Why is it Important to Continue Your Education as a Teacher?

Even before the pandemic, I realized that my students needed safer, more supportive, healing-centered learning environments. The trauma of the pandemic, the frightening rise of school and community gun violence, upsetting inflation, rising prices, along with all the other pressures our students and families are facing, demands that educators are equipped to teach students who may not always be ready to learn.

Because I am in CSP Global’s M.A.Ed. Trauma and Resilience in Education Settings, I am writing this blog from that perspective. But I think the times in which we live require teachers to continue to learn and implement methods and practices they can use to help all students cope with stress, anxiety, and dysregulation.

Often, my colleagues think “trauma-informed practices” are only for the “problem” kids. But, the truth is, that these practices are beneficial for all students and teachers. Our best students have not-so-good days, our traumatized students have many difficult days, and our special needs students struggle.

Add to that the pressures teachers face: never-ending, mind-numbing testing windows, endless administrative quests for data-driven change, lack of coverage when they or their colleagues must miss work for illness or other personal issues, and demands to “return to normal”, as if the last two years never happened.

You combine that all together and you can guess why test scores are down, suspensions and other disciplinary issues are up, teachers are leaving the profession in droves, or why such low numbers are entering. The bottom line is the educational landscape has changed.

Ways to Continue Your Education

Therefore, new and veteran teachers should consider improving their practice with continuing education. This does not have to be a whole program of study, if one truly does not have the time.

A great place to start for trauma-informed education are the books:

• What Happened to You (Perry, B. & Winfrey, O., 2021)
• The Boy Who Was Raised as a Dog (Perry, B. & Szalavitz, M, 2017)
• Lost at School: Why Our Kids with Behavioral Challenges Are Falling Through the Cracks and How We Can Help Them (Greene, R.W., 2014)

Other great resources are the movie, “Paper Tigers” (Redford, J., Director, 2015), and checking if your school system offers professional development trauma-informed education, or going online and Googling “trauma-informed education.”

You’ll be amazed how many free webinars there are on this topic. And certainly, if you’re inclined to delve deeper and want to enroll in a program of study, I say go for it (make sure you check out CSP Global’s first!) When I researched programs, CSP Global’s description was the most appealing and seemed to harmonize most with my beliefs and goals.

The most important thing is to continue to gain the knowledge, tools, and skills you can use to build supportive, learning environments that foster resilience and healing for you and your students.

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I honestly did love earning my master’s degree at CSP Global! My cohort met every Thursday evening for an hour. I will admit, the very first class was extremely intimidating to me as it was a new experience; I had never taken an online class before.

When I tried to log on, I could hear, but I could not see anyone, and they could not see me. I was so nervous and embarrassed, but the professor was so kind and understanding, and by the end of class, we had it figured out. From then on, I looked forward to Thursday evenings!

How Did CSP Global’s Online Format Address Your Concerns?

When I decided to get my master’s degree, I looked into various college options. I chose CSP Global for a few reasons, but mainly because their courses were 100% online. That was important for me; I did not want to drive anywhere to get to class. I was working full-time, and my time was precious and limited.

The online option was great because I could log on virtually anywhere. I logged on at school during conferences. I attended one class while I was at my dad’s place, and I even went to class while I was on vacation. It was so convenient.

Once I decided to embark on this journey, I had a lot of questions, and the staff at CSP were so kind and timely in answering them. I honestly felt like they cared about me, and they did not even know me. It was then that I knew CSP Global was the place for me!

How did You Foster Connection and Collaboration with Your Cohorts and Professors?

My cohort was the best! There were 12 of us. I enjoyed working with and learning from all of them. One of my favorite professors described our cohort as ‘ohana’, which means ‘family’ in Hawaiian. He was correct, as we truly did become like a family; we celebrated a marriage, a new baby, and many other smaller life events. We also grieved together. When I was about halfway through my program, my father passed away. Although it was not a surprise to me, it was still a devastating time in my life.

I was not sure how I was going to complete my class. I contacted my professor and two of my cohort friends. With their support and my family, I was able to successfully complete the class. I found that the homework and comradery from the course were therapeutic during that time. It helped give me purpose and direct my energy into something positive when I found it hard to get out of bed. I will never forget the kindness and compassion that they all showed me during this dark and sad time in my life.

In Your Opinion, What are the Top Advantages of CSP Global’s Online M.A.Ed. Educational Leadership Program?

I earned my M.A.Ed. Educational Leadership degree; this program sharpened my communication and technical writing skills! I always considered myself a rather proficient writer, but after two years of intensive writing classes and studying the writer’s manual, I now believe I am an exemplary technical writer!

Improving my writing automatically improved my communication skills. I feel equipped and confident presenting information to my co-workers, administration, the school board, and the community. These communication skills are beneficial when I write grants, do presentations, and even in the classroom with my students.

This program also provided me with a wealth of education knowledge. I interviewed school superintendents, principals, and financial workers to gain personal insights and philosophies, which broadened my perspectives.

I expanded my knowledge base in:

• Cultural diversity
• Fiscal responsibility
• Ethics
• Universal design
• Education legal issues

The one class that I dreaded the most, Educational Finance, became one of my favorites! The professor was awesome, and I learned so much.

The educational leadership program prepares educators to be leaders in their field. Earning my master’s degree in educational leadership has provided me with invaluable skills and information that I use almost every day in my current position. I feel more confident in the classroom and my other duties as a teacher leader. I also think that should other leadership positions become available, I would be qualified to apply.

My advice for anyone considering the master’s educational leadership program at Concordia University St. Paul would be to believe in yourself, but also:

• Understand that research, completing projects, and writing papers take a tremendous amount of time.
• Make sure you are up for the challenge and dedicate enough time and energy to complete quality assignments.
• Realize that there is a fair amount of group work in the classes.
• Know that your group members count on you to pull your weight. Do not let them down. You may have different ideas, work ethics, or schedules, but you need to commit to doing your part.
• Know that the professors are there to help and guide you; they want you to succeed.
• Ask for help if needed.
• Don’t wait.

There are always excuses: money, time, etc. I doubted my abilities and kept putting my dream of earning a master’s degree on the back burner. I wish I had done it sooner. If you are hesitating, believe in yourself, and go for it!

The post Why I Loved Getting My Online Master’s Degree at CSP Global appeared first on CSP Global.

Educators, by nature, are caring and giving people; they impart knowledge, ideas, guidance, and advice every day. They give their time, energy, and love to children each day. Because of the issues currently facing educators, these things are still given when teachers have little left to give. Educators are experiencing feelings of stress, anxiety, and dissatisfaction at alarming rates, leading to teacher burnout. The COVID-19 pandemic and its effects have exacerbated these feelings.

How Prevalent is Teacher Burnout? What Leads to Burnout?

Many things can lead to teacher burnout. Identifying the causes and then being able to devise solutions are critical to helping teachers survive burnout. The following are three of the things that I struggle with the most.

Judgment

Judgment and ridicule from the community are huge factors leading to teacher burnout. I am fortunate to work in a district that has a high level of community and parent support for its school and those who work there. However, I realize that is not the case for everyone. I have talked with teachers from other districts who do not experience community and parent support.

I have also felt this judgment and ridicule because I am guilty of reading social media comments that bash educators. Unfortunately, I often feel those comments on a personal level; those negative and hurtful comments lead me to second guess myself and even get angry. Those types of comments can lead to feelings of low self-efficacy, resentment, and even depression among many teachers.

Increased Workloads

Increased workloads are also a cause of burnout. For multiple reasons (new curriculum, a new school-wide initiative, increased class sizes, etc.) a teacher’s workload and expectations are always growing. Now, I believe in being a life-long learner, so I am not opposed to learning new things, but it seems like nothing is ever taken off the table and more things get piled on. There never seems to be enough time to get everything done.

The looming questions of “Am I doing enough?” and “What else can I do to help these students?” coupled with the dread of never being done is the most challenging thing for me and causes me the most anxiety and low-self efficacy. Even with a bonus “work from home day” or a weekend, I feel like there are always more things to do. I may be able to catch up for a day or two, but then it is back to correcting, lesson planning, parent emails, testing, and all the other daily tasks for which a teacher is responsible.

Substitute Shortage

No available substitute teachers is yet another major cause of teacher burnout. Teachers can barely take a sick day, let alone a mental health day because if they did, there is no one to be a substitute. Teachers often feel guilt if they must be gone, leading to more feelings of anxiety and stress.

However, just as there are many reasons for teacher burnout, there are also many ways to help reduce the stress and anxiety surrounding it. Following are some specific ways to help fight burnout.

Ways Administrators can Support their Teachers to Reduce Burnout

First, support from the administration is key. An administration that understands the immense pressure their educators feel is critical in reducing teacher burnout. When administrators listen and respond to their teachers, it makes them feel like they are being heard and not like they are just complaining. Complaining behind closed doors creates a negative culture. When teachers can openly discuss concerns with their administrators and work to find solutions together, this builds a culture of trust and respect, which lessens the effect of burnout.

Recently, the administration and school board from my district sensed the “overwhelm” of the staff. In response to this, they added three bonus days to our calendar so that staff can work from home, have more flexibility with their time, and be able to breathe without feeling so much stress. This action from our administration and school board made everyone feel valued, listened to, and significantly improved our culture.

Valuable Skills Gained in CSP Global’s Educational Leadership Programs

The Educational Leadership Program at CSP Global provided me with valuable skills to help combat burnout. As a teacher, it provided me insight into what effective administrators must do to help maintain quality staff, reach district goals, and still be fiscally responsible. It also provided me with valuable communication skills to be more comfortable and confident in being a mentor and teacher leader.

Balance

Educators need to build balance in their lives. One way to do this is to set home and work boundaries. For most teachers, this is easier said than done, but it is crucial; these boundaries should be set and then adhered to, to be effective. Maybe you choose one day of the weekend to be work-free, and that is your day to do something fun and fulfilling. Perhaps you do not answer parent emails after a specific time at night or only plan lessons and correct papers for an hour after school.

Boundaries

Set boundaries that work for you and your lifestyle. I try to do at least one thing each day that I enjoy. Sometimes it is a walk, sometimes it is going out for supper so I don’t have to cook or clean up, and sometimes it’s just carving out a little time to watch a favorite TV show. I have found that this is helps lower my stress and anxiety levels.

I have also tried to make sure that I do at least one serotonin builder each weekend: hanging out with friends or family, thrifting at my favorite stores, or even doing a puzzle! These things fill me with happiness and make it possible to rejuvenate and find fulfillment when I am back at work.

Support Network

Finally, get a supportive network of friends and family and be a support for those around you. Having people in your life that can share the load is very beneficial when life feels overwhelming. I have also found that being a mentor and source of support for others experiencing burnout can be very rewarding and can fill my bucket while filling someone else’s.

The post How Educational Leadership Skills can Address Teacher Burnout appeared first on CSP Global.

Earning one’s master’s degree is a powerful tool in strengthening one’s knowledge and view of the world. It is also often a way to advance one’s position or salary. However, time and money are typically two reasons that hold people back from pursuing a master’s degree.

CSP Global offers a convenient, accelerated master’s degree program.  When I was looking for programs to attend to pursue my master’s degree, CSP Global checked off all of my boxes.

First, I was able to attend class and do my work 100% online from my own home. That was really important for me as I did not want a long commute; this saved me an infinite amount of time as well as money. Secondly, CSP Global’s online format fit my busy lifestyle. I took only one class at a time for seven weeks. Once a week for one hour, there was an online meeting. Although I had to reorganize my time and priorities, the classwork was relevant and manageable. The schedule also had built in breaks for holidays and summer.

CSP Global was also affordable. There were many payment options that made taking the classes feasible. But most importantly, I had a lot of questions as I embarked on this journey, and the staff were so kind and timely in answering my questions. I truly felt like they cared, and they did not even know me yet. As a busy, working educator, I knew CSP Global’s convenient, online, accelerated format was the right option for me!

Dedicated, Supportive Professors and Staff

It is often said that teaching is both an art and a science. Educators must not only know their subject matter, but also deliver it in a way in which students want to learn it. I cannot say enough positive things about the professors and staff that I worked with in my master’s program. CSP Global has top-notch professionals on their teaching staff that whole-heartedly embrace CSP Global’s mission to prepare students for thoughtful and informed living, for dedicated service to God and humanity, and for the enlightened care of God’s creation.

Every professor that I worked with was knowledgeable in their subject area, facilitated interesting and thought-provoking classes, and were professional, yet kind and caring. One thing that I especially appreciated was how they encouraged collaboration between students in the cohort. Growing up and now living in a rural area, I have always been a “small town” person, but I was fortunate to be in a cohort with people from different cultures, different positions, and even different states. It was enlightening to talk to these other educators and be able to learn from each other.

Another thing that I valued, was the way in which the professors communicated. Whether it was verbally during our scheduled class time, through email, or during a special meeting, I always felt respected, answered, and listened to. Their feedback was both timely and thorough, and they pushed me to always think deeper and differently. They made subjects that worried me into classes that I could not wait to attend! I could tell from the very beginning that they wanted me to succeed and that they would help me do just that. I now consider them to be valuable assets in my professional network.

Relevant Curriculum

Rigorous and relevant are words that are often used to describe an educational system’s curriculum.  As educators, we strive to find or create material that not only interests students, but also challenges them to think creatively in order to solve complex real-world problems. CSP Global’s curriculum is both rigorous and relevant and deeply rooted in theory and practice.

At the beginning of each course, the syllabus completely laid out assignments, requirements, rubrics, and expectations. The learning objectives were clearly defined; there were no surprises. When students know what their learning goals and expectations are, they are more likely to be able to succeed.

Throughout my classes, I was consistently asked to use my higher order thinking skills. I was challenged to think critically, synthesize information, and analyze text to create meaning. The texts that I was assigned to read pushed me to think beyond myself and to develop a comprehensive understanding of the concepts being presented. Projects that I was assigned were authentic tasks, which made my learning deeper and more meaningful.

The curriculum also enabled me the opportunity to collaborate with my peers as we worked together to create presentations, solve problems, and discuss a variety of topics.  These types of learning opportunities strengthened my active listening skills and enabled me to see viewpoints other than my own.

When pursuing a master’s program, I found many colleges that offered an online, accelerated program, however, only CSP Global was highly recommended by my peers with a reputation for credibility and promise: it is a name that you can trust!

The post Reasons to Attend CSP Global appeared first on CSP Global.

The M.A.Ed. with an emphasis Trauma and Resilience in Education Settings prepares teachers and educational leaders with highly effective professional skills to apply to current practices, builds strong ethical decision-making foundations supporting urgent responses to the many challenges that arise daily in the diverse field of Education, and fosters a service-minded approach to educational leadership that is based on continuous reflection in order to continue making improvements in classrooms, schools, other educational programs, and in communities.

Equipping educators at all levels with implementation strategies helps student educators be prepared in supporting students, families, and professional peers for coping with various traumatic experiences and building resiliency. This program can truly be transformational to current practitioners in diverse roles in the field of Education who are serving on the front lines during challenging times advocating for equitable learning experiences for students of all ages.

The M.A.Ed. with an emphasis in Trauma and Resilience is specifically designed for graduate students working in diverse roles in the field of Education to successfully demonstrate applicable skills based on the following student learning outcome goals for this program:

1. Exhibit strong communication (written, oral, and listening) and critical thinking skills.
2. Synthesize educational research for professional decision-making and reflective practice focused on the improvement of learning.
3. Articulate a thorough knowledge of the causes and effects of psychological trauma in a systemic, ecological, and socially responsible manner.
4. Demonstrate an understanding of the impact trauma, abuse, and neglect has on child development.
5. Recognize and respond to trauma and toxic stress and develop strategies for trauma-informed classrooms and behavioral spaces.
6. Envision school environments that are sensitive and responsive to trauma and toxic stress, professional development for all school caregivers, and articulate an understanding of the role of families and community partners.
7. Demonstrate an understanding of when to apply trauma-based, empirically supported interventions, supports, and strategies appropriate for children impacted by various forms of trauma.
8. Design and implement innovative educational solutions to issues related to the reality of school populations that are multi-cultural, multi-linguistic, and multi-ability.

Professional educators will develop the insights, dispositions, strategies, and skills to more effectively promote resilience and recovery for children and families who have experienced traumatic life events.

What differentiates CSP Global’s graduate reading programs from other schools that offer similar programs?

The courses in this program, as with our other M.A.Ed. emphasis areas, are scaffolded to optimize student learning and deepen the level of critical thinking skills for graduate learners. Each course is designed to introduce additional learning concepts that student educators can apply to current practices using research to validate implementation strategies. This is one way our program differs from other graduate programs with this emphasis or similar focus. Requiring students to make applications to diverse educational roles builds confidence, strengthens advocacy skills, and deepens the understanding of new learning concepts.

This program also differs from others in the purposeful design of cross-discipline faculty in the areas of Human Services, Forensic Health Science, Criminal Justice, and Family Sciences in collaboration with the Department of Graduate Teacher Education leaders. This unique approach allows us to broaden our perspective for program outcomes, support students in building more comprehensive resources, and recognizes the need to focus on the needs of students and families for a more holistic experience.

Our program also differs from others in the focus it has on current practitioners in the field of Education versus those programs focusing on student practitioners in Health Sciences. Lastly, this program is designed to support full-time educators in successfully completing either a certificate only or the degree by intentionally creating the capstone course that supports students in the completion of the final capstone paper.

Many master’s programs have students take the coursework required but then leave students to complete the capstone or thesis on their own. Research supports higher retention rates for scaffolded adult learning experiences and support in completing the final project that includes a built-in time management strategy for students.

The following are courses and descriptions currently in the M.A.Ed. with emphasis in Trauma and Resilience program for educators:

• Trauma and its Impact on Child Development: Learners will examine the impact trauma, abuse, and neglect has on child development. Topics include adverse childhood experiences (ACEs) research, bonding and attachment, prenatal and perinatal forms of trauma, and trauma’s impact on the emotional, neurological, social, and physical health of the developing child.
• Trauma-Informed Practices and Resilience: Learners develop an understanding of what trauma is and how it influences children socially, emotionally, physically, and academically. Topics include indicators of trauma, the impact of violence and other stress on learning, trauma stewardship, the risk of secondary trauma and burnout, tools for coping, strategies to support teachers, and resilience as a response.
• Trauma-Informed Classroom Teachers: Learners learn to recognize and respond to trauma and toxic stress and develop strategies for trauma-informed classrooms and behavioral spaces. Trauma-informed approaches to fostering student, teacher, and family relationships are explored.
• Creating a Trauma-Informed School: Learners explore the characteristics of school environments that are sensitive and responsive to trauma and toxic stress, professional development for all school caregivers, and the role of families and community partners.
• Trauma-Informed Intervention for the Educational Professional: Learners examine and apply trauma-based, empirically supported interventions, supports, and strategies appropriate for children impacted by various forms of trauma (e.g., prenatal, maltreatment, complex, PTSD, and traumatic grief and loss) and learn how to work effectively with and communicate with children who are impacted by various emotional, behavioral, learning, social, and physical health challenges.
• Educational Research and Applications: A survey of qualitative and quantitative research methods and their applications to educational research.
• Ethical Issues for Professional Educators: A study of ethics and moral philosophy with application to the field of education. Current educational issues will be examined in the context of the lives and careers of the PK-12 educator.
• Innovation in Learning and Teaching: Learners explore the science of learning, the curriculum for K-12 educational environments, and theories and innovation for teaching in diverse classrooms.
• Educational Assessment: Curriculum, instruction, and assessment work together to support student learning. In this course, learners develop the knowledge and skills to practice effective assessment of student learning and program quality in educational settings.
• Conducting Research and Completing the Capstone: A review and critical analysis of current educational research focused on a specific question. Students complete the Capstone project.

What career opportunities are available to students who graduate from the program? Why should a prospective student choose the program?

Graduates may use this degree to pursue careers in a variety of trauma-informed specialties that are in high demand in the marketplace, such as a trauma-informed care educational professional that provides training and support to educators, students, and/or families; trauma-informed care program advisor or administrator; trauma-informed advocate serving in educational settings affecting policy changes at local, state, or national levels; trauma-informed classroom teachers for students of all ages; and other trauma-informed care educational leaders serving at the district or state level.

The tuition costs are equal or less than many comparable programs, and students take one accelerated graduate course at a time that supports attention to detail for each course. Students complete the M.A.Ed. with emphasis in Trauma and Resilience at CSP Global in 30 credits (a year and a half). This program is accredited by the Higher Learning Commission in Chicago, Illinois (HLC) and the National Council for the Accreditation of Teacher Education (NCATE).

In developing this program proposal, we responded to this guiding question: Why is the need for this emphasis area so great?

According to the National Child Traumatic Stress Network, more than 25 percent of American youth experience a serious, traumatic event by their 16th birthday, and many children suffer multiple and repeated traumas (2020). Trauma affects children learning in the classroom and their overall health and development. A trauma-informed approach in schools is gaining traction nationwide as students’ needs change and schools seek to address and overcome barriers to learning. When teachers learn effective responses to student trauma and how to help instill resiliency skills necessary to thrive in the classroom, children have better learning outcomes – both in school and in life.

The post All About CSP Global’s M.A.Ed. in Trauma and Resilience Program appeared first on CSP Global.

I have the privilege of teaching in both the M.A. in Educational Leadership and the M.A. in Differentiated Instruction programs. I was drawn to these areas because of the work I do as a principal in Minneapolis. I want to provide instruction to adults who want to better serve their students. This may be in a leadership capacity on their way to earning principal license or as a teacher who wants to grow and strengthen practice around serving all students by using differentiation strategies.

What keeps me excited about it is the students of our program. They are all educators who want to deepen their knowledge of their craft and want to better serve students. These educators are truly student-centered. The other part that makes me excited about this work is the collegiality of the CSP Global professors that teach in the program. We meet frequently to learn with and from each other.

How will your program better prepare/equip educators for the current climate we’re in?

I think the differentiated instruction program provides critical learning for teachers around how best to meet the variety of needs their students have. One of the key outcomes we seek for students is that they demonstrate the ability to design, implement, and assess educational solutions to challenges educators face in the reality of multi-cultural, multi-linguistic, and multi-ability school populations.

In addition, we want students to explore personal curricular beliefs and theories that guide professional decision-making, reflective thinking, and adaptive expert strategies. I believe these key outcomes will strengthen a teacher’s ability to support student learning post-pandemic. For example, there is a mental health class as part of this program. My guess is that the post-pandemic return to learning will need teachers who are equipped to support students with mental health needs as a result of trauma students may have experienced during the pandemic.

What attracted you to CSP Global to teach at? What sets them apart? 

Originally, I looked at CSP Global as a place to teach because Dr. Oluwatoyin Akinde Fakuajo worked with me at my middle school to do her internship for getting her principal license. Dr. Akinde Fakuajo is a full-time Assistant Professor at CSP Global who coordinates the M.A. in Educational Leadership program. I said to her, “If you ever need someone to teach ed. leadership classes, I am really interested.” A few months later, she called and invited me to teach a course. I absolutely fell in love with CSP Global.  CSP Global’s “responsive, relevant, real” mantra has always resonated with me. The students were amazing. And the faculty that I have gotten to work with and learn from have been outstanding. CSP Global has a great system for educating adult learners, and, in particular, adult educators.

What is your professional background as an educator? 

I have been a K-12 educator for 35 years. My first 16 years of experience were as an English/Language Arts teacher and an athletic coach. For the past 19 years, I have been a school administrator. I have been a Dean of Students, an Athletic and Activities Director, a School Improvement Specialist, an Assistant Principal, and a Principal. I have been the Principal at Olson Middle School in Minneapolis since 2014.

My practice is aimed at ensuring students receive an equitable, rigorous education that prepares them to be global citizens. I have received three Star of Innovation awards from the Minnesota Association of Secondary School Principals for innovative practice around literacy, cultural relevance, and personalized learning. I have also received a Minneapolis Educational Leadership Award for designing a social-emotional learning project for middle school students.

I earned my B.A. in English from Concordia College in Moorhead. I earned my M.A. in Athletics and Activities Administration from the University of St. Thomas where I also earned my Doctorate in Educational Leadership. In addition to my adjunct faculty work at CSP Global, I am also an adjunct faculty in the Education Specialist program at St. Thomas.

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

I grew up in poverty in Moorhead, Minnesota. My parents worked in extraordinary ways to pay the bills and raise three children. The one place where I felt validated and affirmed was at school in both academics and athletics. I had great teachers and coaches. I made the decision while I was in high school that I would become a teacher and coach. I wanted to give to others the great teaching and coaching I received. As I became more experienced as a teacher, I became more interested in leadership which led me to become an administrator and ultimately a principal. With that, I have now become interested in becoming a professor. It all started by having great teachers—so, I now have the responsibility (and privilege) to help teachers better their craft.  

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

More than anything else, I want students to meet their learning goals for the courses I teach. Students should know that I will push them to meet the rigorous demands of learning in an M.A. program at a pace at which they will be able to handle it. I am flexible and will work with any student who has specific needs based on life circumstances. I am easy to communicate with (a generous listener) and believe that adult education is truly a collaboration between students and faculty. My primary role is to facilitate student learning.

What advice do you have for students interested in pursuing their differentiated instruction degree? How can people stand out in this field? 

I think this degree is in high demand given the nature of where education is going. The emphasis on personalized learning as well as the differentiated needs of students call out for teachers to have strategies to meet students wherever they are at. I think teachers who are looking to become experts in differentiated strategies will strengthen their general education, special education, English Language Learner, and Gifted and Talented knowledge. They will leave the program with deep understanding of a specific area of interest as they decide on their capstone project. Teachers who have a degree in differentiated instruction will be positioned to become teacher leaders such as instructional coaches and professional development chairs.

Is there anything else you would like to share?? 

The last thing I would like to share is that CSP Global has been a phenomenal place to work. The students and the faculty all shine. Teaching in the M.A. in Differentiated Instruction program has made me a stronger instructor and a stronger advocate for teachers to see the benefits of earning this degree. I am both proud and grateful that I have the privilege to serve as adjunct faculty at CSP Global.

The post Faculty Spotlight: Dr. Steve Emerson, Adjunct Faculty, Instructor for the M.A. Differentiated Instruction Program appeared first on CSP Global.

I currently teach in the Ed.S. Educational Leadership program. I’m currently a practitioner in the field, having served 21 years as a principal and currently as an assistant superintendent.

What initially drew me to this field and what continues to fuel my passion is the ability and the importance of connecting with people. Making a difference in the lives of both adults and children is the most worthwhile experience than an individual can have, I say. I believe that educators have a tremendous impact on the lives of children. I embolden the African proverb: “And how are the children?”

How will your program better prepare/equip educators for the current climate were in (specifically with COVID-19 and the move to online/hybrid learning)? 

The educational specialist program provides exposure and opportunities for students to employ online instructional methodologies that lend themselves to increased learning in a virtual format. CSP Global has provided this format for their programs for over 10 years. I firmly believe that when we know better, we do better, and this applies to students’ teachers and also leaders.

What attracted you to CSP Global to teach at? What sets them apart?

I was drawn to CSP Global for the close relationship with their students and putting their students in relevant and real leadership situations. I recognize this as a result of supervising someone that was completing their administrative licensure through CSP Global.

CSP Global provides an opportunity to include adaptive leadership opportunities and mindsets in their programs, courses, and with their students. The opportunity to incorporate this level of thought in their system sets CSP Global apart from other programs in the area.

What is your professional background (including degrees) as an educator? 

After graduating from Wiley College in Marshall Texas, I served as a math teacher in Dallas public schools for two years, and in my first year I was awarded the honor of being named a finalist for “New Teacher of the Year” in Dallas public schools. Shortly after that I moved to Minnesota to complete a master’s degree in teacher leadership.

I completed the Principal Licensure program at Saint Mary’s University and was one of the youngest principals in the state during that time. I completed my doctoral studies at the University of Minnesota Twin Cities campus in Educational Policy and Administration. My doctoral dissertation is titled Perceived Influences of Relationships between District and School Level Administrators on the Achievement of Urban Black Students. 

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

I was born in Dallas, Texas, to parents Bill and Elizabeth Brookins. My growth was nurtured by my older brother (by 3 years) Anthony, who was my first teacher. I attended my neighborhood school from elementary through high school where I connected with teachers and peers alike.

I am a husband and father of four sons and continually seek ways to better myself. Daily I work towards seeing to it that children develop strong foundations academically, socially, and emotionally as a result of their interaction with me and/or my leadership. I’m a strong believer in education and the power that it has to literally change lives and give hope. I believe that learning is a natural process that takes place daily. As an educator, I believe it is my to job to maximize the opportunities for students to acquire new knowledge.

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

If you desire to have relevant and real administrative experiences that will help prepare you to have a positive impact on children at all levels, then the CSP Global program is right for you.

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

I believe that individuals that are pursuing educational leadership degrees should do so for the benefit of deepening their knowledge and beliefs so that they can add to the field of education. Acquiring a degree at this level is the prerequisite for adding to the body of knowledge in education. Potential leaders should always look to give back to the profession and bring others along. Having this type of mindset is what enables an individual to stand out in this field.

The post Faculty Spotlight: Dr. Tyrone Brookins, Instructor, Ed.S. Educational Leadership Program appeared first on CSP Global.

Early on in my teaching career, my moral purpose was to create lifelong learners. Later on that purpose evolved into creating lifelong learners that believe it is necessary to leave people and things better than when they found them. With the addition of new leadership responsibilities, my moral purpose and vision of leadership has expanded even more to facilitating the development of lifelong learners, thinkers, creators, collaborators, and leaders, not only for my students, but also all of my peers and coworkers.

As an educator, I have observed three key qualities in effective school leadership — communication, collaboration, and passion. Throughout all stages of new school programming — planning, implementation, and longevity — it is crucial that leaders exhibit these qualities. The M.A.Ed. Educational Leadership program at CSP Global helped me develop these qualities.

What Role does Leadership Play in the Development of a New School Program? 

Effective leadership plays a key role in the development of new school programs, and effective leaders are good communicators. Through my program at CSP Global, I learned communication is a crucial component of leadership. It is especially important when trying to get a new program or initiative off the ground. Leaders need to develop trusting relationships by utilizing all levels of communication — talking, listening, and writing. They need to clearly communicate their vision to all of their stakeholders. They need to set concise plans, realistic goals, and expectations. It is during the planning stages that a good leader gets people on board and creates buy-in of this new program. Effective leaders build trust through communication that is transparent, reliable, and open. Trust enables strong relationships. Strong relationships help to develop new programming and initiatives. Taking the time during the planning stage to build strong relationships will pay off as time goes on.           

A few years ago as my district embarked on our quality compensation (QComp) journey for the first time, I was chosen to be one of our peer coaches. This was a new situation for all involved, and there were some skeptics. As a peer coach, it was my responsibility to create trusting and close relationships with my peers. Generally I am a friendly and outgoing person, so reaching out and talking came naturally for me. I was able to share resources, experiences, and skills with others, especially the ones I had gained during my time in educational leadership program. During this time, I also honed my skills of listening and reflection. Although the peer coaching position has evolved and changed over the years, I truly believe that the peer coaches built a solid foundation for its continued success.

What Role does Leadership Play in the Implementation of a New School Program? 

Once again, leadership is a vital component of successful implementation of new school programs. Collaborative leaders are effective leaders. When implementing a new program or initiative, effective school leaders realize the importance of collaboration. When a leader expects people to collaborate, a school culture that knows the value of working together is created; it becomes contagious!

Collaborative leaders lead by example — they become role models for all stakeholders. In my educational leadership program I learned that, through collaborative efforts, effective leaders create opportunities to share leadership roles, which in turn creates new leaders. Collaborative leaders have a commitment to shared goals. They believe strongly in professional learning communities (PLCs). They believe in shared decision making and problem solving together. Collaborative leadership is key to creating change and empowering others to embark on the journey as well.

As the lead PLC facilitator for my district’s primary and elementary schools, I have witnessed first hand the power of collaboration. Seeing my grade-level teams working together to create common assessments, discuss student achievement, and then celebrate successes is awesome!

How can Leadership Ensure New Programs are Successful?

Passion and perseverance are key indicators to ensure that a new school program or initiative is successful and thrives for many years to come. Passionate leaders are effective leaders. They persevere. Passionate leaders are committed to lifelong learning and share that passion with others. They are not satisfied with the status quo. They continually push themselves to grow and challenge others to do the same. Leaders that are passionate ignite others to be passionate. This “fiery attitude” is then embedded into the climate of the school and ensures longevity of programs. Passionate leaders are committed. Research clearly supports the fact that consistent leadership positively affects student achievement. Effective leadership is fundamental to the success of every facet of education: teachers, students, programs, and schools.

We all know that in education, initiatives come and go like the seasons of the year! But what I have found is that passion breeds passion. I have had the pleasure of working with many passionate people throughout my years in education, including during my time at CSP Global. I feel honored and proud to work among so many dedicated individuals each and every day. They strive to do what’s best for students, and after all, isn’t that what this is all about?

Ready to become a leader that effects change in your school with new programs and initiatives? Explore our educational leadership program and get started today!

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What is a Doctoral Degree in Educational Leadership?

A doctorate in education leadership accomplishes the goal of not only extending your education but also serves as a means to apply deeper level skills from adult learning to high-level organizational analytics. In today’s educational climate, skills obtained in an advanced educational leadership degree program will help us as school leaders build a data-informed foundation based on equitable outcomes for all of our learners, helping us all close the learning and opportunity gaps that we identify in our communities, with our learners, and with our staff.

The doctoral program in educational leadership stretches our knowledge base while providing us with an opportunity to expand on the existing base of research that educational leaders depend on when making informed decisions across the field of education. The experience will be meaningful, practical, and purposeful as you will connect with people that will deepen your understanding of your “why” in education.

You will develop purpose in practice with immediate application opportunities in your day-to-day work in moving your educational organizations forward through a clear mission, vision, and value development based on your new depths of knowledge.

What You’ll Learn in an Educational Leadership Program

Across the scope of programs, from master’s to doctorates, you can expect to immerse yourself in learning applicable to your organizational leadership practices. As you go, you will build your skills in instructional leadership practice, equity-based best practices, adult learning, and qualitative and quantitative research that can be applied immediately to your area of leadership.

You will discover how best to build professional and community partners that open the doors to new opportunities across your professional organization. You will develop the problem-solving skills necessary to make meaningful change and gain an understanding of how to maximize the energy and talents within your organization to move initiatives and significant change forward in education.

Additionally, you will accomplish new learning and new research that will add to others’ understanding of important issues across the educational field. It will be a rich experience for you in practice and contribution to your passions in education.

Advantages of an Educational Leadership Doctoral Program

As you go through an educational leadership doctoral program, you will be asked by colleagues, family, and friends about the benefits of making this type of commitment. Professional growth and lifelong learning are expectations of educational leaders today. Your educational leadership doctoral program will give you an abundance of new learning applications that will stretch you as a professional while building future-ready leadership skills to be the future of the educational leadership field.

At CSP Global, the relationship between you, your colleagues, and your leadership faculty will continue to be supported in your program as well as after your program. You will build a network that will open professional doors as you look to foster existing or create new leadership opportunities.

You will find new opportunities to speak on your research and expertise, to share your learning in a variety of delivery formats, and, if you desire, advance your professional experiences across educational organizations and education-focused industry leaders. New opportunities allow you to continue to grow as a professional, support your family, and sustain a variety of ways you can contribute to the field of education even as the dynamic changes around you.

The most exciting part of completing a doctoral program is the connection you make, the bridges you build, and the endless opportunity that will be available for you to develop personally and professionally as well as pay your experiences forward to others. A doctoral program in educational leadership will allow you to grow as an individual, but, more importantly, grow leadership in others and maximize the unique contributions each person in your organization is capable of making.

Meaningful. Rewarding. Accomplishment. All of these terms are ways you will express your experiences in an educational leadership program. If you have decided that now is your time to experience the benefits that a doctoral program in leadership will provide you and you have the support network in place to grow personally and professionally while adding significant research and practices to the educational field, I would say, “What are you waiting for?” Take the next step, and you won’t be disappointed with your decision!

Ready to start your doctoral degree journey at CSP Global? Explore our doctorate education program and enroll today!

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The goal of the master of arts in education in educational leadership (MAEd) at CSP Global is to build a solid foundation for administrative licensure candidates. Cohorts of educators learn about leadership styles, practice new skills, develop a deeper understanding of educational institutions, and apply this learning to professional roles. Continuing on to become an administrator is definitely encouraged; however, the program offers a wealth of knowledge and leadership skills, both of which greatly benefit a teacher who desires to stay in the classroom.

Cohorts delve into the following content areas. Each is the focus of one M.A.Ed. course:

1. Historical and contemporary issues
2. Leadership and human resources management
3. Legal and ethical issues
4. Qualitative and quantitative research methods
5. Curriculum design and implementation
6. Collaborative teacher supervision procedures
7. Cultural and linguistic diversity and special education
8. Fiscal management tools
9. Roles of the school leader in educational policy
10. Critical analysis of educational research.

The coursework aids in gaining effective communication, extensive research abilities, and confident presentation skills. Cohorts examine issues and topics as though already in the role of leadership, considering all stakeholders: students, families, staff, and community. Another goal is to offer flexibility for those taking on higher education while working full-time. Examples of this are instructors willing to adjust deadlines to accommodate busy schedules, various times and days for cohort options, and online assignment submission.

What You’ll Learn in an Educational Leadership Program

This program is the perfect prerequisite to become an administrator or to expand one’s knowledge and skills for application in another educational role. The ample opportunities for deep conversation on the topics listed above and leadership skills practice within each M.A.Ed. course is ideal. Specific leadership skills of focus include:

1. Collaboration with colleagues
2. Communication, both written and oral, with special consideration given to difficult-to-deliver material (i.e., critical feedback for teaching staff or contacting a family about student behaviors)
3. Presenting confidently to colleagues (so much different than a classroom full of youth)
4. Professional research with emphasis on finding credible and relevant qualitative or quantitative studies
5. Discernment of best practice, free and appropriate education, rigor, and considering stakeholders in all areas of education
6. Application of knowledge through questioning, discussion, and real-life scenarios.

In addition to the skills mentioned above, a multitude of strategies help cohorts practice skills, learn new information, and productively function. Discussion is at the heart of the M.A.Ed. experience. Whether in partners, small groups, and as a whole class, opinions are valued and questioning is safe.

Each course requires reading; this is done with a variety of scholarly articles, case studies, textbooks, and instructor-experienced scenarios. Most instructors act as facilitators versus lecturers, keeping the courses cohort-driven and engaging. Videos, often in the form of TedTalks, provide a great supplement to the course content and enhance the learning experience.

Individual and group projects with a presentation component push cohort members out of comfort zones and into confidence. Peer review and editing is mutually beneficial, especially during the Capstone course. Written reflections at the beginning and end of each course helps gauge personal and professional growth throughout. Finally, the cohort format creates a community of colleagues to lean on and gain perspective from for the duration of the program and beyond.

Advantages of an Educational Leadership Degree

There are several advantages of a master’s in educational leadership including, but not limited to, networking with amazing educators, lane-changes on a teacher contract, and professional growth that could take a career in a positively unexpected direction.

The connections made as a cohort member are priceless. Career-wise, M.A.Ed. graduates are eligible to continue on to become administrators. Several of the M.A.Ed. instructors are educational leaders in the Twin Cities Metro Area and are willing to write reference letters, help set up administrator internships, and facilitate introductions to other valuable contacts. The same is true about fellow cohort members. Many are already leaders in their schools, and some are future administrators making it quite valuable to stay in touch.

Graduate coursework can mean a significant raise for teachers. Depending on the teacher contract and district human resources policies, teachers can apply for a lane change as soon as 10 credits of graduate study are complete. Subsequent lane changes can occur after 20 and 30 credits, as well as upon completion of the master’s degree. Many M.A.Ed. graduates program see a return on their investment just months after graduation. Of course, administrator contracts include even higher salaries than those on teacher contracts.

Because of the varied educational topics within the M.A.Ed. program, one might experience a completely unexpected professional change. One might go into it thinking ‘I’m just doing this for the lane change,’ then find a passion for leadership and push to become an assistant principal. Similarly, one might decide after the curriculum and instruction course an instructional coach is the next move. Or perhaps during the legal and ethics issues in education course, one might realize there is vital work to be done in educational law and make a shift towards law school. Regardless of the direction a career may take, colleagues and administration will see a cohort member as someone who wants to continue to learn and grow professionally. A master of arts in education in educational leadership guarantees graduates new confidence in their leadership skills, opening doors wherever they head next.

Ready to step into a leadership role or bolster your leadership skills while still in the classroom? CSP Global’s M.A.Ed. in Educational Leadership is the right fit to make it happen. Explore our program and enroll today!

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