Earlham's Master of Education (M.Ed.) Program enables practicing professionals to achieve a greater understanding of current educational issues, standards-based teaching, leadership and reflective practice.
Fully accredited by the North Central Association of Colleges and Secondary Schools and by the state of Indiana, the M.Ed. Program aims at helping practicing professionals work with and help students, face today's educational and societal challenges, and help build capacity in their schools through a rigorous and high-quality program. The program is not merely meant to serve as a way to renew licensure. In fact, the desire is to develop professional educators who will be leaders in their own school communities, who will model outstanding classroom practices, and who will continue to prepare their own students to become lifelong learners.
The Master of Education Program admits individuals who have the competence and commitment to continue to be outstanding teachers and educators and who value the principles and practices that inform the program.
A selection committee of M.Ed. faculty and College admissions officers assess the applicants for the program to identify potential enrollees. Admission to the program is a two-stage process, beginning with the initial application, including recommendations, grade point averages, and potential to do graduate level work. After the initial screening of an applicant’s materials, only select applicants are invited to campus for an interview with the M.Ed. faculty and admissions staff.
Competence for admission is assessed through:
Commitment to the cohort and the program's principles and dispositions for teaching are evaluated mainly through analysis of the application essay, interviews and letters of recommendation.
Cornerstones of the Program
The M.Ed. Program is shaped in the principle of "renewing the teacher within." With the idea of "renewal," the program uses several cornerstones on which to base the work.
Cornerstone I: Professional Educator
This Cornerstone aligns with the belief that the profession of education needs to be strengthened by ongoing treatment of the practitioner as a professional. This helps graduate students develop personal belief in their own professionalism that will inspire their participation in on-going development, as well as taking leadership roles in their respective schools.
Cornerstone II: Theory into Practice
Practicing educators use their coursework and their current educational settings for implementation and research during their time in the program. This concept aligns with the belief that being able to put educational theory into practice is where the most learning occurs.
Cornerstone III: 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.
Cornerstone IV: Reflective Educator
With the use of action research and the teacher as researcher, the program provides teachers with the necessary tools to become reflective practitioners in their own classrooms and schools.
The cost of the M.Ed. Program is $13,300. This includes tuition, all fees, textbooks, and miscellaneous expenses for the five semesters. In addition, candidates offered admission to the program are expected to provide a $100 enrollment deposit.
The Stafford Loan Program provides considerable funding for graduate students — up to the cost of attendance. For more information, candidates are encouraged to contact the GPE Admissions Office or the Earlham College Financial Aid Office to discuss participation in the Stafford Loan Program. We also encourage candidates to search for scholarships and grants in their local communities or for foundations and organizations that offer scholarship opportunities to graduate students.
Assessing Academic Progress
First Fall Semester. At the end of the first semester, M.Ed. faculty review candidates' grades and fall performance. Candidates not achieving a G.P.A. of 3.0 or better on cumulative assessments for the semester are placed on Probation with a written academic/performance contract generated by the M.Ed. faculty.
Semester Reviews. Similar reviews of the candidates' academic work and performance take place at the conclusion of each semester to ensure the achievement of the 3.0 G.P.A. and successful performance.
In the final semester, the summative research work is the most important part of assessing the candidates.
Probation. For a candidate on Probation, the contract specifies that performance in the program must improve by a certain date or dismissal from the program could result. M.Ed. faculty, along with the candidate, determine if additional help or instruction would assist or improve the candidate's progress. Very specific suggestions/conditions for improvement may be included, always relying on help from the M.Ed. faculty.
Satisfactory Progress on Probation. If a candidate successfully completes the Probation period, he/she will return to regular candidate status.
Unsatisfactory Progress on Probation. If a candidate fails to make satisfactory progress after one semester on Probation, the M.Ed. faculty determines possible dismissal from the program.
Completion of the Degree
Candidates for the Master of Education degree must complete 38 semester hours as a cohort. The courses are sequentially ordered over 21 months. For successful completion of the Master of Education degree, a research project becomes part of the capstone experience which helps determine qualification for graduation. All candidates for the M.Ed. degree must achieve a G.P.A. of 3.0 on coursework throughout the program.
The Earlham M.Ed. Program does not provide initial licensure for teachers. The Master of Arts in Teaching Program serves this role. However, various on-going assessments are utilized to determine successful completion of the degree. These include:
Keystone and capstone essays speaking to "renewing the teacher within" with evidence from coursework, readings, class discussions and self-reflection
Unit Design and lesson plans based on research (the integration of these units into the classroom is also part of the field-based authentic work and
Formative work through writing and discussions on individual progress towards meeting the program cornerstones
Formative research on topics that lend themselves to classroom or school issues
Successful completion of a summative action research project as the capstone project combining all facets of the coursework and field work
Reflective writings (a component of each course which includes research-based reading and writing)
The Earlham College Graduate Programs in Education Department makes recommendations for granting the Master of Education degree. This degree will be granted only upon a candidate's:
successful completion of all courses and course work with a B average or better
faculty satisfaction that all program cornerstones have been met
faculty satisfaction that all other standards have been met, including National Board for Professional Teaching Standards (NBPTS) Core propositions, and
successful completion of the major action research component.