Sara Rich

A New Beginning

By: Sara Rich

 

Being a teacher is something I aspired to do for as long as I can remember.  As a kid I would play “school” with my friends and always want to be the teacher.  In elementary through high school I was always the student who would get excited to write on the board or exchange papers to check.  During my summers I would work with children at day camps and as a babysitter.  Anything I could do feel more like a teacher I did.  College was even more exciting because I was finally able to assist in elementary classrooms.  Even though it was 1-2 times per week I knew I was getting closer to what I had always wanted to do.  All of my dreams were coming true right before my eyes!  When the time came for my student teaching I was more than ready.  All I could think about was all of the fun and exciting learning opportunities that were ahead of me.  Not to mention I would be the lead teacher!

 

Upon graduating from my internship year I began to wonder what was next.  I had to find a teaching job and decide what educational track would be next.  I always assumed I would go back to school and get my master’s degree, but when, where, and in what program?  So began my next journey in life.  Within the first 3 years of being a full time teacher, I taught Kindergarten, first grade, and third grade, and each year had to move to a new classroom.  The constant movement and change brought a sense of uneasiness, nervousness, and anxiousness.  I had to set up a classroom, learn a new curriculum, and adjust to working with new colleagues.  I was eager for these new opportunities, but in the back of my mind I would ponder should I go back now to get my master’s?  When will be the perfect time?  It was not until my 4th year as a teacher that I knew the time was right!  I was going to be teaching the same grade and be in the same classroom the following year.  In my heart I knew that if I did not go back to get my master’s degree now it would just get harder and harder to do so.

 

As the process began of enrolling for my master’s program I hit a roadblock. I had no idea what area of education I wanted to focus on.  Reading and writing were never my favorite subjects in school as a kid so I figured this might be thetime to become more confident and knowledgeable in both.  At the same time,technology sounded interesting to pursue since our society continues to developnew technologies each and every day.  The last concentration I looked at wasleadership.  I never once thought that I would one day be a principal.  The moreI read about this area of focus the more I was drawn in.  I thought about my principal, the teachers I knew that have taken on leadership roles, and the educators that make up our central office.  I began to picture myself as a teacher leader, curriculum leader, and administrator.  I would become filled with excitement and a readiness to take on these roles.  I would not only be helping students, but I would be a supportive mentor to staff members, families, and other educators.  This was all I needed and I knew a concentration in leadership was the path I would be on for the next 2 years!

 

In the fall of 2012 I began my Master of Arts in Education with a focus in leadership at Michigan State University.  I was enthusiastic to be back where I completed my undergraduate degree and knew what I was going to learn would only further the knowledge and skills I already had.  I was ready to go down a new path in education and grow as an educator, but knew a program online would be hard work.  Not going to class, interacting face to face with professors and classmates on a weekly basis, and having to make sure I set aside time for my work has not been easy.  Juggling teaching and classes took some time to get used to, but this experience has been extremely rewarding along the way.

 

During my MAED program I took many classes that were beneficial and helpful in my endeavor to be a future leader.  The first course I took called Leading Teacher Learning (EAD 824), with Professor Nancy Colflesh, assisted in my learning on how to guide the learning of others.  I gained insight into how to provide skills, strategies, knowledge, and basic resources to help foster continuous improvement in student achievement.  One big idea I learned was the importance of creating collaborative learning communities in my school and across the district.  Collaboration, whether in a school or across the district, allows for trust to be built between professionals all while learning and sharing take place.  A second key message was the importance of allowing for teacher and principal walk-throughs.  Walk-throughs from my experience allow teachers to dialogue with one another and provide a chance to learn different practices that could be used in their classrooms.  As a leader or principal, walk-throughs provide administrators a chance to see what is taking place in their staff members’ classrooms and allow for a chance to give support to their staff.  Another area of focus that I was extremely interested in was evaluations.  As a teacher I am evaluated based on 4 different areas.  This course allowed me to gain a deeper understanding into each of these domains; planning and preparation, classroom environment, instruction, and professional responsibilities.  I personally reflected on each of these areas as a teacher and how our school was doing.

 

EAD 824 offered a chance to step inside the shoes of a principal and create a year-long teacher learning plan and budget plan to help support and build upon teacher learning.  This project allowed me to delve deeper into an area I would like to see teachers grow in and pick the best professional development and other resources possible.  This course not only was a stepping-stone into what leadership is all about, but it provided an awareness of my own leadership strengths and areas I would like to continue to grow in.

 

After my first leadership course, I decided to further my learning by taking Leadership and Organizational Development (EAD 801), also taught by Professor Nancy Colflesh.  Prior to this course I had an idea of what a leadership role should look like and what components should be included.  This course allowed for further investigation into what makes a good leader, like being an active listener, collaborating, building trust, trying new ideas, having passion and ambition, facing challenges, and creating an environment that is nurturing for all. 

 

One big idea that has stuck with me from EAD 801 is how leaders, in any profession, cannot lead alone.  They need to work closely with their colleagues and have a shared vision.  James Kouzes and Barry Posner said it best, “Leaders alone don’t make anything great.  Leadership is a shared responsibility.  You need others, and they need you.”  I experience this each and every day through the collaboration amongst staff, leaders, and students.  Another big idea is the role women have had in leadership.  Females are often driven by their emotions, making for a leader who puts others first, who can balance home life and school, and who can provide the most change.  This concept has driven me to want to make a change and take on a leadership role that benefits everyone.

 

Technology and Leadership (CEP 815) was a course that I was not as confident in when signing up, but it has opened my eyes to new ways of doing things.  Luke Rapa and Josh Rosenberg lead a course that tied together the growing world of technology with leadership.  By this time in my program, I had learned about many aspects of being a leader.  Now was my opportunity to learn how to incorporate these leadership skills using technology.  Since technology is so prevalent in our society today, I was curious and ambitious to learn new and exciting technological tools.  In a leadership role I learned how to create presentations using Prezi, as well as other forms of communication, like Twitter.  It is not only important for staff members and students to be in tune with the technology schools are using, but the parents also need to be informed.  I was able to create a proposal, as if I were the principal, on how I would use technology at my current school.  As I approached this assignment, I thought about everyone that would be involved and all of the different forms of technology that would be useful and helpful in school and at home.  CEP 815 made me more aware of all the technology we are surrounded with and the significance it has on our educators, students, and their families.

 

While I was on the path to being the best leader I could be, Engaging Diverse Students and Families (EAD 822) was the one course I could really relate to.  Professor Muhammad Khalifa did an exceptional job illustrating how our society functions daily and in the education world.  Working in a lower-income school put into perspective the stereotypes I learned about, like gender, sex, and race, just to name a few.  I was able to see what our educational system does for our society and learn what it should be doing for all of our students and families.  I learned a lot by reading about what certain principals and leaders are doing to make sure everyone receives a fair education.  A strong leader will work closely with the students, families, and surrounding community.  They will not only help them prosper in school, but will get to know them on a personal level.  This course allowed me to think about all of the underprivileged students I teach and how I can make a difference in their lives and in their families’ lives, too. 

 

As the end of my master’s program quickly approached, I took part in a Capstone Seminar (ED 870) with Matthew Koehler.  Since registering for classes I was excited for this course, but I also wondered what would be involved.  During ED 870, I was able to reflect on everything I had learned and experienced during my master’s   program.  Through the creation of an online portfolio, I incorporated some of the technology tools I learned in my previous course.  My portfolio not only provides information about myself, but it showcases all that I have           accomplished.  This course offered continuous support and feedback from classmates, as well as the instructors.  I am extremely proud of my portfolio and the different components that I am able to present.

 

Knowing I would someday get my master’s degree is one thing, but actually completing the Master of Arts in Education program has been a huge accomplishment.  There were many times I did not think I would get all of my readings and assignments done, since I was also teaching full time.  I had to constantly remind myself about all of my new learnings and how they would only make me grow as an educator.  Being a student again reminded me that learning never stops.

 

Throughout this journey I have grown and prospered as an individual and educator.  Some of my ideas have shifted, allowing for a more knowledgeable and well-rounded teacher and leader to emerge.  Even though this part of my journey is over does not mean I am going to stop learning.  New experiences and opportunities that arise will only make me a better teacher and leader in the future.  This program allowed me to decide which path I want to take in my career, as well as provide tools and knowledge that will guide me there.  Although this milestone has come to an end, I am excited to see what the future holds.