My Career Goals Preparation, Experience, and Accomplishments in the field of Education

Introduction
I am currently enrolled in a Trident University Masters of Education course, which is what I have always dreamt of pursuing. This program has introduced me to several professional components of education. Firstly, course faculty comprises of prominent specialists in the field of education, who realize the need for perfecting professionalism within the academic realm. Further, this university focuses on making its pupils learn from prior policy experiences and local innovation, followed by comparing their learning with other nations’ educational institutions. Thus, this Masters of Education course will help in the development of all-round professionalism in me.
The mission of Trident University is to offer outstanding internet-based education to pupils. The university practice guarantees every program complies with top academic excellence benchmarks. Additionally, the institution boasts teaching faculty and other staff members who contribute to building a learning community in which pupils acquire problem resolution and critical thinking ability for improving their personal and professional lives. I stand impressed by the economical yet first-rate education offered at Trident, which aids pupils in attaining career advancement. The university cherishes and respects all of its pupils, irrespective of race, age, religion, sex, color, and ethnicity.
I opted for the Masters of Education course at Trident as I was confident in its ability to offer the ideal academic atmosphere for it. Impressively, the university has on hand a wide gamut of requisite resources for delivering academic excellence. Both teaching and non-teaching staff demonstrate commitment to pupil success. Furthermore, they endeavor to improve pupils’ learning experience and quality of teaching. The Masters of Education program syllabus supports novel ideas, and a diversity of standpoints from multiple cultural, educational, professional, disciplinary and personal domains. Trident’s administrative staff demonstrates sincere commitment to serving pupils with compassion, and are sensitive to their special requirements (Spring, 2015).
Career Goals
My focus has been self-improvement concentration courses. I intend to make the most of my learning experiences at Trident by utilizing my program to grasp every aspect of teaching and education. I have opted for concentration courses in the area of learning basics and psychology for grasping education’s psychological facets. The above focus will assist me when dealing with fellow educators and pupils.
The use of research techniques in the area of education facilitates the formulation of approaches vital to professionalism development and to increasing practice effectiveness and efficacy. Research will prove crucial to my career, providing me a chance at experimenting novel concepts and improving student experiences. Ethics and law prove imperative when it comes to comprehending the policies and rules regulating academic courses. I am paying emphasis to this area for making sure I thoroughly comprehend the educational arena’s requisite ethical considerations (Marginson, 2016).
In addition, I am striving to hone my technological competences. Advanced technological ability will prove valuable to my career and, to this end, I have been attending relevant symposiums and engaging in discussions. I have been acquainting myself with e-learning platforms as well (Onorato, 2013).
Additional career objectives I have established for myself include pedagogic advancement. I have been striving towards understanding novel theories, approaches, processes, and systems for building educative capability. I intend to share those with pupils in my career life. Moreover, I am dedicated to improving how I comprehend instructions and adopt them practically. This will prove beneficial in ensuring a more concentrated practice consistent with the expectations of my superiors and the requirements of my pupils. My personal aims include: student management, classroom improvement, personal outlook improvement, and increased political activity (Harris et al, 2013). A few courses which facilitate the accomplishment of the aforementioned career objectives are: ‘Strategic Educational Leadership’, ‘Negotiation Strategies for Educational Leaders’ and ‘Quality Assurance in Education’ (Best, & Kahn, 2016).
Preparation, Experience and Accomplishments
Strategic Educational Leadership
This is founded on long-range planning and covers resource allocation, vision-sharing, and the institution and maintenance of systems. Professionals such as education managers must retain clear emphasis on an institution’s main vision. A system that aims to achieve superior levels of excellence as well as equity will need to have in place procedures and rules which underscore systems improvements (Harris et al, 2013). In other words, school leaders need to be nearly equally interested in their own and other institutions’ success. Sustained educational institution improvement cannot be achieved if the entire system fails to progress. Still more, there is a need for grasping their own work and reality as well as, simultaneously, recreating the system. Academic reform’s future resides in both coproduction (i.e., collaboration of clients and lawmakers to achieve a shared objective) and in involved parties’ understanding and heading action (Best, & Kahn, 2016).
Negotiation Strategies for Educational Leaders
Negotiation approaches would prove beneficial in gaining mastery over demonstrated capabilities, besides ensuring result and performance maximization. Further, it would prove valuable to the achievement of tangible results, approaches and best practices which would accord one a critical advantage. It would also prove helpful in the achievement of a fresh outlook towards negotiating, and how one can formulate and execute the ideal approach to negotiating, handle negotiating teams, and continue to stay alert, responsive and attentive within an actively changing scenario. Education sector workers will ascertain individual negotiation-related strong points and areas for improvement, acquire one-to-one as well as team-against-team negotiation skills, implement those skills to a simulation situation, and be offered personalized performance feedback (Harris et al, 2013).
Quality Assurance in Higher Education Systems
Higher education quality implies methodical, organized, consistent focus on quality with regard to quality improvement and sustenance (Best, & Kahn, 2016). The quality assurance concept is accompanied by a need to be outstanding, with educational professionals needing to qualify in some minimum series of standards, besides working to attain perfection through the elimination of deficiencies and through getting things done right within academic processes. Quality assurance necessitates educators’ adherence to a specific purpose delineated by experts and their employing institution. ‘Value for money’ gauges input in comparison to yield and concentrates on productivity and efficacy. Transformation represents a change of a qualitative nature – education deals with making something out of a person, rather than making something for customers (Skolnik, 2016).
How I would effect change following educational experience (Conclusion)
Reform in education is both straightforward and complicated; it is dependent on what an educator thinks and does. A number of authors have dealt with the subject of corporate change management, which entails the discernment of needs, formulation of a change plan, implementation of the plan, and assessing its ultimate success. Leaders play an important part in change process and management. I would aim to facilitate all change process components and seek opportunities for delegation, to ensure staff participation in change. I would solicit and take into consideration others’ ideas, which could prove handy in process implementation. I would take care not to stand by the wrong assumption that knowledge forms the lone foundation of education. Rather, I would bank on knowledge, instinct, and politics, combined, for ensuring holistic education. I would adopt educational reform by placing emphasis on the area of pupil learning. While such reform may be a complex process, it is certainly not unattainable. It includes educator and pupil learning outcomes development. Thus, pupil learning, and institution and educator development are concepts that are closely linked. One can say that pupil learn forms the core of change, with the institution being the change advocate and educators playing important roles in achieving change.








References
Best, J. W., & Kahn, J. V. (2016). Research in education. Pearson Education India.
Harris, A., Day, C., Hopkins, D., Hadfield, M., Hargreaves, A., & Chapman, C. (2013). Effective leadership for school improvement. Routledge.
Marginson, S. (2016). The worldwide trend to high participation higher education: Dynamics of social stratification in inclusive systems. Higher Education, 72(4), 413-434.
Onorato, M. (2013). Transformational leadership style in the educational sector: An empirical study of corporate managers and educational leaders. Academy of Educational Leadership Journal, 17(1), 33.
Spring, J. (2015). American education. Routledge.
Skolnik, M. L. (2016). How do quality assurance systems accommodate the differences between academic and applied higher education?. Higher Education, 71(3), 361-378.