Mirka founded Carlsbad Montessori School in September 2021. She brings a wealth of experience not only as a teacher but also as the former head of a Montessori school in Prague, where she worked for many years. She studied Montessori pedagogy in Princeton, USA, and continues to pursue professional development. After successfully completing her PhD in Mathematics Education at the Faculty of Education at the University of West Bohemia in Pilsen, she now also helps prepare future teachers. She is the author of a mathematics textbook for 3rd-grade primary students. At our school, Mirka is deeply involved not only as the director but also as a class teacher, because working with children is both her passion and her calling.

Fraser comes from New Zealand and has been living and teaching in Karlovy Vary for many years. At our school, he leads English lessons for lower elementary students as well as Music classes and Physical Education. His natural use of the language and creative approach offers pupils a unique opportunity to learn English in an effortless and intuitive way. With a professional background in media and communications, Fraser enriches his teaching with original ideas and modern methods that inspire curiosity and engagement.

Michaela holds a degree in Education with a focus on Art and Drama. She has also completed a range of professional development courses, including communication with visually and hearing-impaired individuals, conflict resolution, and first aid for educational staff. Since 2014, she has worked as a teaching assistant and after-school educator. After the birth of her own children, she developed a strong interest in Montessori pedagogy and its individualized approach to students.

Adriana is a third-year student of Social Pedagogy at the Hussite Theological Faculty of Charles University. She has gained hands-on experience in primary schools as well as through her work as a leader of children’s camps and day camps. In her role as a teaching assistant, Adriana sees her work as more than just support during lessons – for her, it is a space for listening, understanding, and encouragement. She believes that when we offer children trust and a sense of safety, they can achieve even what they do not yet believe they are capable of. And it is in this belief that she finds the true meaning of her work.