Annotated Transcript

Understanding yourself first as a leader is an important component of being successful in a leadership role. Bringing out the best in others requires you to understand your people and what they need from you as well. How to link leadership to valued organizational goals and processes is an evolving process, but one that is critical to the success of any organization. Being the first course that I took as a graduate student at Michigan State University, I learned a lot about management versus leadership and what type of role I wanted to fill as a leader. 

CEP 815 focused on the intersection of leadership and educational technology elements by examining topics such as leadership styles, the creation of a vision and strategies to help implement it, and frameworks such as TPACK (Technological Pedagogical and Content Knowledge). Through this course, I was able to create, analyze, and bring my leadership goals to life. Through consistent feedback and analysis, I was able to create applicable presentations for both my coursework as well as my professional career.  

Classroom and Behavior Management in the Inclusive Classroom provided a plethora of case studies for participants to analyze, strategize, and evaluate. Specifically, I learned to identify crucial factors that motivate, prompt, and maintain the behavior of students. Getting to the source, or root, of the behavior was the main goal. Then, applying intervention strategies, whether they be focused around behavioral, social, or academic needs, was the next task. Truly knowing your students and then being able to provide support for them was, and still is, the priority.

How does motivation relate to learning behaviors in educational settings? When our students step into our classrooms, they are all coming from different places - emotionally, physically, and academically. Understanding and implementing new ways of motivation to learn strategies can help us break down barriers and begin to rebuild foundational skills needed in order to be successful in school. CEP 802 focused around behavioral, intrinsic motivation, and cognitive-developmental models and interventions. 

Examining institutional, class, and race systemic factors that contribute to the racial achievement gap can help leaders better understand community engagement. Understanding strategies for improving urban schools and uncovering the historical makeup of cities, communities, and property sheds light on many of the issues in Urban Education today. Through this coursework, I examined not only the education system, but also myself as well. Through much reflection, I was able to address biases and fixed mindsets around Urban Education. 

How do schools engage diverse students and families? By looking at the context of schools and the communities where schools exist and where students come from, leaders can unlock the potential within their students and school community. EAD 822 also focused on intersectionality as a means of representation within our educational roles. It is imperative for school leaders to look at the historical relationship between school and home and consider how the contemporary social, cultural and linguistic contexts impact the process of education. 

CEP 840 introduced the practice of special education in today’s schools, with a focus on the United States. Students with disabilities and learning differences deserve equitable opportunities and skilled educators who are able to differentiate, accommodate, and modify instruction when needed. Not having a special education background, this course allowed me to better understand the learning differences and disabilities categorized under the Individuals with Disabilities Education Act (IDEA), as well as the instructional responsibilities of classroom teachers.

This course, required by the MAED program, focused on the foundational elements of education including the following concepts of educational inquiry: philosophical, psychological, biological, historical, biographical, autobiographical, and ethnographic. The course was organized into six units, each of which concentrated on a piece of educational inquiry. After each unit, I was asked to reflect upon my viewing, listening, and/or reading by completing an essay response. These pieces allowed me to apply the knowledge to my work as an educator. 

Understanding the principles of instruction and remediation in reading and writing, classroom assessment techniques for reading and writing, and materials and adaptations for reading and writing instruction is fundamental within the classroom. In TE 846, I learned how to evaluate materials, curricula, programs, and practices used in literacy instruction. I also learned how to select, modify, and design literacy materials, tasks, and teaching techniques to meet the specific needs of struggling readers and writers. 

ED 870 was my final course during my time at Michigan State University (MSU). Through this coursework, I was able to compile my learning experiences from my graduate program and create an online portfolio synthesizing and reflecting on my knowledge, projects, and papers during my time at MSU. Through feedback of my instructors and my peers, I made adjustments and highlighted key elements of my education thus far. I look forward to the continuation of learning and growth that I can add to my portfolio in years to come!