The current state of the economy is dismal. The achievement gap is ever-widening despite constant efforts by legislators and those in the education forums who want for positive change, and parents - if a household is lucky enough to have two of them under one roof, are realizing that without two incomes, their standard of living (which is declining) is going to suffer. And ultimately, who takes the wrath of this all-too-common scenario? Students. Children. They're one in the same. I have continued my education with Walden after completing a prosperous venture through an undergraduate degree in Psychology. Besides being frighteningly clear, psychology seeks to give meaning to the ever-asked "why?" questions and then promulgate some semblance of order due to that psychology. Walden proposed a change by offering a teacher-preparation program that was filtered through standards, effective strategies, peer-reviewed everything and a staff that could coordinate learning tools to produce a knowledgeable, capable and willing individual ready for teaching.
That is me.
I completed my Master's of Arts in Teaching with Walden - and not just as a readily prepared educator, but within Special Education. That is no easy feat. The last month has been composed of family and friends who recognize my achievement, coworkers curious as to where I have been for the last three months of voluntary, unpaid leave -- all wondering what might have kept my interest for such a duration. "Special Educator" I tell them..."Emotional/Behavioral Disorders". They frown, or puzzle - or quickly try to cover their facial reaction with an "Ohhhh, why?"
Maybe it's the psychological analyzing that I naturally do, or maybe it's the personal philosophy that I hold which doesn't allow me to accept rejection - but I always have a reason. And that is because it's worth it. In my mind, it is all worth my trouble, my time, my sacrifices (of which there have been many) and my long, long evenings reading up on the changes I know I will have to face when I actually do have a classroom of my own. It's worth it because I know that education, schools, and even the struggling households need people like me to help guide children to a point of fruition and of finding their self-worth; their strengths.
No, I do not have a classroom and no, I am not in a long-term substitute position, nor have I occupied one. No, I do not have a lengthy list of educator experience that I can rattle off as having worked with this person or that one who make the world go-'round. I am a mother. I am a student. I have applied the very best that I have in order to produce a 4.0 grade point average that I can be proud of. I have done this while raising five children and getting married in the second-to-last month of my graduate work. As a side-note I provided everything for my wedding: from the food and photography, to the cake and the dance floor. I did it for the same reason that I gave my best to my family, my job and my education -- because it's worth it. In order for me to continue providing those things that I feel are duties as I occupy the role of: mother, student, wife, and educator - I must continue working. I ask of nothing for which I do not deserve and therefore, have to fill forty hours a week in a role that I do not have passion for. It is a blessing because it is a job - one with benefits and consistent hours and pay.
Up to the point that I now find myself at, my compliments to Walden. I applied to the Graduate Certificate program for Curriculum Instruction and Assessment immediately following my teacher-preparation program thinking all the while that there were many more the benefits than not. I am an alumnus, a graduate with a proven track-record and making myself more marketable to the education scene while I complete what seems like hours upon hours of endless testing just to prove that I can do what I say (and show) I can already do - well, why not? Afterall, schools want certifications - they want experience and certification. They want specialized and certification. I deduced that to indicate that since I am working on it and that this certificate program does not have a classroom field component - that I would be all the more readily-prepared when I have a certificate in-hand.
Maybe it's the psychological analyzing that I naturally do, or maybe it's the personal philosophy that I hold which doesn't allow me to accept rejection - but I always have a reason. And that is because it's worth it. In my mind, it is all worth my trouble, my time, my sacrifices (of which there have been many) and my long, long evenings reading up on the changes I know I will have to face when I actually do have a classroom of my own. It's worth it because I know that education, schools, and even the struggling households need people like me to help guide children to a point of fruition and of finding their self-worth; their strengths.
No, I do not have a classroom and no, I am not in a long-term substitute position, nor have I occupied one. No, I do not have a lengthy list of educator experience that I can rattle off as having worked with this person or that one who make the world go-'round. I am a mother. I am a student. I have applied the very best that I have in order to produce a 4.0 grade point average that I can be proud of. I have done this while raising five children and getting married in the second-to-last month of my graduate work. As a side-note I provided everything for my wedding: from the food and photography, to the cake and the dance floor. I did it for the same reason that I gave my best to my family, my job and my education -- because it's worth it. In order for me to continue providing those things that I feel are duties as I occupy the role of: mother, student, wife, and educator - I must continue working. I ask of nothing for which I do not deserve and therefore, have to fill forty hours a week in a role that I do not have passion for. It is a blessing because it is a job - one with benefits and consistent hours and pay.
Up to the point that I now find myself at, my compliments to Walden. I applied to the Graduate Certificate program for Curriculum Instruction and Assessment immediately following my teacher-preparation program thinking all the while that there were many more the benefits than not. I am an alumnus, a graduate with a proven track-record and making myself more marketable to the education scene while I complete what seems like hours upon hours of endless testing just to prove that I can do what I say (and show) I can already do - well, why not? Afterall, schools want certifications - they want experience and certification. They want specialized and certification. I deduced that to indicate that since I am working on it and that this certificate program does not have a classroom field component - that I would be all the more readily-prepared when I have a certificate in-hand.
If this is not the case…if there is something that I have missed and that I am ill-equipped to handle when it comes to curriculum instruction and assessment, than rightfully so – I do not belong in the program - though I am not finding this to be the case. What I understand is that students do not come in any easy-to-define cookie-cutter shape. They are individual and require curriculum and assessment strategies in kind with their individuality. At this point, I am still the student.
I hope you will consider my situation and that of your program.
Most sincerely,
Teacher
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