Awakening and Renewing the Teacher Within

Lois Brown at Crestdale Elementary School

Wanting to help area teachers improve their craft, Earlham College recently started its M.Ed. Program. Above, Lois Brown of Richmond's Crestdale Elementary School faculty is a member of the first cohort.

Earlham's grounding in Quaker practices offers an excellent vehicle to face the societal challenges reflected in every classroom; these practices include cooperative community, the pursuit of an openness to truth, respect for consciences of others and lack of coercion. The graduate programs in education, M.A.T. and M.Ed., seek to attain these goals through the implementation of four cornerstone principles.

Cornerstones

Theory into Practice

Practicing educators use their coursework and current educational settings for implementation and research during their time in the Graduate programs in Education. This concept aligns with our collective belief that being able to put educational theory into practice is where the most learning occurs.

Reflective Educator

With the use of action research and the teacher as researcher, the Graduate programs in Education provide teachers with the necessary tools to become reflective practitioners in their own classrooms and schools.

Teaching All Students

The needs of today's students are growing and changing. Today's teachers need to be able to respond to issues of literacy, critical thinking, inclusion, differentiated instruction, gifted and talented, and other issues of students.

Professional Educator

This aligns with our belief that the profession of education needs to be strengthened. Not only should teachers be treated as professionals, but teachers should believe that they are professionals. This includes participation in on-going professional development opportunities that impact teachers' leadership and involvement in their schools.