Conclusion

Abstract

Schroth and Helfer relay how, after seven years, all REACH fellows have graduated, and all are working as teachers. Two were awarded Fulbright Scholarships, and all who had applied to graduate school have been accepted, many at Ivy League or equivalent institutions. At school sites they have been recognized locally, statewide, and nationally as instructional leaders and have garnered a variety of recognitions and awards. This project could be replicated at a variety of sites, but requires a great deal of hard work on the part of a small handful of faculty. For teacher education, it is often the case that “small is better,” as the relationships of teacher candidates with each other and faculty are of paramount importance. Constant monitoring is also necessary as teacher candidates’ progress and attitudes are variable and change frequently.

Nor must we omit to mention among the benefits of education the incalculable advantage of training up able counselors to administer the affairs of our country in all its departments, legislative, executive and judiciary, and to bear their proper share in the councils of our national government: nothing more than education advancing the prosperity, the power, and the happiness of a nation

—Thomas Jefferson: Report for University of Virginia, 1818.