Making the decision to further your career by entering a graduate program takes a lot of thought and planning. To reach your career and educational goals, some tips and tricks can help you succeed and get the most out of your program.

Setting Goals

Taking time to set both long and short-term goals will help you make consistent progress through your graduate program. Start by setting long-term goals. These goals will help you identify what you would like to achieve by the completion of the program. They will help provide a clear direction to keep your focus and efforts on reaching your goal. Long-term goals can be identified for the entirety of the program as well as for each semester. Short-term goals are important because they help to break the long-term goals into smaller more manageable steps.

They provide a roadmap to keep you focused on what needs to be accomplished in the near future while providing a sense of direction and purpose. This can increase motivation and productivity by seeing the measurable progress throughout each week, month, course, and semester. Short-term goals can also help with time management. They can help you prioritize tasks as well as manage time more efficiently. Achieving short-term goals can give you a sense of accomplishment that will help build momentum towards achieving your long-term goals.

Networking

Attending graduate school allows you to network with other professionals. This can lead to knowledge sharing, career opportunities, and professional development. Being an active participant in your courses will enable you to get to know and learn from your professors and classmates.

Networking allows you to share your knowledge and learn from other experts in your field. You can exchange ideas and gain insights that can help you in your career. This can also lead to peer collaboration which can help you create more engaging and effective lessons for your students.

Career opportunities are another benefit of networking while in graduate school. You may learn of opportunities within your field that you may not have previously been aware of.

Networking can also help you find new job opportunities or get referrals from someone in your network by meeting and building relationships with your graduate program’s professors and classmates. By connecting with other professionals through networking, you can gain guidance and mentorship to develop your skills and knowledge in your field of study long after the graduate program has ended.

Utilizing Your Resources

Working through a graduate program is a large undertaking. Add in teaching full-time, and you can feel as if there needs to be more hours in a day to complete all that needs to be done. It is important to identify and utilize your resources while attending graduate school. Your resources can consist of family, friends, colleagues, classmates, professors, as well as college resources such as writing centers, academic advisors, and counselors. Identify your support system and be sure to utilize them when needed.

Organization

Organization is key when beginning and working through a graduate program. It is important to organize all aspects of your life before and during a graduate program to be successful. Time management is the most thought about form of organization however, more aspects of organization are required for graduate school success. With good organization skills, you can manage your workload and achieve academic success.

Time management is an important organizational skill. Using a planner and blocking out time to complete tasks will help you prioritize what needs to be done and by when. This will help keep track of classes, assignments, and deadlines. Be sure to include time for studying, research, work, family, self-care and fun.

Set up a filing system. This will include items such as coursework, research, notes, professional articles, teaching materials, etc. When possible, keep digital files for ease of use and organization. This will help save time by having what you need easily accessible at all times.

Create a dedicated workspace that is clear of clutter and distractions. Having a well-lit space with all the supplies you need will provide you with an area where you can focus on your work efficiently.

Self-Care

Arguably the most important tip for success in graduate school is self-care. Graduate students need to maintain their physical, mental, and emotional well-being. Attending graduate school can be stressful, especially while also working. Neglecting self-care can lead to burnout. Taking time for yourself to have a healthy sleep routine, nutrition, exercise, and engaging in activities you enjoy can improve your overall well-being. Finding a balance that works for you can help you successfully navigate the demands of graduate school.

Why You Should Choose OAESA with Concordia University Chicago for Your Graduate Degree

Choosing OAESA for your graduate degree is the first step in having a successful graduate school experience. The online platform makes it easy to navigate the program during a time that works for you which is very helpful when working full time. The supportive professors are a wealth of knowledge and working through the program with a cohort allows for networking opportunities with other professionals. OAESA also provides many opportunities for support and growth throughout your graduate program and beyond.

Ready to advance your career with a graduate degree? Check out our available graduate programs and get started today!

The post Tips and Tricks for Success in Graduate Programs appeared first on Ohio Association of Elementary School Administrators.

Find the Format for You

Start by taking a close look at your weekly schedule and the demands of your job. Does your daily work schedule stay consistent from week to week? Do you have additional duties or work assignments that will potentially take time from your evenings, weekends, or other commitment free time?

Another factor to consider is your work environment’s ebbs and flow. Are there certain times of year that you tend to have higher work demands? Using this information when scheduling classes will be beneficial to help you maintain a healthy balance between work and school demands. If a certain time of year is generally busier than another, you can adjust your course load to help reduce the amount of additional time needed for schoolwork. And during times of less demand from work, you could possibly add a class or take a course that requires a larger time commitment to meet the requirements.

Learning all you can about the graduate program of interest is also important. Read about the courses and speak with your advisor to get a good idea on what the workload will entail throughout the entire program. If you are able to speak with current or past students as well as the professors, you will gain further insight into the courses and the commitment that will be needed to be successful. When speaking with current and past students, remember that everyone has different work habits. Think about how you learn and perform best and how that may look for each of the courses and their individual requirements.

How to Use Your Time Wisely

Organization

Once registered for classes, be sure to get yourself organized. As soon as the syllabus is available, be sure to read through it noting all due dates. This is where using a planner will come in handy. Having access to a digital planner or calendar app on your electronic device will allow you to conveniently access due dates at all times. Another nice feature is that calendar apps allow you to set reminders.

These reminders can help ensure that tasks are not being overlooked and that you are not overbooking yourself. Using a paper planner or desk calendar can also be beneficial. Writing due dates out on a paper planner can help you easily see when assignments are due and give you an opportunity to map out the days and times that you can work on these assignments.

Assignments

Be sure to thoroughly read through the requirements for each assignment. You will find that some will require extensive work over several days. This could include meeting with peers, either in person or virtual, reading, compiling information, or writing. It is beneficial to map out the times that you will work on these tasks so that they are not missed and adequate time is given for each assignment.

Self-Care

Schedule downtime and practice self-care. The hours spent working at a job and focusing on graduate school can take a toll on a person, leading them to burnout. Downtime should be scheduled weekly. Having time to rest and recharge will enable you to keep working on your goals. This will look different for each person however, eating healthy foods, getting adequate sleep, engaging in physical activities, remaining active in hobbies, visiting with family and friends, and resting are all important activities for one to engage in while working and taking graduate courses.

Your Support System

Identify the community that will act as your support system throughout the degree program. People who can be part of your community include but are not limited to family, friends, and colleagues. Be open and honest with those you have identified as part of your support system so that they can help support you as you navigate the need to set boundaries about your availability and work to manage deadlines. Family and friends can help you take care of some of your home life responsibilities giving you more time to work on your classes or enjoy some much-needed revitalizing downtime.

Finding supportive colleagues will also be beneficial because they will be able to help you with work commitments and understand when you cannot take on additional tasks and responsibilities. Finding a colleague who has already worked through a graduate degree can also be extremely helpful as they will be able to help you navigate through the balance between work and graduate school responsibilities.

Deciding to pursue a graduate degree is a big decision that takes a lot of thought. With a little planning, working toward a graduate degree while also working full-time is attainable and rewarding.

Looking to advance your career and continue your education? Check out our available graduate degree programs and get started today!

The post Balancing Graduate School and Work appeared first on Ohio Association of Elementary School Administrators.

Think about all the reasons teachers must continue their education. One year you could be teaching the state’s adopted curriculum standards, and the next, a new set could be released that you will need to teach. You could masterfully prepare your students for the state’s mandatory high-stakes tests, and the next year, the state could switch to a different assessment where you must prepare your students for an entirely different type of assessment.

You could have thought that you had a handle on the fundamentals of teaching, and then the COVID-19 pandemic sweeps the globe. In an instant, all the rules and expectations of teaching and learning transform, and now you have to continue to move forward with students who needed you more than ever and parents looking to you for guidance and stability.

Teachers will never have it all figured out. Change is inevitable, and adaptability is key. There is good news, though: teachers can continually learn and transform with the world through continuing education, and continuing education has never been more readily available.

Why Teachers Continue their Education

There are a variety of reasons that teachers continue their education. Some reasons are altruistic in nature. Teachers are generally the embodiment of lifelong learners, desiring to expand their knowledge base. Teachers may want to continue their education just because they want to be the best version of themselves or because they truly enjoy the educational process.

Other times, teachers may need to continue their education because it is required of them. For example, in Ohio, to renew a five-year teaching license, a teacher must complete six semester hours of graduate credits or acquire 180 contact hours in continuing education exercises.  More than not, teachers continue their education to keep up with changing trends, strategies, and expectations because they want to be the best version of themselves for their students.

Ways to Continue Your Education as an Educator

Graduate Degree

There are many ways for continuing your education as an educator. Of course, there are always options to pursue a master’s degree, doctorate degree, endorsements, or certifications. This can be done all online or in-person; whatever works best for you!

Virtual Networking

Some options are informal and free. If you use social media such as Facebook or Instagram, you can easily find a network of other teachers worldwide and look for fresh and new ideas and strategies, all from the comfort of your couch!

Collaboration

If you prefer face-to-face interaction, collaboration with other teachers in your own district or county might be a better fit for you. Some of the best practices and strategies I have learned, have come from observing and collaborating with my co-workers. Learning from and with other teachers can be transformative. Who better to learn from than people undergoing the same experiences as you?

Professional Development

Other times teachers will partake in continuing education though professional development provided to them though school district. This professional development might be from textbook companies pushing their products or required by the department of education on training for certain subjects like Dyslexia screening or supporting social-emotional welfare for our students.

Higher education is another version of professional development in which one can participate. There have never been so many ways to earn college credit than now: online, in-person, in a cohort, on your own, via videos, on a set schedule, on your time frame, or through traditional learning pathways. Teachers can find any number of courses or programs to study as a means of bettering themselves and growing professionally.

Conferences

Conferences are another way to grow professionally. Like working with your co-workers at school, going to conferences to hear topics of your own selection is also a great way to grow as an educator. You will learn from an expert, while having the ability to network with other educators interested in topics important to you. These conferences can be in person, via video conferences, or pre-recorded. The options are endless!

Benefits of Continuing Education

There are many benefits of continuing education. First, the opportunity for a promotion at work may happen with additional education. Suppose you decide to get a graduate degree in teacher leadership, curriculum and instruction, or educational leadership. In that case, you can be promoted to an administrative position such as a principal, curriculum director, or intervention specialist. Leaving the classroom could lead to another benefit of continuing education, enhanced benefits.

With new job opportunities comes the possibility of a higher salary, paid health insurance, and better retirement packages. There may be some tradeoffs like less time off in the summer or higher pressure for performance, but a higher salary is enough for many to continue their education.

Having more education or training, can also contribute to you becoming a more marketable employee within a district by standing apart from other candidates for positions as they become available such as lead teacher, reading specialist, or mentor teacher roles. These roles do give teachers opportunity for movement within the field of education.

Finally, another benefit of continuing education may be in the form of becoming a different form of yourself. You may be inspired to step out of your old routines and habits to try different strategies and challenge yourself to step out of the box you have resided. By experimenting and pushing yourself, you have the ability to become an altered version of yourself, and you, your colleagues, your school, and your students have the potential to benefit from the transformation.

Benefits of Receiving Continued Education at OAESA with Concordia University Chicago 

I started to feel complacent in my job as a middle school teacher after 18 years. I loved teaching and knew that I was in the right field of work, but I needed a change. I felt stuck in a rut and needed a challenge to reinvigorate myself.

I am the epitome of a lifelong learner; I love to read, learn, and explore. So, after reflection on how I could pivot mid-career, I knew that I wanted to gain a graduate degree and set my sights on a change in position, still in the world of education, but outside the classroom. I gained my master’s degree through OAESA with Concordia University Chicago.

With the completion of this degree, new avenues could be opened for me to become a school leader using my new skills and fresh perspective: reading specialist, curriculum director, testing coordinator, or principal. Through my master’s program, my passion for education was revived, and within nine months of acquiring my educational leadership degree with principal’s license, I was hired as Curriculum Director and Testing Coordinator.

Today, I feel more fulfilled, challenged, and deeply satisfied with my new career. I don’t know where future education will take me, but I do know that I am not done learning or growing. My book is not over, just another chapter completed.

Looking to advance your career and continue your education? Check out our available graduate degree programs and get started today!

The post The Importance of Continuing Education for Teachers appeared first on Ohio Association of Elementary School Administrators.

What programs do you teach at OAESA with Concordia University Chicago? What drew you to this field of study? What keeps you excited about it?

I am an Adjunct Professor of Ohio Superintendent Licensure, Ohio Principal Licensure, & Ohio Teacher Leader Endorsement at OAESA in conjunction with Concordia University Chicago (CUC). I have taught several classes over the years since starting with Concordia University in 2007, but most recently, my focus has been on leading the Superintendent Internship course.

In the past, I taught online courses for North Central University out of Arizona. When Julie Davis, the Executive Director of OAESA at the time, asked me to consider teaching courses through CUC as part of OAESA’s program, I jumped at the chance. Dr. Davis and I have been colleagues and friends for several years (we earned our doctorates together through OAESA), so working alongside her and the team at OAESA was an appealing offer for me.

I am continually energized in my teaching at OAESA with CUC because I work with educational leaders from around the state of Ohio who are seeking to build their skills as educators and who aspire to step into new leadership roles. They bring so much energy in their interactions with one another and with me that I can’t help but feed off that energy. I have worked with educators from all over the nation, and I can attest, the educators I work with in the classes that I lead are uniquely qualified and incredibly special.

How will your programs better prepare/equip educators for the current climate they are facing? How will it help them tackle today’s education challenges?

The courses at OAESA are designed to address important issues that impact educators and the school districts they serve. In their ongoing discussion posts and in larger assignments, Concordia students are researching and reflecting on issues that include diversity, equity, and inclusion; school funding; family and community engagement; curriculum development; school policy and more.

What is incredibly valuable is that each class is made up of students who represent a variety of backgrounds—from small rural districts to large urban districts. They share some of the same problems, but they also reflect a diversity of realities. Students learn from each other by providing examples from their school districts and sharing those diverse realities. It’s real-life learning at its best.

What attracted you to teach at OAESA with Concordia University Chicago? What sets them apart?

OAESA has long been a pacesetter in Ohio when it comes to providing support and professional development for school administrators. Forging this partnership with Concordia is an example of how OAESA has been progressive in providing learning opportunities for educators and administrators from all over Ohio.

Because OAESA and CUC have worked together to provide meaningful and challenging programs, educators from across the state have been able to improve teaching and learning in Ohio’s classrooms. It’s hard to match the level of partnership exhibited by OAESA and Concordia. It’s what sets them apart from other graduate-level programs.

What is your professional background as an educator/superintendent?

Degrees/Certifications

I received my Bachelor of Science in English Education from Defiance College. My Master of Science in Secondary Education was earned at Indiana University, while my Principal’s and Superintendent’s Certification work was completed at the University of Dayton. I earned my Doctorate of Education in Organizational Leadership from Nova Southeastern University.

Superintendent Background

I served as Superintendent of Hicksville Village Schools in Defiance County, Ohio for seven years before becoming Superintendent of Ottawa Hills Schools in Toledo for nine years. For three years, I served as Director of Governmental Relations for the Buckeye Association of School Administrators (BASA). BASA is Ohio’s Superintendent organization—the Superintendent’s version of OAESA. In this role, I worked with legislators to impact education-related legislation and acted as a liaison between the Statehouse and Ohio’s superintendents.

But I found that my heart is in the schoolhouse, not the “statehouse”, so recently I transitioned back to the Superintendency. I am currently Superintendent of Licking Heights Schools in Pataskala, Ohio. Licking Heights is one of Ohio’s fastest growing school districts, impacted greatly by large corporations located in the area, such as Google, Facebook, Amgen, and American Electric Power.

Tell us a little about yourself. Why did you become interested in education?

It was my fourth-grade teacher, Mrs. Louisa Matthews, who convinced me that I wanted to be a teacher. She was fun, she was happy, and she named me classroom librarian. Instead of finding subjects and verbs, we had the chance to write wonderful stories and to make classroom presentations.

It was hands-on, student-directed education, making Mrs. Matthews decades ahead of her time back in 1969. Mrs. Matthews was one of many wonderful teachers who taught me during my educational career. It was easy to see they loved what they did. I wanted a career that gave me something that gave me joy each day; I never wanted to be anything but a teacher.

What would you tell prospective students considering your programs about yourself? What’s something that students and colleagues should know about you?

In Dr. Jim Bray’s Foundations of Education class my freshman year at The Defiance College, I remember a phrase from the textbook: “A great educator has ‘a cause beyond oneself.’” I’ve never forgotten that.

Every great educator knows what I’m talking about. Try to go back and remember something specific that a teacher taught you and you’ll have a hard time coming up with an answer. What year did you first study Christopher Columbus? When did you realize what an adverb is? How about long division, when did you first learn that?

But if I ask you how a teacher treated you, the memories that a teacher created for you in a classroom—those things you’ll remember.

There is a quote that goes: “Students don’t care how much you know until they know how much you care.” The lessons you teach are important; the lessons you model are critical.

It’s the type of instructor I strive to be. I realize that the learners in my classrooms have jobs, they have families, they have a life beyond the classroom. I create a caring, compassionate classroom where students feel supported. They feel understood. We journey through the course together, and we come out on the other end stronger, better people.

I have many learners who stay in touch with me as they continue their educational careers. I’ve written many letters of recommendations and I’ve even made phone calls on behalf of former students. Some will come to me for advice. It’s not as much about the course content as it is about growing as people and professionals, expanding our network of friends and colleagues.

I believe that caring for the student is paramount in OAESA’s and CUC’s approach. That’s why they are such effective partners.

What advice do you have for students interested in pursuing their Ohio Superintendent Licensure? How can people stand out in this field?

Even if you don’t think you want to be a superintendent, earning your superintendent’s license will make you a better educator. You will have a system’s view of how a school district runs and how decisions are made. It gives you an entirely new perspective.

And for those who are intent on becoming a superintendent—good for you! Teachers impact classrooms of students. Principals impact buildings of students. Superintendents impact entire communities. It is an incredibly special opportunity when you can have an impact on a community’s and a school district’s culture. It really is life-changing work—for you and for those you serve.

Those who stand out in the field are those who have a servant’s heart. They understand that the Superintendent is the biggest servant in the district. We are there to serve our faculty and staff, our students, and our community. When you have this focus, you are committed to providing the very best for the people you care about and care for.

Dr. Kevin Miller, Ed.D. Bio:

Kevin S. Miller, Ed.D. is originally from Grover Hill, located in northwest Ohio’s Paulding County. He is a graduate of Wayne Trace High School. After graduating from Defiance College with a degree in English Education, he returned to his hometown to teach English/Language Arts at Wayne Trace Jr./Sr. High School. He taught from 1983 to 1996 after which he led the jr./sr. high school for six years as principal. In 1992, he was named “Teacher of the Year” by the Wayne Trace Academic Boosters.

After serving for one year as assistant elementary principal at Hicksville Village Schools, Dr. Miller was named the district’s superintendent. He led Hicksville Schools for seven years. During that time, he oversaw the design and construction of a new Pre-K through 12 school building. Under his direction, the Hicksville School System received an academic rating of “Excellent With Distinction”—the Ohio Department of Education’s highest rating. In addition, Hicksville Elementary was named a School of Promise and Hicksville High School twice received the National Pacesetter Award for the district’s implementation of the High Schools That Work school improvement model.

Dr. Miller served as superintendent of Ottawa Hills Schools from 2010 to 2019. The Ottawa Hills School District is considered among the very best in Ohio and the nation. In 2015, Ottawa Hills became the first district in Ohio to earn all A’s on its district and building Local Report Cards issued by the Ohio Department of Education. The district repeated that feat in 2016, ’17, ’18, and ‘19—the only school district in Ohio to do so. During Dr. Miller’s tenure as superintendent, Ottawa Hills received statewide and national recognition by Forbes, US News and World Report, Newsweek, the Washington Post, and the Cleveland Plain Dealer.

On August 1, 2019, Dr. Miller became the Director of Governmental Relations for the Buckeye Association of School Administrators (BASA). In that position, he lobbied on behalf of public school districts across Ohio and served as a liaison between the Statehouse and Ohio’s superintendents.

For the past ten years, Dr. Miller has also served as an adjunct professor for Concordia University of Chicago, leading courses in the university’s superintendent licensure program.

Dr. Miller was named the superintendent of Licking Heights Schools on June 25, 2022.

Dr. Miller has served on the Executive Boards of the Hicksville Schools Foundation, the Huber Opera House, the Ottawa Hills Schools Foundation (of which he was a founding member), the Lucas County American Cancer Society, and the Ohio Association of Local School Superintendents. Dr. Miller was a founding member and Vice-President of the Coalition of Advocates for Pre-K through 16 Education (CAPE). He has been named to and chaired many statewide committees for the Buckeye Association of School Administrators, the Ohio Department of Education, and the Ohio High School Athletic Association. For the past three years he has served as President of the Ohio Education Policy Institute and the ABC Political Action Committee. In 2021, Governor DeWine named Dr. Miller to the Ohio Humanities Council.

Throughout his career, he has made presentations at many educational conferences and to various organizations, churches, and schools around the state.

In 2016, Dr. Miller was honored with the Defiance College Alumni Citation for Academic Excellence. He was recognized as “Volunteer of the Year” by the Van Wert County Project You and Me program. In 2019, he was named Ohio’s Superintendent of the Year.

Dr. Miller earned his Master’s Degree from Indiana University and his Doctorate of Education in Organizational Leadership from Nova Southeastern University.

Dr. Miller lives in New Albany with his wife, Carla, who is a third-grade instructional assistant at the Columbus Academy. They have four sons. Yale is a junior at the University of Cincinnati. Three sons attend New Albany Schools: Collin (Senior), Breckin (Sophomore), and Sterling (8th Grader).

Interested in pursuing your graduate education? Check out our education graduate programs and get started today!

The post Faculty Spotlight: Dr. Kevin Miller, Adjunct Professor of Ohio Superintendent Licensure, Ohio Principal Licensure, & Ohio Teacher Leader Endorsement appeared first on Ohio Association of Elementary School Administrators.

After speaking to the principal at my school about obtaining a master’s degree in curriculum and instruction, he suggested I instead obtain a master’s degree in school leadership to become more widely marketable. His advice helped me to decide on pursuing my M.A. in School Leadership with Ohio Principal Licensure through OAESA in conjunction with Concordia University Chicago, and I have never regretted this decision.

Within nine months of gaining this degree, I was named the new curriculum director at the same district where I was already working and loved dearly.

What Does a Curriculum Director Do?

Numerous responsibilities land on the shoulders of a curriculum director. While these roles vary greatly based on the district, some core aspects remain a common thread, regardless of where you chose to work.

• Choosing or creating curriculum for teachers to adopt
• Supporting teachers in the implementation of said curriculum
• Evaluating the effectiveness of the curriculum
• Keeping the teaching staff up-to-date with educational developments
• Fostering collaboration vertically and horizontally within your school
• Ensuring curricula aligns to the standards established by the state
• Arranging effective professional development or workshops for teachers to help them efficiently utilize the adopted curriculum
• Guiding teachers with designing and implementing curriculum and assessments
• Ensuring that the assessments students are taking are preparing them for the high-stakes tests outlined by state and federal requirements
• Reviewing testing data
• Supporting and mentoring teachers as needed
• Providing feedback to school administrators regarding teachers’ utilization of curriculum materials
• Creating a sturdy base for student learning
• Preparing students for life after high school

Curriculum Director Requirements: Skills

A curriculum director must have a wide artillery of skills to be effective in this position.

Communication

Every day, a curriculum director communicates with multiple school administrators, teachers, students, parents, and community partners. Expectations must be clearly expressed to a variety of individuals.

Listening Skills

Perhaps more important that speaking is listening. Any good communicator knows that you must listen to the needs and desires of people to try to find compromise and common ground. Daily, I listen to struggles of the teachers in my district. Sometimes they have issues I can fix, but mostly, they just want someone to listen to the struggles of using a new curriculum or preparing students for a state test.

Collaboration

Frequently, I foster collaboration among whole departments of teachers when planning vertical and horizontal alignment. It greatly benefits students if I am successful in obtaining collaboration among the groups of teachers I am working with. Building consistency comes through collaboration.

Leadership

A curriculum director must be able to lead a group of teachers in their development, utilization, and reflection of curriculum materials.

Organizational Skills

A curriculum director must have an abundance of organizational skills to balance a wide variety of daily tasks which coincide simultaneously.

Fostering Relationships

Possibly the most critical aspect of a curriculum director’s job is working with people and trying to get them to work in conjunction toward a common goal. People want to be seen, heard, and appreciated, rightfully so. I make it a goal of mine to create relationships with the individuals I work with. You are more willing to work for someone when you feel seen and heard. So, I always take the time to get to know people personally. It will pay dividends when working collaboratively in a meeting down the road!

Motivating

Finally, it is essential to be a motivator. A curriculum director can be a disruptor to the status quo. In order to get people to be open to change, I have to dig deep to motivate teachers to change. I always have to help teachers focus on our common denominator, our reason for change: students. With the right motivation and support, teachers will always side with what is best for students.

Curriculum Director Requirements: Education

One cannot just choose to be a curriculum director on a whim; there are a succession of stepping stones one must take on the route to becoming one. While these requirements vary by location, some requirements are to be expected. At the very least, one must have a bachelor’s degree in education and several years of teaching experience to have a basic understanding of curriculum.

Master’s Degree

More than likely, a school will require a candidate to have a master’s degree since curriculum director is often considered an administration position. OAESA’s graduate degrees would be a wonderful place for you to begin this journey. I obtained my M.A. fully online by taking 33 credit hours in only two years. This master’s degree prepared me fully for the role I obtained as curriculum director in my district.

Principal’s License

While not required everywhere, some districts, such as mine, require a curriculum director to also have a principal’s license. I oftentimes help support the district’s principals in their daily tasks and act as a sounding board when the principals are completing teacher evaluations or looking into school policy. The program I completed through OAESA and Concordia University Chicago prepared me perfectly with this stipulation since my degree came in tandem with a principal’s license.

Normally, a master’s degree is sufficient to obtain a curriculum director’s position, but if you wish to further your knowledge in curriculum, OAESA also offers a flexible online curriculum and instruction doctoral program which can be completed in just four years to provide an even deeper perspective of curriculum and instruction.

Why Should You Consider a Curriculum Director Position?

There are several reasons you should consider taking a role as a curriculum director. To start, if you have the drive to make a larger impact in your school, what better place than in curriculum? I know that my efforts and work impacts, not just a classroom or grade of students; my decisions impact a district of students. I know that every decision I make will directly impact the district’s students’ preparation for proficiency tests, graduation, career readiness, and adulthood.

Another perk to becoming a curriculum director is the salary. While varying greatly by district and location, curriculum director positions are mainly administrative in nature, and they often come with a higher salary.

According to the U.S. Bureau of Labor Statistics, in 2021, the average salary of a curriculum director was $63,740, with the highest 10% of curriculum directors making an average of $101,090 per year.

Furthermore, another reason you should consider a curriculum director position is the availability of jobs. The U.S Bureau of Labor Statistics stated that in the decade of 2020-2030, there is an anticipated 10% increase in the demand for curriculum directors; approximately 18,400 new positions are expected to become available in the next decade.

Additionally, by working as a curriculum director, I am continually gaining experience, which may open additional doors to future jobs down the road. After working as a curriculum director for two years, I have learned about multiple aspects of education that I was not privy to as a teacher. I have the background knowledge now that would make me more marketable if I decided I wanted to become a principal, work for a state governmental agency, or a post-secondary position.

Finally, other benefits come with a curriculum director position. Again, these benefits vary based on location, but as an administrator, your medical insurance may be covered by the district, you may receive a larger contribution towards retirement, or you may receive a higher amount of life insurance provided by the district.

One common misconception of a curriculum director job is that you will not get to enjoy a summer off. However, you may be surprised to learn that as curriculum director, you might have more vacation days that you can use in the summer. Also, in my district, I am on an eleven-month contract, allowing me to have an entire month off in the summer to spend with my children to create memories and enjoy each other’s company.

How to Become a Curriculum Director

If you are interested in becoming a curriculum director, I urge you to start the process now! The only regret that I have about obtaining my degree through OAESA and beginning a new career is taking so long to get started. My new role as curriculum director has given me the fulfillment, excitement, and enrichment that I was craving.

Once you decide upon a program that will suit you, the enrollment process is easy! You can reserve a seat in the program of your choice, arrange for financial aid, and fulfill the application requirements to get started. Step-by-step instructions are outlined on OAESA’s website for you to follow.

If you are looking for a challenging and rewarding career as a curriculum director, I urge you to get started today.

Looking to advance your career and continue your education? Check out our available graduate degree programs and get started today!

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Benefits of Master’s Program for Educators

Earning a master’s degree provides educators with many opportunities to gain a deeper understanding of their content. Teachers passionate about their grade level or subject area can acquire a deeper understanding of educational theory and practices. They will also acquire several additional skills that will enable them to provide quality education for their students and be viewed as a leader in the classroom with a higher degree of credibility.

While earning a graduate degree, a deeper understanding of educational theories and pedagogical skills will be gained, providing educators with a chance to reflect on their instructional practices and to adjust how they teach, assess, and give feedback to their students This results in overall better student outcomes.

Career Opportunities

In addition to gaining skills to become a more effective teacher in the classroom, an educator who earns a master’s in education will also have opportunities to advance their career outside of the classroom.

These opportunities include leadership roles such as a:

• Principal
• District administrator
• Instructional coach or specialist

Educators who would like to specialize in a different educational area, such as school counseling and school psychology, can do so by earning a master’s degree.

Other opportunities available to individuals earning a master’s degree include:

• Working in higher education
• Writing curriculum
• Designing instruction
• Educational consulting
• Becoming an educational director in the corporate world
• Working as an educational policy analyst or developer

Additional Advantages

A Competitive Edge

In addition to gaining skills and advancing your career with an opportunity for different positions, earning a master’s in education can give an educator a competitive edge when applying for new jobs and leadership roles.

Professional Development

It is also an excellent way for educators to receive professional development and renew their teaching licenses. Educators who have earned their master’s degree can also expect a salary increase. School districts typically offer a monetary incentive to educators who have earned their master’s degree by using a higher pay scale for those individuals.

What to Consider Before Pursuing a Master’s Degree

Before deciding to pursue a master’s degree a candidate needs to think about their professional goals, the time commitment needed for the program, financial responsibility, and mode of instruction.

Professional Goals

Before embarking on this journey, deciding what your professional goals are is essential. Really consider where you see yourself professionally in five to ten years. Will the program you are considering help you to get there? Exploring options, talking with colleagues, and talking with academic advisors is an excellent way to get information about the program you seek and learn how it may help you reach your professional goals.

Your Schedule

Next, you must consider your current commitments and how working on a master’s degree can fit your schedule. Can you dedicate the time needed to work toward your master’s degree? Master’s level courses can be fast paced with a lot of time spent reading, researching, discussing, and writing each week.

Make sure that you can carve out the necessary time that will be needed to dedicate toward coursework without affecting family and work commitments. With a bit of planning, taking on the extra responsibility of graduate coursework is feasible.

Mode of Instruction

Another consideration is the mode of instruction. Courses can be in-person, virtual, or a hybrid model including in-person and virtual. Choosing a program based on how you learn best and what can fit into your schedule is an important consideration before enrolling in a program.

Exploring an online program will greatly help with scheduling. Online courses can generally be completed at any time and there is the added benefit of not having to commute to campus, saving hours each week.

Finances

There is no doubt that earning a master’s degree will not only take time and effort to complete but can also become a significant financial commitment. Begin by looking at your budget to see what you can pay for your degree. Perhaps you have money set aside in savings to cover some or all of the program. If not, there are other options available.

Explore the available private and federal loan options. The Federal Stafford Loan and the Federal Grad PLUS Loans are possible options if you need to borrow money. These federal loans offer lower interest rates and fees compared to private loans. Other options may include employer reimbursement, private grants, and scholarships, so be sure to explore these avenues as well. Check out OAESA with Concordia University Chicago’s “How-To-Pay” page for more information.

Pursuing a master’s degree in education takes a lot of self-reflection, exploration, and planning but can be very advantageous.

Earning a master’s degree in education provides educators with:

• New skills
• Enhanced credibility
• An ability to become a leader in education
• The chance to take on new roles
• A pay increase
• So much more

Committing to earning a master’s degree in education will have life-long benefits for you and the students with whom you will work.

Ready to advance your career with a graduate degree? Check out our available graduate programs and get started today!

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What programs do you teach at OAESA with Concordia University Chicago? What drew you to this field of study? What keeps you excited about it?

I have been an educator for more than 40 years. I spent 17 years teaching grades first through eighth, with most of my experience in the first grade. During that time, I became interested in being a teacher leader and realized the impact I could make in the field of administration.

My career evolved into 16 years as an elementary school administrator. During this time, I was asked to teach a graduate course at a small private college and found that I enjoyed helping teachers become teacher leaders.

Presently, I teach two courses at OAESA with Concordia University Chicago, both in educational leadership:

• EDJ 6131 School Evaluation and the Change Process
• EDL 6983 and 6984

For the Principal Internship (EDL 6984), I am a supervisor. I greatly enjoy building relationships with my students, guiding them through the courses as they begin to implement positive change in their schools, and learning about schools PreK-12 all over the state.

How will your programs better prepare/equip educators for the current climate they are facing? How will it help them tackle today’s education challenges?

The program at OAESA with Concordia University Chicago is comprehensive and provides today’s teacher leaders with the tools needed to move into the administrative role. I have been pleased that CUC stays current and revises assignments based on current educational needs. For example, implementing the Equity Audit assignment in the principal internship, and including cultural awareness throughout assignments and discussion prompts.

What attracted you to teach at OAESA with Concordia University Chicago? What sets them apart?

I earned my doctorate through the SAIL program before OAESA partnered with Concordia. When I was asked to consider a position as an internship supervisor, I was honored and excited to work with future principals.

During the past nine years, I have had the chance to work closely with other educators from OAESA with Concordia University Chicago and have been impressed with the knowledge base of my colleagues and their diverse experiences. I also believe that CUC is set apart in their programming and authentic assignments that meet the needs of our students as they achieve the goal of administrator during these challenging times.

What is your professional background as an educator?

My journey through higher education has been long and varied, I received my B.S. degree in Teacher Education from Miami University in Oxford, Ohio. My M.A. degree in teacher leadership was from Defiance College in Defiance, Ohio. My administrative license was achieved through course work at the University of Toledo.

Finally, my Ed.D. through the SAIL program at OAESA took place online from North Central University in Prescott, Arizona. This spring I will retire from teaching at Miami University in the Teacher Education Department, but I will continue to work with the students at OAESA with CUC. I find it very rewarding to work with future principals.

Tell us a little about yourself. Why did you become interested in education?

My mom was a second-grade teacher and from the time I was young, I knew I wanted to follow in her footsteps. I have always had a passion for reading and wanted to share my love of books with young children. To this day, I share books with friends and students whenever appropriate.

What would you tell prospective students considering your programs about yourself? What’s something that students and colleagues should know about you?

To any prospective students considering OAESA with Concordia University Chicago as an option for graduate school, you will be pleased with the authentic, thought-provoking courses. The assignments are well written and easy to follow for completion. The instructors are experienced in educational leadership, administration, and supervision. For me personally, I give a great deal of feedback to my students and share my own experiences whenever it is appropriate.

What advice do you have for students interested in pursuing their Ohio educational leadership licensures and endorsements? How can people stand out in this field?

For future Ohio students pursuing their educational licensure, I want you to know you are needed in the role of an educational leader. The profession needs caring individuals who are willing to go the extra mile to meet the needs of students, staff, and school families. You can be the one to make a difference in the lives of many! This is the best feeling and makes the job very rewarding. Remember, this job is all about building relationships.

Is there anything else you would like to share?

One final piece of advice is to take time to reflect every day. Think about that instance when you made a difference in someone’s life and make this your focus. You won’t regret this!

The post Faculty Spotlight: Dr. Karen Bachman, Adjunct Professor, Ohio Principal Licensure Program, Ohio Superintendent Licensure Program, and Ohio Teacher Leader Endorsement Program appeared first on Ohio Association of Elementary School Administrators.

Masks, temperature checkpoints, social distancing markers on the floor, plexiglass panels, and inactivated water fountains are just a few signs that we live in unprecedented times. Teachers everywhere are being asked to do more and more to combat the repercussions left behind from the nation’s school closures and virtual learning, and teachers are being stretched thin.

As a result, teachers are experiencing burnout at a higher than usual rate. Recently, NPR polled members of The National Education Association (NEA) and found that 90% of the surveyed members believe teacher burnout is a significant problem.

Teacher burnout is caused due to a variety of reasons:

• Teaching during a pandemic is not what a teacher envisioned
• Staffing shortages
• Pressure attempting to fill learning gaps left behind from school closures and distance learning
• Discontent with salary
• Mounting responsibilities on top of typical teacher duties
• National and state-required testing

When you put all these elements together, you can see why burnout is running rampant and leaving a trail of overwhelmed teachers in its wake.

Why is It Important to Address Teacher Burnout?

It is critical that schools attempt to address teacher burnout. There are several short-term impacts of teacher burnout:

• Exhaustion
• Dissatisfaction with one’s job
• Frustration
• Stress
• A decrease in effectiveness in the classroom
• Weight loss or gain
• Sleep problems

Long term impacts from burnout are even more detrimental to schools:

• Large numbers of teachers leaving the profession
• Under-qualified teachers filling the vacancies
• Reduced educational quality for students
• Negative school culture
• Fewer opportunities for high-quality lessons in the classroom
• Less excitement in classrooms

Valuable Skills Gained in OAESA Educational Leadership Programs

Despite all of the hardships mentioned above, hope is not lost. There are numerous things school leaders can do to combat teacher burnout. My master’s program from OAESA with Concordia University Chicago instilled the values of a number of core ideals that school leaders could utilize to help combat teacher burnout.

Collaboration

First of all, the importance of working in conjunction with varying stakeholders of a district was emphasized in the educational leadership program. There are never enough hours in the day to adequately support our teachers alone. Why not rely on local parents, community members, and local organizations to work alongside the school to support our valued teachers collaboratively?

Climate

Another ideal emphasized in my leadership program was the importance of school climate. The climate of any school can very quickly become negative, but it is up to school leaders to prevent this from happening. It is important to remember that during these times, we need to stay positive, show understanding, and emulate patience with teachers, so they will reciprocate those same characteristics with their students. The school’s climate directly reflects its leaders, so this is an area where school leaders can help mitigate teacher burnout.

Communication

OAESA’s educational leadership program also highlighted the power of communication. It is impossible to know what teachers need unless school leaders ask them. To truly get to the root of the issues in our schools, we must seek out teachers to try and understand their hardships and work collaboratively to address them. Heartfelt, ongoing communication has the potential to benefit teachers and deter burnout.

Connection

Perhaps the most critical aspect of school leadership focused on in the educational leadership program was creating connections with people. It is essential to acknowledge how teachers feel and address their concerns to the best of our ability. Teachers need to feel heard, cared for, and appreciated right now. With my training, I understand the power of creating a connection with the people we work with. So, listen to your teachers’ needs and find creative ways to help address them.

Ways Administrators can Support Their Teachers to Reduce Burnout

There are a number of ways that administrators can support their teachers and reduce burnout:

• Find ways to prevent burnout from happening in the first place
• Monitor teachers for onset of burnout
• Prioritize what is being asked of your teachers
• Remove tasks that aren’t imperative
• Compensate teachers for their increased workload
• Acknowledge the work your staff is doing
• Appreciate teachers’ efforts continually
• Hire enough staff to cover the needs of the school
• Be flexible with expectations of your teachers

More educational leaders who are willing to step up and support our nation’s teachers are needed desperately. OAESA’s educational leadership program is a significant first step for those of you who are willing to take on this important challenge.

References:
Pircon, B. (2020, December 24). Teacher Burnout Solutions & Prevention – How to retain talented educators. The Graide Network. Retrieved March 2, 2022
Walker, T. (n.d.). Getting serious about teacher Burnout. NEA. Retrieved March 2, 2022
World Health Organization. (n.d.). Burn-out an “Occupational phenomenon”: International Classification of Diseases. World Health Organization. Retrieved March 2, 2022

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I currently teach EDL 7100 – The Superintendency and EDL 6231 – Ohio: School Law for the Ohio Principal and Superintendent Licensure Program and Teacher Leader Endorsement Program. As a young school administrator, I appreciated the time I had to engage in dialogue with my peers in educational leadership positions in or outside of the school district I served through professional organizations.

I learned early on that educational leadership requires us to be collaborative, and the greatest solutions to common challenges are found when we work together and share past experiences or divergent ways of thinking. While I pursued my Doctorate of Education through OAESA with Concordia University Chicago, I became accustomed to participating in the online threaded discussions that accompany most courses. Within those discussions, I found a network of passionate educators willing to challenge or elevate my thinking.

When I was asked to consider teaching with Concordia, I was excited for the opportunity to continue engaging in meaningful conversations centered around relevant topics that prepare our next generation of school leaders for the excitement and challenges ahead of them. While I’m no longer the student, I’m still networking and learning from the students, just like I did as a student! It’s an exercise of life-long learning that keeps me excited.

How will your programs better prepare/equip educators for the current climate they are facing? How will it help them tackle today’s education challenges?

While teaching the standards and addressing the outcomes associated with each course, I’m able to modify an assignment to make sure it is relevant to the student no matter where they serve as an educator. The School Law course allows us to consider cases that are recent or “in our own backyards” so that when we’re discussing school law and the knowledge required to serve as a school leader, it’s more meaningful and relevant to the students and the districts they serve in.

By sharing hypothetical scenarios or applying past experiences from districts we’ve served in, we’re able to use our knowledge and learning for new experiences we face within our leadership positions in our districts.

What attracted you to teach at OAESA with Concordia University Chicago? What sets them apart?

I found OAESA and Concordia to be great partners while I was pursuing my doctorate. The two organizations were in sync, which is a real credit to the leaders of both organizations. As an adjunct professor, I’m comfortable teaching courses where I know they have the best interest at heart for their students.

What is your professional background as an educator?

I began teaching biology in a large suburban school district near Columbus, Ohio. Early on, I realized that I enjoyed collaborating with my colleagues to benefit the students we teach. I earned my Master of Science degree (and Principal Licensure) from the University of Dayton in Educational Leadership in 2002.

I served as a dean of students, assistant high school principal, high school principal, director of HR, and assistant superintendent in the same district I began my career in. In 2019, I earned my Doctor of Education degree from Concordia University Chicago. I currently serve as the superintendent for Mount Gilead Exempted Village Schools, a smaller rural school district in Ohio.

Tell us a little about yourself. Why were you interested in education?

I was drawn toward teaching and coaching because, like many, I had teachers that inspired me to be a better version of myself. As a biology teacher, I hope I inspired my students in the same manner that Mr. Herrmann inspired me back in the day! As an educational leader, I can work with staff and remind them that learning starts with a positive relationship.

What would you tell prospective students considering your programs about yourself? What’s something that students and colleagues should know about you?

I’m in the role of the “teacher” while serving as an adjunct faculty member; what I’d like to share with my students and colleagues is that I appreciate their diverse experiences in education. I’m able to sharpen my saw by engaging with them, fellow faculty and students.

What advice do you have for students interested in pursuing their Ohio educational leadership licensure and endorsements? How can people stand out in this field?

Regardless of whether or not you end up being the principal or superintendent in the districts you serve, the pursuit of licensure and endorsements is a worthy adventure regardless! As educators, we all need to be lifelong learners, and leadership opportunities abound in Ohio Schools. The pursuit of learning will be worth it to the kids whether we lead a TBT or PBIS committee in our buildings or serve as the principal.

Is there anything else you would like to share?

As a student involved in the OAESA with Concordia University Chicago program, I found that the courses were very well aligned for work and life balances. Additionally, I found that many of my professional endeavors provided the experience to draw and reflect upon while navigating individual graduate-level courses. As an adjunct faculty member, the need to promote a work and life balance is not lost on me.  I’ve found that my colleagues appreciate the same. If you go through the OAESA with Concordia University Chicago program, I believe you’ll build a network of fellow professionals that are there for you as you learn, earn your degree, or even well beyond into your careers!

The post Faculty Spotlight: Dr. Zachary Howard, Adjunct Professor, Ohio Principal and Superintendent Licensure Program and Teacher Leader Endorsement Program appeared first on Ohio Association of Elementary School Administrators.

My husband is also an educator, and we have two children who are involved in many extracurricular activities with their own aspirations for attending college in the near future. I knew that I had to make wise financial decisions for my family to earn my degree without making drastic changes to my finances. I also needed to be sure that I was prepared for the future, so I explored the options of private and federal loans, paying out of pocket, and creating a budget.

Budgeting

I knew that I would need financial assistance, but I did not want to be in a position where I had put a financial strain on my family by borrowing more than I could afford. My first step was creating a budget. When I began applying for my master’s degree at OAESA, my husband was in the process of completing his master’s degree, so I knew that we would soon be paying his loan back. It was important to me that we would make his loan payments while being prepared to pay for my tuition on top of all of our typical household expenses.

We already had a budget set from when my husband began his degree, so for me, it was just a matter of making small changes. When revising my budget, I first reviewed my monthly income and expenses and ensured I had emergency savings that I continued to contribute to. I continually monitored my budget monthly throughout my program to ensure that I remained on track.

Paying Out of Pocket

Once the budget was complete, I was able to identify what I could pay for out of pocket each term. Paying for some of my expenses as I went helped me take out a lower amount in loans. One thing that worked for me was to pay for my books each term; this was a feasible expense for my family that I knew we could pay without any strain. I was able to shop around for the best book price, and in some cases, I was able to reuse a book for a couple of courses and even borrowed books from colleagues.

Private and Federal Loans

Knowing that I needed financial assistance, I explored private and federal loans. While there were a couple of private loans through my bank and credit card company, they were not the best option for my family and me. The federal loan ended up being the best option for me and made paying for my tuition so much easier. The application process was simple, and having the money sent directly to OAESA made tuition payments a breeze. I never had to worry about making tuition payments on time because they were all kept in my account and automatically withdrawn payments.

The transition from borrowing to paying was also quite simple. I received notifications on the process, and everything remained electronic, which is something I prefer. I was able to secure a low-interest rate, with repayment options that provided me with a chance to pick what would work best for my budget and long-term financial goals.

With a little bit of planning, pursuing a degree through OAESA with Concordia University Chicago is financially attainable. The tuition is affordable, and there are several ways to easily make financial decisions that are best for you. I chose to make a budget, pay for some expenses out of pocket, and secure a federal student loan. While these options worked best for me, there are other ways in which you may be able to help finance your degree. One thing I know for sure is that choosing to earn my master’s degree from OAESA with Concordia University Chicago was the best professional decision I made.

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