Maika Yeigh

Tell us about L&C’s Teacher Education department.

The word that comes to mind is vibrant. We actively work to stay in touch with what is going on in K-12 schools so we can work to prepare our teacher candidates for that work. Adolescents are always changing, school systems are always changing—we need to be in touch with it all in order to help our candidates be successful teachers.

What does your role as program director for the Secondary Education program entail?

There are a lot of aspects to the work, but what is most important to me is that our candidates enjoy their time with us and leave the Secondary Education program ready to meet the needs of their students, and that our school partners want to hire our graduates. I like to channel my inner Julie-the-Cruise-Director to make sure things run smoothly, for our candidates and for all of the other people who support their development.

What would prospective students find most interesting about this program? What makes it unique?

It is a hands-on program, which means that students are not just numbers to us. Instead, much like on the undergraduate campus, we are student-centered—that is really different from the larger programs. In addition, we can provide opportunities that other programs cannot. For example, our entire cohort went to Alder Creek Middle School for an afternoon and observed several teachers. Schools want to work with us, and our candidates really benefit from that.

What do you enjoy most about Lewis & Clark students?

One of the things I enjoy the most is that they are interesting humans who care about the world in which we live. They really do enter our program seeking out our equity stance and wanting to contribute to the greater good of K-12 education. It is exciting to work with them!

How does Lewis & Clark prepare students for careers in education?

This is a big question! It is truly in everything we do. Besides teaching, we want our graduates to be educational leaders who work in their schools and larger communities to disrupt inequities in order to make sure that every child receives a robust and nurturing education. Our classes are built on pillars that knowledge is power, that education is power. So, in classes our students will do things like create sociograms to study which students in their student teaching classroom are feeling disconnected—and then figure out what to do to bring those students into the classroom community. Or, they will practice using “call in” language to make sure that they don’t inadvertently shut a student down who may still be learning about humane speech. And, they look at ways to create assessments that keep students in the school system, versus using grades to punish and inadvertently contribute to students failing, which is a leading reason kids drop out. The yearlong student teaching experience is our lab to study and practice all that they are learning.

What should incoming students know about L&C?

We really want our students to be here. Our program is challenging, but it also comes with a ton of support—because we want our students to be successful in attaining their goals.

What brought you to L&C?

I was drawn to the MAT program here because I know how good it is and how well-respected it is in the Portland-metro area. Every part of the design is based on thoughtful conversations and considerations. Nothing is just on a whim—it is carefully crafted. That’s important to me.

What’s your favorite spot on campus?

I really love the walk from the graduate campus over to the Dovecote on the undergraduate campus. There are a few ways to go—stairs? bridge?—and I like them all.

Share something you think your students would be surprised to learn about you.

I spent a lot of time this summer camping in a van with my dog! My husband, Ted, was with me sometimes, but mainly I was on my own. I drove from north of Toronto to Vermont to Chicago and then home. This is a beautiful country and I love driving across it!

Secondary Education