Introduction
When I graduated from St. John’s University in December 2014 with a bachelor’s degree in Childhood Education, I was equipped with the tools and skills for improving student learning as an elementary classroom teacher. Each of my professors provided numerous opportunities for practice, research, and reflection in the teaching and learning process. Furthermore, their lectures often emphasized the importance for us pre-service teachers to focus on deepening our content knowledge, as it will impact our instructional decisions and evaluation of of instructional materials; and influence student achievement and engagement. These experiences and teachings motivated me immediately to apply for the Master’s program in Continuing Childhood Education at St. John’s University. Two years later, I graduated and my collection of skills related to curriculum mapping, instruction, assessment, and collaborative curriculum development strengthened. Yet, I consider myself a lifelong learner and an educator who wishes to keep abreast of new advances in education and work towards improving P-12 education on local and national settings. With that said, upon completion of my Master’s degree program, I decided to …show more content…
John’s University. However, I was continually drawn to the action research approach of St. John’s Doctor of Education program in Instructional Leadership and the area of specialization in curriculum and instruction. The program aims to prepare aspiring P-12 educational leaders who can provide leadership for learning; create fair and meaningful opportunities for all students to learn; are knowledgeable about standards-based reform and technological advances; and employ evidence-based practices to educational
When I graduated from St. John’s University in December 2014 with a bachelor’s degree in Childhood Education, I was equipped with the tools and skills for improving student learning as an elementary classroom teacher. Each of my professors provided numerous opportunities for practice, research, and reflection in the teaching and learning process. Furthermore, their lectures often emphasized the importance for us pre-service teachers to focus on deepening our content knowledge, as it will impact our instructional decisions and evaluation of of instructional materials; and influence student achievement and engagement. These experiences and teachings motivated me immediately to apply for the Master’s program in Continuing Childhood Education at St. John’s University. Two years later, I graduated and my collection of skills related to curriculum mapping, instruction, assessment, and collaborative curriculum development strengthened. Yet, I consider myself a lifelong learner and an educator who wishes to keep abreast of new advances in education and work towards improving P-12 education on local and national settings. With that said, upon completion of my Master’s degree program, I decided to …show more content…
John’s University. However, I was continually drawn to the action research approach of St. John’s Doctor of Education program in Instructional Leadership and the area of specialization in curriculum and instruction. The program aims to prepare aspiring P-12 educational leaders who can provide leadership for learning; create fair and meaningful opportunities for all students to learn; are knowledgeable about standards-based reform and technological advances; and employ evidence-based practices to educational