Master's in education: career development and program outcomes

MASTER\'S IN EDUCATION

The Program of Study Master\'s in Education

I was an education professional at a high school before joining the program. Initially, I worked as a volunteer at a boys club where I was allocated some classes. At the club, I helped the boys cultivate their creativity and offered them psychological support as a way to ensure they remain hopeful about life. The knowledge I had acquired in psychology when undertaking my diploma program as a teacher helped me understand most of their issues and offer appropriate counseling. In high school, I worked as a teacher of English language. Today I am an administrator at the University. I have a Masters in Arts Education. I provide leadership as a member of the administration. I also engage in education mentorship for high school teachers (Oliver, 2012).

Career Goals

I would like to obtain my Ph.D in three years\' time. I have a goal to become an associate professor in five years\' time. I am deeply concerned in training other education professionals in my leadership position. For this reason, I would like to become a professor dispensing my experience and knowledge at the University. The Psychological Foundations of Learning course has contributed to my career by helping me gain a better understanding of how the mind of people functions. The information from Research Methods has improved my research skills by sharpening them further. I can now practice in line with ethical principles and existing laws after undertaking a course in Law and Ethics in Education (\"Catalog -- Course Listings: Trident University,\" 2017). I understand the importance of diversity and multiculturalism after taking learning on cultural and cross-cultural perspectives in education. The Information Systems in Education course has been instrumental in improving the efficiency of my practice. In has helped me understand and appreciate the proper tools of communication in my profession. I can give guidance and as well be involved in policy making on matters of education (\"Catalog -- Course Listings: Trident University,\" 2017).

Preparation, Experience, and Accomplishments

Learning Outcome 1

Historical events such as wars, colonization, and disasters work to align the educational institutions in a certain direction in response to the occurrence. Already existing institutions and new ones come up with programs in response to the past. For example, during the world wars countries did well at war depending on their knowledge levels in sciences. Science students were an extremely valuable lot helping to position a country in superiority. This aspect shaped many educational institutions that now have a deeper concern for scientific research. Colonization influences education institutions and practices majorly by introducing a language adopted even after independence. Some institutions use the education system that was used by the colonizer. When disasters or attacks occur, educational institutions introduce programs aimed at preparing the students and the country at large to face such problems in future (Brock-Utne, 2011).

The society has issues that affect institutions and their practices. One of the social issues in many countries relates to gender inequality. Women seem to be left out on many things, and there is greater need to empower the girl child. Such an issue has caused some institutions to extend incentives for women (\"Social goals and educational reform -- American schools in the twentieth century,\" 2007). For example, the qualification grade to join university or undertake a certain course is lower for female students as compared to the grade required of male candidates in some institutions and countries. Other social issues such as racism shape the policies put in place by institutions.

Education institutions feel the heat of the economy in which they operate, and thus they have to respond to remain financially stable. When competition is high, local institutions have to go global whereby they are forced to market in other countries. Politicians have their agendas documented in their manifestos whenever they come to power. Education is largely influenced by politics whereby those in power use it as an area to win support from citizens. Some politicians would want to introduce free education and others would want to start food programs in institutions (Brock-Utne, 2011). Others would want to change the existing curriculum. From time to time, the institutions are forced to accommodate the ideas of those in power.

Learning Outcome 2

Learning institutions have structures such as teams, departments, staff, management, classes and parents that can be mobilized for engagement in practice (Zhentian, 2009). Team structure is instrumental in decision-making, and it applies to students and the employees. Teams dealing with either academics or co-curricular activities are affected by developments in the organization. This makes it crucial for their involvement. The smooth running of an organization and implementation requires that all departments and staff members do what is required of them. Students are the center of different decisions made, and they have to be mobilized by the teachers closer to them in their classes. Concerning financial management, the management and parents have a greater say, and their mobilization is important to ensure that a certain practice does not die.

Learning Outcome 3

The educational sector has different leaders and professionals whose roles guarantee the smooth running and success. Specialist teachers and educational assistants offer help to the children with special needs. Department heads in high schools, colleges and universities are tasked with maintaining the vision of the institution of the organization in those departments. They are to offer leadership to the department members in a way that goes in line with the vision.

The university council has a role to ensure ethical practice within the institution and oversee the performance of the lecturers. The administration has a role to ensure that all the staffing needs of the institution are met for the smooth running of operations. Mentors offer guidance to new teachers who are just starting on the profession or others that have issues with their teacher profession. Curriculum specialists have a role to ensure that set standards are met in the teaching practice. The specialists guide the teachers on the areas to cover in their course work (Zhentian, 2009). Classroom supporters help the teachers by attending to feedback, co-teaching or demonstrating some concepts from the teacher.

Learning Outcome 4

Some students portray certain behaviors and traits that would make them suitable for a particular practice. The teacher should rely on these traits and behaviors to help the student realize their full potential (Louis, Marks, & Kruse, 2011). The teacher should develop a close relationship with the students and allow them to participate in their practice. This works to encourage them to bring out any concerns they have. Rewarding good practice such as punctuality and improvement in class helps the students to become better in those particular things. Research should be evidence-based and demonstrate how the students will benefit. Their anticipation is essential because it will help in the identification of strategies to address the issue or problems affecting them.

Learning Outcome 5

Sometimes, teachers use grades as a way to controlling students\' behavior. Students end up being demoralized yet they are high performers. It occurs when the student behaves in a way that does not satisfy the teacher, and the later has no proper channel influencing the behavior. Sometimes the relationship between the teacher and student goes beyond the classroom. In this case, a teacher might have some intimate relationship with a student resulting in unprofessionalism (Louis, Marks, & Kruse, 2011). Institutions have had issues of recruiting teachers who are not well qualified for their job. Some of the organizations do this as a cost-cutting measure. Institutions have procedures and processes followed in the teaching process. Sometimes those procedures and processes are unnecessary and have unclear intentions.