Shannon Small 

       Deciding to begin a master’s program took some time and decision making to find the right fit.  It was the end of my second year teaching full time, living out of state, and away from family and friends.  To make this change and go back to school, while still continuing to work, and invest in my future was a decision I did not take lightly.  When I decided to begin this journey, I knew I wanted the freedom to be able to visit family and possibly move before my master’s was complete.  Michigan State University (MSU) offered an online Master of Arts in Education (MAED) program that fit with my needs, and would give me the opportunity to grow as an educator and individual, while still having flexibility by not being geographically tied to one location.  While I did not attend Michigan State for my undergrad, it was one of the schools I had strongly considered from a young age to continue my education.  The opportunity to become a true Spartan was one that excited me and increased the draw to the program.  

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       Upon further investigation, I found that MSU’s multiple concentration area choices would allow me to make decisions regarding my own education and how it would impact my students throughout the program and in the future.  I was able to choose areas in Technology and Learning as well as P-12 School and Post-Secondary Leadership to enrich my special education and general education degree and certifications.  The freedom to choose from multiple courses to satisfy each of these concentrations was an added benefit because I was able to choose classes that would enhance my current abilities and were of higher interest.  This decision to complete this program through MSU was one that has impacted my work with students for the past four years, and will continue to make a difference going forward in the future, as well as enhance my personal education.  

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       Understanding various types of learning beyond the traditional classroom influences how we look at education.  Traditionally, education has been viewed as students at school, in a classroom, sitting at a desk with teacher directed learning.  However, the opportunities to learn are endless.  Many courses in this program have helped me to see how we can provide a variety of learning opportunities to students, many of which are non-traditional, and help students to grow beyond past expectations.  Two of the main courses that focused on these ideas were ED 800- Concepts of Educational Inquiry and EAD 860- Concepts of Learning Society.  Through these courses and others, I have been exposed to individuals learning in a variety of ways, including immersion, self-teaching, peer learning, technology based learning, and many other methods.  These different situations have helped me to be more creative in how I plan lessons for my students, and the expectations I have for them in the school setting.  While I can help provide them with a great educational foundation, they may experience more success in learning outside of the brick and mortar school building.  In my own personal experience, I have learned a great deal in what may seem a ‘non-traditional’ educational setting, by tackling an online master’s program.  However, this format is becoming more of a norm in our society.  Learning to embrace and encourage non-traditional learning has been a change I have made as an individual learner, but also as a teacher.  

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       While embracing various types of learning, technological advances and the role it plays in the classroom has made a major impact on my teaching.  Through this master’s program, with an emphasis in Technology and Learning, I have had the opportunity to explore, experiment with, create, and implement different tools and technologies.  In courses such as CEP 815- Technology and Leadership, CEP 813- Electronic Assessments, and CEP 816- Teaching and Learning Across Curriculum, I was exposed to a wide variety of tools that I could implement in my current and future teaching.  These tools helped with assessment, presentation methods and differentiated instruction.  With practice and time, technology can be seamlessly integrated into the classroom curriculum in a variety of manners.  In multiple classes throughout this program, I have been exposed to multiple new technology resources that I have gladly used with my students to support their learning and growth.  From simple online recordings, to videos, meme generators to full website creations (such as this online portfolio) my use of technology for more educational purposes, rather than personal endeavors has shifted greatly.  

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       The interaction between technology and leadership has been a positive result from this program.  One of the biggest influences that this program has played on my current teaching, are the number of new technology based resources I have gained through various courses.  While I used technology with students in the past, the ways I use it and the various types has increased.  I have learned how to use technology as an assessment of student progress and understanding.  While traditionally we think of student mastery as acing a test, students can demonstrate their understanding in a wide variety of methods.  Allowing students to use technology in multiple ways and exhibit their own proficiencies has been a stepping stone to my implementation.  Students can be leaders of their peers by sharing their expertise in a specific new tool or technology, but also with academic content.  Using this technology with my students has been rewarding and helped me to grow as an educator to support my students’ needs.  

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       Technology plays a role in my work with students, but it also allows me to support other teachers.  While using technology in the classroom has increased, I have also gained confidence in my ability to present this technology to other staff members and provide assistance in their troubleshooting.  Gaining leadership opportunities within the school was something I had originally hoped to result from this master’s program.  Working with and supporting other teachers through their use of technology is one of the ways I have been able to gain some leadership within the school setting.  I have found ways to support other teachers with their implementation of technology with students and supported them in their own individual learning.   Gaining leadership understanding and implementing these skills into my work in the schools has been a result since entering this master’s program.  One class that supported this growth was EAD 801- Leadership and Organizational Development.  This course, in combination with others, helped me to gain additional leadership understanding and increase my ability to relate with and support others in growing towards individual and goals set for the school.  While I had originally thought the P-12 School and Post-Secondary Leadership emphasis would help me to move towards administrative leadership opportunities, my decision to remain in the classroom and take on smaller leadership opportunities within the school has resulted.  I am enjoying these types of leadership experiences, my desire to move towards higher administrative leadership has been changed based on this master’s program and my continued work in the schools.  

       My experiences through the courses have given me a better understanding of the inner workings of leadership past and present and I have realized that my skills and talents are best spent in the classroom working closely with students at this time.    The courses, such as Leadership and Organizational Development, that took apart leadership and broke down specific aspects of how leadership can be viewed and run helped me to see the inner workings of the administration of my schools.  While no administration/leadership is perfect, there are specific aspects that must be in place for it to be effective.  I enjoyed the opportunities to take closer looks at some areas that may be lacking and need improvement within my school.   I have a better understanding about the way effective leadership works within an organization, and have learned ways to improve areas of weakness.  Understanding these things allows me to interact better with my direct administrators and find ways to support them in their efforts to improve the school.  Having a greater understanding about how organizations run smoothly and changes that may be necessary allows me to work with my current administrators to help the school be efficient.  While I can be a support in this process, my desire to move into administration is not a path I am choosing to pursue at this time.  I know my time is best spent working with and supporting my students to help them make the most progress of which they are capable.   It helped me to understand how my role as a teacher impacts the bigger picture and how I can still help to make positive changes within the school setting moving forward.  

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       When looking back at my individual transformation over the last four years from the start of the master’s program, to this time as I am wrapping up my final course, I have made a great deal of growth.  My use of technology to support student growth and progress has increased, as well as my use of technology for formative assessments.  I am able to look at non-traditional assessments and see their place in the classroom rather than a traditional paper-pencil test.  This shift can be hard at times, especially when other teachers or administrators balk at this newer method, and require additional explanation before they feel comfortable with the information it provides.  This is also similar to the shift in mindset about learning environments and how individual best learn.  When I originally thought of a learning environment or learning society, I thought of traditional schools and classrooms.  However, now I think of many different situations that provide individuals with opportunities to learn and grow.  Students can learn in the classroom, through independent practice, personal tutors, immersion learning and a variety of other methods.  These all impact how and what individuals learn and their image of personal success.  The opportunities I provide for my students cover a wider range now than in the past, as I want students to experience success in more ways than traditionally considered.

 

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       Overall, this Master in Arts program has made a positive impact on my approach to teaching.  I have gained many new skills to support my instruction with students.  My personal growth as a learner and educator has been enhanced by the courses I have taken through Michigan State University and helped me to see ways to improve my work within the school setting.  I have a better grasp on available technology that can be used with students, as well as in my direct teaching (and personal use).  Just as technology plays a larger role in today’s society, having the ability to teach student to use those technologies safely and efficiently to make growth and progress academically as well as towards being well rounded individuals is an essential part to my teaching that I have gained confidence though this master’s program.  My confidence in taking smaller leadership opportunities has increased and I understand better how organizations work.  My ability to work with administration in my buildings to help improve the school environment and educational opportunities for students has improved as a result of my course work through this program.  Providing support and being a team member improving organizational design has been a positive result that I have experienced from my courses in this program.  My abilities as a teacher have improved and I have become a better educator as a result of my time in this master’s program.

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       While my time in this Master of Arts in Education program through Michigan State University is coming to an end, my experiences will stay with me and encourage me to continue to grow in the future.  As an educator and individual, I am choosing to continue learning as I move forward, and completion of this program in just a couple short months is just a stepping stone along the path to continued learning and growth.  My learning in a variety of different ways and through different methods will be ongoing, and has been enhanced and shaped by my experiences in my undergrad program, master’s program, and teaching experience.  Continuing to learn for my students and be a better teacher from them is a huge motivator.  I enjoy learning and plan to continue both professionally and personally in the future and remain a lifelong learner.  While the end result is uncertain, the expectation to learn as much as I can in the future and become a better individual through my personal education is guaranteed.  Completion of this program has helped to shape my work in the classroom and encouraged me to pursue unlimited learning opportunities moving forward.