The Final Chapter
On Pedagogy, Collaboration, and Reflection.
I will never forget the day that I got accepted into the master’s degree program at Michigan State University. It was an unusual moment filled with deeply mixed emotions. I had recently gone through a catastrophic break-up with my long-time girlfriend. The seemingly seismic crater that she left in my heart weighed on me heavily. I had always been a University of Michigan fan. As someone who bleeds maize and blue, the idea of getting my next degree from Michigan State seemed totally out of my nature. I was also in the final months of my first year of teaching. In so many ways I had begun to feel comfortable in my life, and yet much of it still felt totally new to me. Despite all of the chaos and confusion, I quickly became excited to begin work on my degree. Even with some uncertainty, I knew that the program at Michigan State was the right one for me. At that moment I knew this would be my new path.
While it is difficult to distill five semesters (and ten courses) into a small handful of major life lessons, there have definitely been some common themes that have come back repeatedly while working towards my Masters of Arts in Education (MAED). The first of these lessons is that for excellent teachers, curriculum design and development is never complete. It is vital for educators to continue to learn and build new understandings of pedagogy in order to provide better opportunities for students. Second, a school is a learning community, and the strength of this community will make or break the overall impact a school can have on its students. When the community works properly a school can go from mediocre to miraculous. Finally, it became clear to me that one of the biggest keys to success in teaching (and in life) is to constantly be willing to reflect on learning. It is through these 3 major lessons that I have grown into not only a better educator, but a better person as well.
Jessica Ashley, teacher and the former science curriculum specialist in Troy Schools, was a mentor to me during my first two years at my job. While many of my fellow teachers would tell me that teaching gets easier as time goes on (when you can begin just pulling pages out of binders), Jessica would always be a reminding voice that curriculum is never complete. As I have continued working at my career this has become incredibly evident as I have tackled teaching different classes, and have been in the process of switching my curriculum to better fit the Next Generation Science Standards. Even though it is tremendous work, or at least more work than simply pulling activities from sleeves in a book, it is worth it to become better at my job. It is worth it to be more successful at helping my students.
While it may sound cliché, or perhaps incredibly obvious, I have learned a great deal about how to teach science more effectively during my time with this degree program. The biggest improvement to my teaching ability came from taking Inquiry and the Nature of Science with Dr. Amelia Gotwals. In addition to being one of the only science-specific courses I was able to take, it was the course that was most enjoyable and meaningful for me as a chemistry and physics teacher. One of the most influential activities I was able to participate in was the creation of a variety of lessons focusing on The Next Generation Science Standards and the nature of science. Although I had always been a big proponent of inquiry based education, this course provided me a new lens to view my teaching through. The course provided me with various new teaching tools, and as a result I was able to craft lessons that were much more interesting and hands-on. Another powerful activity was watching and reflecting on a master teacher through online videos. The videos exhibited excellent teaching and provided me with a new outlook on a unit in chemistry on gas laws.
In addition to my courses in science, I was also able to gain more tools for my teaching toolbox in other areas through other pedagogical focused courses. In particular, Accommodating Differences in Literacy Learners allowed me to explore adding various literacy techniques to my teaching. Through a project which studied reading comprehension of analytical text, I was able to develop several ways to help struggling readers better understand scientific articles. These skills have been transformative in how I teach my low level physics course. Another course, Teaching Subject Matter with Technology allowed for growth in the area of technology within my science classroom. In this course I was given the opportunity to play with a variety of apps, websites, and computer programs in order to find new opportunities for students. Since our district encourages students to bring and use their own devices in class, I focused heavily on various apps that could be used on smart devices and tablets. Some of the best virtual labs which allow my students to experiment on atoms, visually see energy and forces, and provide inquiry based learning where it could not exist before, came directly from my time in this course.
While my abilities to teach have grown through my education at MSU it is not the only area that I have improved upon. I have also grown in my understanding of what it takes for a school to be successful on a larger level. This increased awareness comes from a variety of courses I have taken in educational leadership. While many of these courses differed extensively from one another, one common theme quickly emerged; the importance of a collaborative learning environment. One of the major focal points in EAD 801, Leadership and Organizational Development, was the important role leaders have in keeping any organization running smoothly. The ultimate goal of any school is to have a strong, cohesive staff that can work and grow together. It is the job of a good leader to get buy-in from everyone in the organization in order to work together towards common goals. A strong leader also must get all members to feel comfortable discussing things openly in order to keep moving forward. During my time in EAD 801, I was able to analyze a major problem within my building (Troy Athens High School) and suggest a variety of solutions to remediate the issue. While the trouble initially seemed very simple and isolated to one particular facet of the school, after a detailed analysis it became clear that it was actually far more widespread. It was through this project that I was able to see the level of detail and dedication administrators must possess.
Similarly, while in EAD 824, Leading Teacher Learning, I was able to see how continued education and collaboration amongst teachers could be accomplished through professional development. I was tasked with creating a year-long plan to run and implement science teacher learning an entire school year at my job. While I was fairly familiar with the training we as teachers need, I was not aware of all the extra work that is needed to create and cultivate a successful collaborative learning community. For example, I quickly realized that the biology teachers across the district do not get along or agree on the way their course is taught. A solid plan for physics and chemistry ultimately was not successful in biology without the addition of extra steps to first get everyone working together effectively. It is through the creation of this plan that I was able to better understand how to not only plan engaging and effective professional development meetings, but also continue my understanding of leadership and collaboration.
Finally, throughout almost every course I have taken, the importance of self-reflection was critical to not only my success academically, but also critical to a growth and understanding of myself. In my content specific classes, I was asked to reflect on various lessons and teaching activities. In doing so I was able to explore and examine what went well and remediate what did not. During my time working on my MAED, I have begun keeping detailed reflections in my lesson planning book to help myself make changes for the future. In my leadership courses I was asked to consider the qualities that make leaders effective, and to think about the skills I need to develop to become better at this role. This reflection allowed me to better understand myself and where I needed to improve. I also spent a great deal of time reflecting on the way my school operates and the internal mechanisms that allow things to work smoothly. Even in courses that were more theoretical I was asked to consider my role as a learner, my place in larger learning societies, and my own feelings towards education as a whole. These are skills I hope to foster in my students when they are in my classroom. When doing activities or assessments, I want to provide opportunities for my students to reflect to get a better understanding of what they understand and what they are struggling with. My hope is that they are able to find as much use in this skill as I have.
While every course I have taken has encouraged me to be reflective, whether it be my teaching, lesson planning, writing, or general thinking, no course can better exemplify this than ED 870, the capstone course in which I made this portfolio. Through the reflection of my past and future goals, as well as each individual course I have taken, my learning during this entire process has become incredibly clear. While initially I felt confident and content with the five or six courses that stood out to me, it was the process of going back through all of my assignments and projects that I was able to really see a bigger picture emerge. The meaning that I have been able to gain from this degree includes all of the work that I have done including the classes I had previously overlooked. Once again allowing reflection to bring more depth to my learning experience.
So here I am at the end of this path. It is hard to believe a year and a half has passed since I set out to get my degree. I feel that I have grown tremendously through my continued work in the classroom, in the professional community, and through my work with Michigan State. The pursuit of my MAED has allowed me to connect and learn from new people, and shown me facets of myself that I never knew existed. However, it is difficult, if not impossible, for me to believe that this is where I stop traveling forward. As I have said in the other essays on this portfolio, this will not be the end of my educational journey. While a master’s degree is admirable, I want to continue to grow, and at this time I feel that a doctoral degree is where I would like to go next. While I am not sure what avenue I will take to achieve this goal, I know that I have the skills and determination to make it happen. I plan on continuing forward with my education formally and informally for the rest of my professional career. I hope that my continued work will allow me to be more effective at my job. I hope to be able to help more students enjoy, appreciate, or at least tolerate the worlds of chemistry and physics. I hope to change the world. While this may be the end of this particular pathway, I know deep inside that this is only just the beginning.
While it is difficult to distill five semesters (and ten courses) into a small handful of major life lessons, there have definitely been some common themes that have come back repeatedly while working towards my Masters of Arts in Education (MAED). The first of these lessons is that for excellent teachers, curriculum design and development is never complete. It is vital for educators to continue to learn and build new understandings of pedagogy in order to provide better opportunities for students. Second, a school is a learning community, and the strength of this community will make or break the overall impact a school can have on its students. When the community works properly a school can go from mediocre to miraculous. Finally, it became clear to me that one of the biggest keys to success in teaching (and in life) is to constantly be willing to reflect on learning. It is through these 3 major lessons that I have grown into not only a better educator, but a better person as well.
Jessica Ashley, teacher and the former science curriculum specialist in Troy Schools, was a mentor to me during my first two years at my job. While many of my fellow teachers would tell me that teaching gets easier as time goes on (when you can begin just pulling pages out of binders), Jessica would always be a reminding voice that curriculum is never complete. As I have continued working at my career this has become incredibly evident as I have tackled teaching different classes, and have been in the process of switching my curriculum to better fit the Next Generation Science Standards. Even though it is tremendous work, or at least more work than simply pulling activities from sleeves in a book, it is worth it to become better at my job. It is worth it to be more successful at helping my students.
While it may sound cliché, or perhaps incredibly obvious, I have learned a great deal about how to teach science more effectively during my time with this degree program. The biggest improvement to my teaching ability came from taking Inquiry and the Nature of Science with Dr. Amelia Gotwals. In addition to being one of the only science-specific courses I was able to take, it was the course that was most enjoyable and meaningful for me as a chemistry and physics teacher. One of the most influential activities I was able to participate in was the creation of a variety of lessons focusing on The Next Generation Science Standards and the nature of science. Although I had always been a big proponent of inquiry based education, this course provided me a new lens to view my teaching through. The course provided me with various new teaching tools, and as a result I was able to craft lessons that were much more interesting and hands-on. Another powerful activity was watching and reflecting on a master teacher through online videos. The videos exhibited excellent teaching and provided me with a new outlook on a unit in chemistry on gas laws.
In addition to my courses in science, I was also able to gain more tools for my teaching toolbox in other areas through other pedagogical focused courses. In particular, Accommodating Differences in Literacy Learners allowed me to explore adding various literacy techniques to my teaching. Through a project which studied reading comprehension of analytical text, I was able to develop several ways to help struggling readers better understand scientific articles. These skills have been transformative in how I teach my low level physics course. Another course, Teaching Subject Matter with Technology allowed for growth in the area of technology within my science classroom. In this course I was given the opportunity to play with a variety of apps, websites, and computer programs in order to find new opportunities for students. Since our district encourages students to bring and use their own devices in class, I focused heavily on various apps that could be used on smart devices and tablets. Some of the best virtual labs which allow my students to experiment on atoms, visually see energy and forces, and provide inquiry based learning where it could not exist before, came directly from my time in this course.
While my abilities to teach have grown through my education at MSU it is not the only area that I have improved upon. I have also grown in my understanding of what it takes for a school to be successful on a larger level. This increased awareness comes from a variety of courses I have taken in educational leadership. While many of these courses differed extensively from one another, one common theme quickly emerged; the importance of a collaborative learning environment. One of the major focal points in EAD 801, Leadership and Organizational Development, was the important role leaders have in keeping any organization running smoothly. The ultimate goal of any school is to have a strong, cohesive staff that can work and grow together. It is the job of a good leader to get buy-in from everyone in the organization in order to work together towards common goals. A strong leader also must get all members to feel comfortable discussing things openly in order to keep moving forward. During my time in EAD 801, I was able to analyze a major problem within my building (Troy Athens High School) and suggest a variety of solutions to remediate the issue. While the trouble initially seemed very simple and isolated to one particular facet of the school, after a detailed analysis it became clear that it was actually far more widespread. It was through this project that I was able to see the level of detail and dedication administrators must possess.
Similarly, while in EAD 824, Leading Teacher Learning, I was able to see how continued education and collaboration amongst teachers could be accomplished through professional development. I was tasked with creating a year-long plan to run and implement science teacher learning an entire school year at my job. While I was fairly familiar with the training we as teachers need, I was not aware of all the extra work that is needed to create and cultivate a successful collaborative learning community. For example, I quickly realized that the biology teachers across the district do not get along or agree on the way their course is taught. A solid plan for physics and chemistry ultimately was not successful in biology without the addition of extra steps to first get everyone working together effectively. It is through the creation of this plan that I was able to better understand how to not only plan engaging and effective professional development meetings, but also continue my understanding of leadership and collaboration.
Finally, throughout almost every course I have taken, the importance of self-reflection was critical to not only my success academically, but also critical to a growth and understanding of myself. In my content specific classes, I was asked to reflect on various lessons and teaching activities. In doing so I was able to explore and examine what went well and remediate what did not. During my time working on my MAED, I have begun keeping detailed reflections in my lesson planning book to help myself make changes for the future. In my leadership courses I was asked to consider the qualities that make leaders effective, and to think about the skills I need to develop to become better at this role. This reflection allowed me to better understand myself and where I needed to improve. I also spent a great deal of time reflecting on the way my school operates and the internal mechanisms that allow things to work smoothly. Even in courses that were more theoretical I was asked to consider my role as a learner, my place in larger learning societies, and my own feelings towards education as a whole. These are skills I hope to foster in my students when they are in my classroom. When doing activities or assessments, I want to provide opportunities for my students to reflect to get a better understanding of what they understand and what they are struggling with. My hope is that they are able to find as much use in this skill as I have.
While every course I have taken has encouraged me to be reflective, whether it be my teaching, lesson planning, writing, or general thinking, no course can better exemplify this than ED 870, the capstone course in which I made this portfolio. Through the reflection of my past and future goals, as well as each individual course I have taken, my learning during this entire process has become incredibly clear. While initially I felt confident and content with the five or six courses that stood out to me, it was the process of going back through all of my assignments and projects that I was able to really see a bigger picture emerge. The meaning that I have been able to gain from this degree includes all of the work that I have done including the classes I had previously overlooked. Once again allowing reflection to bring more depth to my learning experience.
So here I am at the end of this path. It is hard to believe a year and a half has passed since I set out to get my degree. I feel that I have grown tremendously through my continued work in the classroom, in the professional community, and through my work with Michigan State. The pursuit of my MAED has allowed me to connect and learn from new people, and shown me facets of myself that I never knew existed. However, it is difficult, if not impossible, for me to believe that this is where I stop traveling forward. As I have said in the other essays on this portfolio, this will not be the end of my educational journey. While a master’s degree is admirable, I want to continue to grow, and at this time I feel that a doctoral degree is where I would like to go next. While I am not sure what avenue I will take to achieve this goal, I know that I have the skills and determination to make it happen. I plan on continuing forward with my education formally and informally for the rest of my professional career. I hope that my continued work will allow me to be more effective at my job. I hope to be able to help more students enjoy, appreciate, or at least tolerate the worlds of chemistry and physics. I hope to change the world. While this may be the end of this particular pathway, I know deep inside that this is only just the beginning.
