Student Spotlight on Toral Patel

Spring is a time of growth . . . and what better time to highlight the incredible transformations of our graduate students? This month's spotlight is on Toral Patel '26, head of Blossom Peak Montessori School in South Carolina, and current student in our Professional pathway!

What inspired you to choose this Montessori graduate program, and how has it influenced your perspective on education?

I chose the Loyola Montessori Master's program because of its strong affiliation with AMI and its focus on authentic Montessori practice within a contemporary educational landscape. As someone building a Montessori school and seeking to create a meaningful, child-centered environment, I knew I needed a program that would challenge and ground me in both philosophy and leadership.

One of the most transformative aspects of this program has been the way it shifted my perspective on special education and children with diverse learning needs. I entered with limited understanding of inclusive education, but through courses and conversations, I’ve come to believe, wholeheartedly, that Montessori education is for all children. I now feel confident creating an inclusive environment that supports neurodiverse learners, children with physical and health-related disabilities, and those who may need individualized learning paths. This program has opened my heart and deepened my commitment to equity, showing me that with the right tools and mindset, Montessori environments can nurture every child's potential.

In what ways has this program challenged you to grow as a Montessori professional?

The program has consistently challenged me to think critically about how I lead, design inclusive environments, and uphold Montessori principles in modern contexts. Balancing my responsibilities as a school founder with rigorous coursework pushed me to develop better time management, clarity in communication, and confidence in decision-making. One of the biggest areas of growth was learning to advocate for children with diverse learning needs, including those with disabilities, and integrating Universal Design for Learning (UDL) and Least Restrictive Environment (LRE) principles into my educational planning. 

I also appreciate that because we had been prompted to communicate with parents and design such conversations through various mediums, I feel confident that I can advocate for parents. This was one area where I was always not confident. 

Can you share a unique course, project, or experience that has been particularly impactful in your journey?

Highlighting two out of many experiences that have deeply impacted my journey so far. First was my leadership portfolio project, where I proposed a school-wide initiative focused on growing an organic garden and serving vegetarian meals. This initiative aligned with my values around sustainability, health, and holistic education, and helped me envision leadership beyond logistics - one that’s rooted in nurturing community and well-being.

The second, and perhaps most surprising, was the course on adolescent development. Until this program, I had never worked with adolescents - my experience was limited to early childhood education and raising my own adolescent children at home. This course pushed my limits and expanded my perspective. I gained a profound appreciation for how the first plane of development (0–6 years) and the third plane (12–18 years) mirror each other in terms of the deep identity formation and need for independence. Understanding this parallel has given me a new lens through which to view human development across all ages, and it’s made me even more passionate about guiding children through each stage with care, respect, and purpose.

How has the diversity of perspectives within the program enriched your learning experience?

One of the most beautiful aspects of this program is the diversity of voices, from peers across the globe to professors with varied academic and classroom experience. Sharing ideas with classmates who come from different cultural, educational, and professional backgrounds has expanded my worldview and deepened my understanding of how Montessori principles can be adapted to different contexts while remaining true to their essence. The dialogue and collaboration have been both humbling and inspiring, reminding me that Montessori education is a global movement rooted in compassion and equity. It feels great to be a part of a community that is so diverse yet rooted with one mission and goal. It gives the feeling of oneness. 

What advice would you give to someone considering this program, and how can they make the most of it?

My advice is to come into the program with an open heart and a willingness to reflect deeply, not just about your students, but about yourself. Engage actively in discussions, seek feedback, and connect with your peers. Take full advantage of the program’s resources and the mentorship from your professors. Most importantly, align the work with your purpose, whether you're leading a school, working in the classroom, or advocating for inclusive practices, this program can help you grow into a Montessori leader who makes a meaningful impact.