the time, the school was opening its doors, but certified Montessori teachers were hard to find in the region.

The residency program helped fill that gap by pairing classroom experience with rigorous training. It allowed Anna to pursue her teaching degree while simultaneously completing Montessori certification, an opportunity that made professional growth possible without stepping away from the classroom.

“I was working at the school and going back to school at the same time,” she says. “It was a lot, but it also made everything feel very real and very connected.”

Anna completed the lower and upper elementary Montessori programs over approximately two years and is currently continuing her training in the primary program — demonstrating an ongoing commitment to Montessori education and lifelong learning.

Learning that builds community

While the Montessori philosophy played a major role in her development as an educator, Anna says it was the people in the program who made the experience transformative.

“The cohort I was in ended up being mostly people I worked with,” she explains. “Learning alongside people I worked with created a real sense of family.”

That sense of belonging was present in both the online coursework and the in-person sessions, where deeper conversations flourished.

“The in-person meetings made such a difference,” she says. “You just can’t replicate those conversations on Zoom — talking about philosophy, sharing classroom experiences and learning from everyone’s ideas.”

The program’s structure — combining independent modules with in-person engagement — created space for both focused learning and collaborative reflection.

A philosophy that changes perspective

Before entering the program, Anna admits she had misconceptions about Montessori education.

“I thought it was just a free-for-all,” she laughs. “Like children could just do whatever they wanted.”

Through the residency program, she discovered something very different: a thoughtful, intentional approach that balances child-led learning with structure and purpose.

“There’s a real beauty in allowing the child to lead while still providing limits and guidance,” she says. “Understanding that changed how I see learning, and honestly, how I see life.”

That shift didn’t just shape her teaching style; it shaped who she is as a person.

“It helped me let go a little,” she adds. “And trust the process.”

Career impact that endures

Today, Anna is still working at the school that first introduced her to the Montessori Teacher Residency program, now with credentials, confidence and a clear professional path.

The program opened doors within the Montessori world and confirmed that this is where she wants to be.

“At this point, yes, I plan to stay in Montessori teaching,” she says. “Life is long, so you never know. But this feels right.”

Her advice to others considering the program is practical and reflective of her own experience.

“Start with observations,” she says. “See if it’s something you really believe in. Because to be in the Montessori world, you have to trust the philosophy and believe in how it works.”

Why support matters

Although Anna did not receive a direct scholarship, the partnership between her school and the program made participation possible, underscoring how access and financial support, in many forms, play a critical role in educator preparation.

Anna’s story highlights the impact these programs can have when barriers are removed: stronger teachers, sustained careers and classrooms shaped by thoughtful, well-prepared educators.

Programs like Montessori Teacher Residency don’t just train teachers. They build communities, nurture personal growth and create ripple effects that benefit students for years to come.

Why I Heart UD Giving Day matters

Anna’s journey reflects the broader mission behind I Heart UD Giving Day: expanding access to education that transforms lives and strengthens communities.

Support for UD Professional and Continuing Studies helps ensure that passionate, capable students can step into new roles, meet regional needs and dedicate themselves fully to meaningful careers.

Because when access meets opportunity, the impact lasts far beyond the classroom. Celebrate Anna and students like her on April 29, 2026.