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Ignite Spring Fellowship: Feb. 5 - May 3, 2024

Application Deadline: Nov 15, 2023 at 11:59 pm

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https://education.jhu.edu/certificate-programs/graduate-certificate-urban-education/

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About the School of Education

Established in 2007, the Johns Hopkins School of Education is a national leader in education reform through research and teaching. Grounded in the Johns Hopkins tradition of research and innovation, the School of Education is ranked among the top colleges of education in the nation by U.S. News & World Report as well as and among the top recipients of funded research..

The School of Education offers a rigorous academic environment where candidates can pursue a wide variety of graduate degree and certificate programs, and become experts in elementary and secondary teaching, counseling, administration and supervision, special and gifted education, and education in the health professions. Our candidates represent a wide variety of academic and professional backgrounds, including recent college graduates, professionals from disciplines outside of education seeking a career change, and experienced administrators, counselors, and specialists who want to enhance their skills in the classroom and practice area.

Through an interdisciplinary approach with emphasis on the most challenged urban schools, our programs and applied research have measurably improved the quality of PK-12 education. Our research and policy centers play an integral role in furthering the impact of that approach.

Accreditation

The Johns Hopkins University is accredited by the Middle States Commission on Higher Education. All programs leading to professional licensure are approved by the Maryland State Department of Education ( MSDE).

Vision

A Strategic Vision for the Johns Hopkins School of Education

The most important aspect of our vision is our people: students, staff, faculty, and leadership. As a community, we are committed to attracting and retaining a diverse, world-class faculty and staff. We believe in working collaboratively to cultivate a productive, supportive culture, which includes recruiting and promoting candidates from diverse backgrounds and inspiring our community to foster a positive environment.

The schools, organizations, and communities we serve are confronting complex, far-reaching problems. Some are long-standing; others have exploded only recently into our collective consciousness. More than ever, it is clear that these challenges will require deep, empirically informed change.

Students and clients increasingly are being diagnosed with mental health disorders, challenging educators to move beyond an emphasis on academic achievement to one addressing mental health and social-emotional well-being.

States and districts are experimenting with policy approaches that emphasize entrepreneurial solutions to school safety and early childhood education, and for-profit startups are competing with nonprofit, traditional providers.

Education occurs in a context of growing societal and racial inequity-particularly in cities like Baltimore. Through our operation of the Henderson-Hopkins School, we have seen how local challenges reflect global ones.

Research funders and consumers of research are requiring more rigorous studies that demonstrate the capacity to change practice at scale and make a lasting, positive impact.

As the challenges and their solutions become more complex, securing financial resources requires more innovation and responsiveness.

Building on the Johns Hopkins School of Education's distinctive strength as a global research leader with a local commitment, as well as its innovative academic programs, research centers, and entrepreneurial spirit, our vision positions the school to address these challenges and take advantage of the opportunities they create.

Together, we deliver world-class research, academic programs, and services that address the constantly evolving needs of the people and organizations we serve, training leaders capable of creating and utilizing cutting-edge knowledge and creating innovative, evidence-based policies, methods, and products to address the challenges these organizations face.

Dispositions

The following dispositions illustrate the school's continued commitment, as a member of Johns Hopkins University, to produce candidates who are aware and ethical in pursuing their chosen practice. All candidates who complete a certificate, master's degree, and/or doctorate in the School of Education will be:

1. Research Centered

1. Committed to Inquiry and Innovation
Candidates will:

1. be prepared to foster in others and engage in themselves the pursuit of life-long learning, continuous self-reflection, and research within their own practice or beyond;

2. maintain fluency in scholarship in their field, professional knowledge, as well as in effective and ethical practices;

3. evaluate and effectively implement appropriate new methods and tools; and

4. incorporate appropriate knowledge-building technologies in their practice.

2. Committed to Being a Reflective Practitioner
Candidates will:

1. actively engage in critical, creative, and metacognitive thinking to support conceptual understanding; and

2. engage in independent and interdependent problem solving and experiential approaches to learning.

2. Collaborative

1. Committed to Creating Positive Climates
Candidates will:

1. promote a climate in which learning is valued and ongoing;

2. provide choices to enable all to share in and contribute to social and intellectual life; and

3. uphold fair and equitable standards for conduct that encourage responsibility, mutual respect, and civic values, and that safeguard the physical, intellectual, and emotional well-being of each and every member of the community.

2. Committed to Active Engagement
Candidates will:

1. actively engage in a community of learners that develop relationships, programs, and projects with colleagues in PK-20 schools and educational agencies designed to improve the quality of education for each and every student and education professional; and

2. contribute professionally to the field at local, regional, state, and national levels.

3. Socially and Culturally Conscious:

1. Committed to Fostering Social Justice
Candidates will:

1. seek to understand their own privileges and/or prejudices; the stereotypes embedded in educational materials, rules/laws, and policies; and the cultural biases that exist in schools and other education-related or societal institutions;

2. work toward a global society where equality is recognized as a basic human right;

3. promote social and environmental responsibility; and

4. empower themselves and others to identify opportunities for growth toward excellence and equity.

2. Committed to Developing Cross-Cultural Competence
Candidates will:

1. promote respect for self, students, families, and cultures;

2. demonstrate a belief that everyone can learn and value human diversity and equity in the learning environment; and

3. examine their own biases and prejudices and develop necessary awareness, attitudes, knowledge, and skills for effectively and respectfully teaching and mentoring people whose cultures differ from their own.

4. Ethical

1. Committed to Acting Responsibly
Candidates will:

1. act with integrity and be considerate, respectful, punctual, and appropriate in appearance, conduct, and in all interactions with students, families, mentors, and colleagues; and

2. be creative and self-reliant in finding appropriate solutions to problems and managing dilemmas.

2. Committed to Acting with Integrity
Candidates will:

1. conduct themselves in a professional manner;

2. be honest and open to constructive feedback from others, manage situations of conflict and their own stress appropriately, and take responsibility for their own actions; and

3. conduct research and practice efforts intended to discover what is rather than to prove what may be anticipated.

School of Education Leadership

Leadership Team

Christopher Morphew
Dean

Jaime Lester
Vice Dean of Academic Affairs

Fernanda Pio Roda
Sr. Associate Dean of Finance and Operations

Contact: April Stanson, april.stanson@jhu.edu
410-516-7820

DEPARTMENT CHAIRS

Laura Quaynor
Department Chair, Advanced Studies in Education
lquaynor@jhu.edu

Faculty Executive Committee

SOE-FEC@exchange.johnshopkins.edu

Juliana Paré-Blagoev
Vice President

Keri Guilbault
Secretary

Sean Newhart
Parliamentarian

Odis Johnson, Jr.
Professor Representative

Jennifer Morrison
Associate Professor Representative

Cynthia Millikin
Assistant Professor Representative

Sterling Travis
Treasurer

CENTERS & INSTITUTES

Center for Research and Reform in Education
Steven Ross, Director
sross19@jhu.edu
Towson, MD
410-616-2338
education.jhu.edu/CRRE

Center for Safe and Healthy Schools
Odis Johnson Jr., Executive Director
safeschools@jhu.edu
education.jhu.edu/CSHS

Center for Social Organization of Schools
Robert Balfanz, Co-Director
rbalfanz@jhu.edu
410-516-4272

Marcia H. Davis, Co-Director
marcy@jhu.edu
443-927-0167

Steven Sheldon, Co-Director
ssheldon@jhu.edu
410-516-5489

Center for Technology in Education
Linda Carling, Director
carling@jhu.edu
Contact: Carol Herrmann, cherrmann@jhu.edu
410-516-9839
education.jhu.edu/CTE

Institute for Education Policy
David Steiner, Executive Director
dsteiner@jhu.edu
410-516-7896
edpolicy.education.jhu.edu

CONSORTIUM

Baltimore Education Research Consortium
Marc L. Stein, Interim Director
m.stein@jhu.edu
(410) 516-6832
baltimore-berc.org

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Established in 2007, the Johns Hopkins School of Education is a national leader in education reform through research and teaching. Grounded in the Johns Hopkins tradition of research and innovation, the School of Education is ranked among the top colleges of education in the nation by U.S.

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Teaching at Uncommon Schools - Our Stories

"I've taught at many schools before, and never felt this level of support for myself or for the students."

Teachers share their stories about what makes Uncommon Schools an exciting place to be.

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"I've taught at many schools before, and never felt this level of support for myself or for the students." Teachers share their stories about what makes Uncommon Schools an exciting place to be.

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https://breakthroughatlanta.org/new-student-interest/

The Summer Program runs from June 12 to July 21, 8:15 a.m. until 3:30 p.m., Monday through Friday.

Super Saturdays will take place 1-2 Saturdays per month from October 2023 through April 2024, 9:00 a.m. until noon. The 2023-2024 Super Saturdays calendar will be available in Summer 2023.

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To meet the challenges of today's world, students need an edge.

At Breakthrough Atlanta, we help them find it.

Grounded in the philosophy of students teaching students, Breakthrough Atlanta is a very special program that enhances the social and academic qualities that help students get ready to transition to-and succeed in-college. It's like getting a head start on life.

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Breakthrough Atlanta | College Readiness Program | Inspiring Students

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Breakthrough Atlanta increases academic opportunity for underserved students and develops the next generation of teachers and educational leaders.

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Join the Movement
In a city where the majority of the 8.4 million inhabitants are people of color, it is important that such diversity is reflected in New York City classrooms.Diverse cultures, perspectives, and realities are the backbone of our great city, and increased understanding of the rich diversity in our city affects every aspect of our daily lives. Yet, far too many young people in our City-especially young men of color-will never see someone who looks like them at the chalkboard.If we're going to be serious about addressing inequity in education, economics, health and justice, diverse teachers must be a part of the overall strategy.

In January 2015, Mayor Bill de Blasio, in conjunction with New York City's Young Men's Initiative, made a bold pledge: NYC will develop new initiatives and programs aiming to put an additional 1,000 men of color on course to become NYC public school teachers over the next three years.

The Young Men's Initiative, together with Department of Education, City University of New York, and Center for Economic Opportunity, excitedly announces the launch of NYC Men Teach to recruit and unite Black, Latino and Asian men committed to educating today's diverse student population; supporting each other's professional and leadership development; and to empowering the communities they serve.

Why Diversity Matters
While male students of color make up 43% of NYC's public school demographic, only 8.3% of the entire teacher workforce is made up of Black, Latino and Asian men.
By 2020, the majority of U.S. children will be youth of color.Yet their classrooms-which are the bridges to opportunity, access, and success- will not reflect this diversity.Research shows that students benefit from being taught by teachers with similar life experiences who help create a positive learning environment and leave a profound impact on students' grades and self-worth. As classrooms are also the major cultivators of tolerance, understanding, and appreciation of diverse cultures and backgrounds, a diverse teacher population is also critical to improving the quality of life in our communities. NYC MEN TEACH looks to ensure that all of New York City's young people have diverse role models, teachers, and mentors that represent what makes New York City great: DIVERSITY.

Teachers Matter!

NYC MEN TEACH believes that a well-supported educator results in a better learning experience for all students.Our recruitment and retention strategy provides support aimed at keeping teachers of color in schools for at least three years.Currently, we are building out our Principals and Mentor Networks, are seeking counsel on culturally-relevant professional and leadership workshops, and are identifying unique opportunities for community participants to change the education landscape.NYC MEN TEACH is not only about students.We are also invested in YOU!

Equal Employment Opportunity Statement

NYC Men Teach does not discriminate based on race or gender. All programs and activities of the NYC Men Teach program are open to all eligible applicants, without regard to race, gender, national origin or other characteristic protected by law.

For more information on YMI's NYC Men Teach, please email nycmenteach@schools.nyc.gov

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Join the Movement In a city where the majority of the 8.4 million inhabitants are people of color, it is important that such diversity is reflected in New York City classrooms.Diverse cultures, perspectives, and realities are the backbone of our great city, and increased understanding of the rich diversity in our city affects every aspect of our daily lives.

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July 30 (Sat) Application to Graduate opens for Autumn.
March 3 (Fri, 5 p.m.) Application deadline for Winter Quarter degree conferral
March 4 (Sat) Application to Graduate opens for Spring.

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What you need to know

Admission requirements

To learn more about requirements for admission to STEP, please visit the Application Requirements page on the admissions website.

Financing your education

To learn more about the cost of the program and options for financial support, please visit Financing STEP on the admissions website.

Contact admissions

For more information on the application process, contact STEP Student Services Officer and Credential Analyst Michaela Ruiz at maruiz@stanford.edu. To attend STEP admissions webinars (May-November), visit the admissions event page.

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Admission requirements To learn more about requirements for admission to STEP, please visit the Application Requirements page on the admissions website. Financing your education To learn more about the cost of the program and options for financial support, please visit Financing STEP on the admissions website.

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7 p.m. to 8 p.m.

October 27, 2022

December 1, 2022

January 26, 2023

February 16, 2023

March 16, 2023

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Early Application Deadline:January 12, 2024
Regular Application Deadline:February 23, 2024
Summer Orientation:June 8–14, 2024
Summer Institute:June 17–July 26, 2024
Evaluation Week:July 29–August 2, 2024