While working with my struggling elementary students, I find myself encouraging them to dream big and set goals.  During this time, I often mention that when you get to college you have the opportunity to explore and learn about topics which you are passionate about.  As many of these students are from families who have not had the chance to attend upper level schooling, these are ambitious thoughts, yet capable of happening.  Life interfered with these families in some cases.

 

My journey hit some of these similar roadblocks, but my dream of receiving a masters never changed. So when the opportunity arose to go back to school, I took advantage.  As I began this adventure eighteen months ago, I shared this journey not only with my family, but also my students. Encouraging those around me that it is never too late to learn more.

 

Upon making this decision to pursue my masters, I began to consider options of what I would like to obtain from this degree.  Reflecting on my teaching, I wanted to discover research based strategies which could be implemented within my groups. I detected that there must be current research which would benefit and increase achievement with my struggling readers and mathematicians.

Next, I felt the need to embrace technology within my subjects. As the digital world expanded, I sensed that I was ready to discover a means to incorporate this with my students who worked on electronic devices with ease. Finally, I felt that I was in a position which needed change in order to move on to the next step in my professional career.  Completing my Masters of Education from Michigan State University would open doors to expand my learning personally and professionally within many scenes.

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The coursework which I selected allowed me to engage with research which I could easily apply within my classroom.  As I work with students below reading level, the literacy courses immediately were applied. Over the years, I had been given the opportunity to learn strategies while training in Reading Recovery. This provided me with a strategic base for my new knowledge.  However, my coursework at Michigan State University broadened my scope of analyzing work.

 

For example, TE842: Elementary Reading Assessment and Instruction, introduced a variety of examples of assessments.  Attention to miscues were discussed based on several age levels and types of assessment pieces. While working through discussions boards, I was able to gather different perspectives from my peers on how they perceived the student’s work.  This was eye opening to me as it shared not only new material, but drew my attention to different ways of viewing the same material.

 

In addition, a case study of a student in TE846: Accommodating Differences in Literacy Learners provided opportunities to discover research to reinforce my analysis of this student’s reading while creating an effective plan of action.  To cap off this experience, I was able to discover means in which to vary my instruction with English Second Language students in TE845: Language Diversity and Literacy Instruction Assessment. Immediately, I could see the correlation from this coursework with second language students for my struggling students.

 

Combining all the information from these courses, I was immediately able to take back this knowledge and alter my instruction with my students in order to help them achieve growth with a research based approach.  In addition, the dialogue from analyzing material was very impactful to me, so I felt that this could be utilized by my peers within our weekly professional learning community (PLC) meetings. As we had just adopted a new program, this provided an avenue to share how we could apply the running record and spelling inventory information to enhance our instruction with our students.

 

Also, this new “lens” assisted my understanding of sharing evidence at our data meetings while considering next step interventions with my struggling  students. As I continued my educational growth, I found myself becoming more confident with my data analysis. I could not only share these patterns, but had the evidence, understanding, and research to backup my reasonings while determining a plan of action to assist students while focusing on their literacy growth. These courses would expand my approach with teaching while also reminding me that different perspectives can be reached by many and that we need to observe, reflect and then create a plan together.

 

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Next, I began to look at how I could engage students within the technology realm, specifically with math.  Upon reflection, I recognized that my students would need to have opportunities to apply technology within their learning.  As I did not have experience with quality sites and apps, I found that TE831: Teaching Subject Matter with Technology was the perfect fit.  Immediately, it broadened my scope of the digital world. Not only did it push me beyond my comfort level with using digital tools, but it allowed me to explore and create at my own level of experience.

 

After taking this course, I felt ready to take the risk with new sites, even presenting at a local Technology Professional Development conference. Dialogue over a site/app became conversation with my peers as I shared and incorporated them into our lessons.  I found teachers eager to collaborate and explore digital material in the classroom setting, as we could work together towards understanding our new digital tools, including successes and hiccups.

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Also, I found myself emerging into the social media setting. Until this time, I incorporated little towards networking sites such as Twitter, Instagram and blogging.  However, I began to realize that these sites could reach many of my parents. It provided an avenue to share practices and explanations with my parents, while creating a vast professional networking group for myself.

 

Locating twitter handles with areas of interest, such as Mindset Growth, Fountas and Pinnell, and Marilyn Burns, expanded my thinking through shared research and activities which I could then supplement my instruction. Perhaps the greatest development revolved around my student interest in being the “topic” of our next tweet. During this time, I felt that my students and I were learning together which enhanced our rapport while reaching our learning target.  

 

Along with this course, I was able to incorporate new technology through TE 861A, TE861C : Action Research in K12 Science/Math Classroom Teaching. While questioning an area of improvement within my math instruction, I was able to delve into ways to improve my program while also incorporating a blended learning environment.  

 

But perhaps the most interesting and mind awakening for me was the exposure to phenomena. This was a novel approach to teaching science for me which I grew to love throughout the course. Once again, I felt that a whole new world was shared beyond how I had been trained to practice. Based on the research plans and units created, I began to supplement my teaching with technology, phenomena links, along with creating discourse within my classroom math settings.  

 

Using frameworks such as TPACK, I was engaging my struggling students, while tapping on their digital interests of study in order to learn more on topics.  As I shared interactions which I observed during intervention groups, teachers again began to show interest in my coursework as they witnessed these struggling learners engaged with instruction within my setting and eager to share back in the classroom.

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Finally, I felt that it was time for change.  As mentioned earlier, I sensed that achieving this goal could open up options within my professional career. Recognizing how much I still needed to learn was a realization. While taking EAD 822; Engaging Diverse Students and Families, I recognized that their still is a world outside my community with very different issues.

 

Over this course, I recognized positives which we have within our district, along with areas for improvement. This course pushed me to develop a better sense of engagement with our families, along with suggestions for implementation.  In addition, it reminded me that every community responds differently. It could be the staff, needs of the community, demographics, etc., that can impact the type of approach needed. Therefore, observation and listening need to be embedded for building a strong rapport to create a foundation for our school.  

 

This theme overlapped into my ED800 Educational Inquiry course where I discovered multiple ways of inquiry while engaging in lifelong learning. Once again, I was looking at the world outside my class setting. Using resources within the community, we could assist our student growth not only in the school environment, but with interests and activities in our surrounding area which could expand their learning.  

 

In addition, I reflected on teacher responses based on where they were in their educational practice. It felt as if a lightbulb of understanding went off. This approach was even evident while discovering the ways people design their websites during CAP870: Capstone. Creativity and approaches to the same topic provided understanding of the different means in order to reach the same goal. Yet with all our different styles, the goal was similar.

 

This theme overlapped while discussing formative assessment in CEP 813. Each of us bring to the table a different form of experience ranging from elementary to secondary, to areas of science or arts. However, as this course investigated critical pieces of formative assessment, the common threads could be observed overlapping the variety of fields. For example, the use of designing our assessments with a targeted learning goal, ability to provide specific feedback in order to drive instruction, self-reflection, and opportunities to use digital tools in conjunction with an effective formative assessment were features which we all incorporated into our instruction.  

 

Reflecting on the work during this class, I recognized that I need to critique my present assessment pieces of my curriculum. Afterwards, alter my instruction to address areas of weaknesses in order to provide an optimum learning experience for my students. A specific example would be the use of feedback. As we move to 1:1 devices, I would like to incorporate more use of feedback such as the Flipgrid site.  This would allow my students to first self-reflect and then have a venue for myself and peers to provide feedback responses with specific details regarding the student work.

 

Introducing and utilizing digital tools will enhance our ability to assist our students as they work with multiple teachers. In addition, it reinforces the theme mentioned above.  All members of staff interacting with students have a common goal in mind….assisting the growth of our students. Providing a means to share can provide a transparent site to observe all activities in order to monitor the progress no matter how the material has been presented. Therefore, all of these courses pushed me to change my viewpoint or instruction through exposure to concepts, different experiences and self reflection of my practice.

 

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This journey began with how I would enhance my instruction with my struggling students.  Yet, it became so more. I discovered what it truly means to be a lifelong learner. I recognized that although I may receive my masters of education, I will continue to explore educational journals, learning sites, along with delve into areas of interest in and outside education.  Also, I recognize the necessity for networking with others. Collaborating and gathering input fosters growth as we share our insight on a topic, therefore, widening my lens of learning.

 

Another take away for me was the ability to encourage making mistakes, questioning, revising and reflecting.  This was always easy for me to accept with others, however, it was a growing experience as I applied this train of thought to my work. Perhaps this is another example of my expanding mindset.

 

Finally, I leave this program with the confidence to explore the world outside my classroom. If the opportunity arises, I feel prepared to expand my growth in another scenario, along with becoming a professional resource willing to work with others to meet student growth in any situation.  As the Michigan State University slogan says, “Who will? Spartans will.”