School of Education

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.

• The Center for Research and Reform in Education obtains, analyzes, and distributes the latest research to bring meaningful reform to under-performing public schools.
• The Center for Safe and Healthy Schools empowers schools, communities, and policymakers with the knowledge and tools to foster safe and healthy school climates.
• The Center for Social Organization of Schools conducts programmatic research, develops curricula, and provides schools with technical assistance to improve education.
• The Center for Technology in Education improves the quality of life of children and youth through teaching, research, and leadership in the use of technology.
• The IDEALS Institute works to build holistic systems to promote positive developmental outcomes in education, health, and social services for children and adults. • The Institute for Education Policy convenes leaders from diverse viewpoints to share
• The Institute for Education Policy convenes leaders from diverse viewpoints to share expertise in analyzing and disseminating solutions to our toughest educational issues.

From early childhood education to adult learning, the school addresses some of the most challenging problems facing education today through its doctoral and graduate programs, research and development activities, external partnerships with school systems and educational entrepreneurs, and collaborative connections to the broader Johns Hopkins research community.

No matter the field, the Johns Hopkins School of Education has a program to suit a variety of unique needs. Located in Baltimore, Maryland, the School of Education is committed to preparing current and future educators for an important and rewarding career path.

Accreditation

The Johns Hopkins University is accredited by the Middle States Commission on Higher Education (HTTP://www.msche.org). All programs leading to professional licensure are approved by the Maryland State Department of Education (MSDE; http://www.marylandpublicschools.org)

Mission

The mission of the Johns Hopkins School of Education is to generate knowledge to inform policy and practice and educate society to address the most important challenges faced by individuals, schools, and communities.

Vision

The Johns Hopkins School of Education is committed to advancing and disseminating knowledge to increase educational opportunity and transform lives.

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.

Doctoral Programs

Master's Programs

Graduate Certificates