Print VersionUrban Education
The 15-credit Graduate Certificate in Urban Education will assist the early-career certified teacher and other teaching professionals in understanding, valuing, and contributing to the rich diversity of schools and communities in urban and urbanizing settings in order to enhance learning outcomes for all students.
Through course activities and individual preparation, participants will demonstrate an understanding of and competencies in:
- engaging children in classrooms with positive behavioral climates
- demonstrating high quality standards-based teaching practices within the context of urban settings
- providing children with engaging and culturally sensitive learning activities
- communicating effectively within the school and parent community
- engaging community resources to enhance learning experiences
- building leadership capacity within the school setting
- linking school and classroom practices with systemic initiatives
Admission Requirements
Candidates for the Graduate Certificate in Urban Education should hold a bachelor's, master's or post-master's degree in education or a related field from a regionally accredited college or university with a cumulative grade point average of 3.0 (on a 4.0 scale), or a 3.0 cumulative grade point average for the last half of the undergraduate program. Applicants should submit official transcripts from all colleges attended for bachelor's and post-baccalaureate study, an essay, and an application of admissions for the School of Education. For more information, please contact Carolyn Strickland at cstrickland@jhu.edu or 410-516-0375. To obtain an application visit education.jhu.edu and click "Apply" under the Quick Links heading.
Requirements
- 881.621 Effective Schools and Effective Instruction
- 882.524 Education of Culturally Diverse Students
- 851.630 School, Family, and Community Collaboration for School Improvement I
- 882.618 Teaching to the Developmental Needs of the Whole Child
- 810.665 School Reform in the Urban Envorinment
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881.621 Effective Schools and Effective Instruction
Participants review recent research on effective schools and effective instructional techniques. Additional topics include strategies for implementing relevant research findings and implications for administrators, supervisors, and teachers. (3 credits)
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882.524 Education of Culturally Diverse Students
Participants analyze recent research related to the education of culturally diverse children and youth and explore case studies of successful minority education programs. The course focuses on understanding the interrelated roles of the school, the family, and the community in addressing the educational needs of culturally diverse children and youth. (3 credits)
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851.630 School, Family, and Community Collaboration for School Improvement I
Participants examine the theory, research, and best practices on school, family, and community partnerships. Individuals explore different types of partnerships, challenges to developing school-based partnership programs, and the components of effective partnership programs that enhance student performance and success. Participants design an action plan for partnerships to address school improvement goals. (3 credits)
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882.618 Teaching to the Developmental Needs of the Whole Child
Building on previous coursework, this course will focus participants’ learning on child and adolescent development consistent with developmental pathways: cognitive, linguistic, emotional, social, and physical. Topics include the needs of urban school children relative to health care, nutrition, differentiation, inclusion, special education, gifted education, arts education, higher order thinking and creative problem-solving. (3 credits)
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810.665 School Reform in the Urban Envorinment
This course examines systemic school reform movements in the urban school context. School reform occurs at many different levels, from the classroom level with individual teachers, to the national level with federal mandates. We will explore reform at different levels and analyze the theory, policies, practices, and controversies of various mechanisms of reform, including the K-8 movement, small high schools, school choice (charters and vouchers), mayoral control, merit-pay, and alternative routes to teaching. Participants will synthesize information about school reform in urban schools and systems and will reflect on their role in this process. Final evaluation of reform strategies will be grounded in the effect these reforms are having on improving learning for all students in urban schools. (1-3 credits) (3 credits)
