Field-based, Intentional Preparation

 

We sat down with Dr. Adam Kennedy to talk about what distinguishes our program from others in the nation. Many of the institutions which train teachers tend to place their emphasis on a combination of coursework and practical studies, but Kennedy tells us, “Our eyes are on a different prize - making sure graduates have the confidence and commitment to remain lifelong educators.” The curriculum we use at Loyola is designed not just to turn students into teachers, but to prepare them for a sustainable career motivated by passion and meaningful change. 

Teacher candidates at Loyola spend four years working with students in real classroom environments. “Initial experiences are based around understanding education as something beyond the classroom - as something that takes place in museums and in the community - and that schools are a part of the community.”

This field-based approach offers students insight that can only be gained from experience. Kennedy emphasizes the ways in which the work encourages students to reflect and look into their own identity, “a large part of it is reconciling their perspective with what it is they want to do” he says, describing how a classroom belongs to the community it’s in and “understanding that a classroom is not its own unique ecosystem - it’s a part of those broader struggles and groups.” The goal is to dismantle any possible savior mentality and turn learning experiences for teacher candidates into moments where all involved can thrive.