Starting August 2024, this hybrid format will provide doctoral candidates located in South Carolina the convenience of taking an online program while maintaining the rigorous standards as well as personalized connection and support that comes with a degree earned through Gardner-Webb University. Key features of the program format include:

• Convenience of online coursework, with minimal face to face requirements
• Average completion time of three to four years (Coursework completed in two years, most students complete dissertation work in year three)
• Robust dissertation support beginning in the first semester, ensuring candidates are fully prepared for dissertation proposal and defense
• An inspiring two-day Leadership Conference at the end of the program

“We recognize the challenges educators face in today’s time to pursue an advanced degree while managing their professional and personal lives. Launching this format allows us to reach prospective candidates who are much further from our campuses, while maintaining our commitment to providing our students with the highest level of support and academic excellence, which are crucial for the success of earning a Doctoral degree.”- Jennifer Putnam- Associate Dean, College of Education

The first cohort to pilot this format will begin in August 2024, and there is still time to enroll. If you are interested in this opportunity, please contact our Graduate Information Team at (704) 325-2527 or via email at kcreamer@graduateprogram.org

For more information about Gardner-Webb University and programs available, Click Here.

About Gardner-Webb University
The mission of Gardner-Webb University is to prepare graduates for leadership and service in their professional careers and in their personal lives. Rigorous and innovative degree programs, combined with distinctive hands-on learning opportunities, shape students into thinkers, doers, and world-changers. Our students emerge ready to impact their chosen professions, equipped with the skills to advance the frontiers of knowledge, and inspired to make a positive and lasting difference in the lives of others.

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A master’s degree is an additional degree (typically a two-year program) in a specialized area of expertise in the field that you intend to work or may already be working. There are many opportunities to expand your depth of knowledge in a variety of career paths. It is different from a doctorate because it is a shorter program that will allow you to finish quickly. It does not require you to write a dissertation; but will not give you the title of “doctor.”

It also differs from several other things that can sometimes be misunderstood, such as a license, certificate, or program. For example: all teachers that work for a public school must have their teaching certificate and all nurses must have a nursing license. These are typically earned by passing an examination after earning a bachelor’s degree. A program would be more like finishing a welding program or something offered at a technical institute. Each has their place and importance, depending on your goals and career path. Everyone should find something they love and enjoy doing so that work is more than just a job.

What You’ll Learn in a Master’s Degree Program

As an educator, I chose to earn my master’s degree in leadership, which gave me tools and knowledge to step into administration. I will list those topics and skills below. It will depend upon the degree program you enroll what you will learn. However, I can tell you that Gardner-Webb University offers a very wide variety of master’s degree programs. I can also say with certainty that whichever degree you choose, you will be well prepared.

Here are the topics and skills I learned through my program:

The Importance of Building Relationships

This is such an important aspect of being a leader. When you become an assistant principal or principal, you must get to know the people you serve before you do anything major or make big changes. There may be some traditions or things that happen in the school that are important to the community, and if you were to stop it or change it that may ruin your reputation before you have a chance to do much else. In addition to this, you should always consider the thoughts and opinions of all stakeholders. As a leader, you cannot cater to one group, you must listen to them all and make decisions that are best for everyone.

How to Analyze Data

Data is essential to gather, analyze, and plan from as a leader. There are so many types of data, start with state testing data so that you can make the best plan to serve your students and their needs. You should also gather some social-emotional data on your students so that you can support their mental health and teach them coping skills and mindfulness. Data from parent, teacher, and student surveys are also important to analyze so you can keep a pulse on the school environment, morale, safety, and needs.

Budgeting

This is quite a task as a leader because you have so many items you have to purchase and so many accounts to keep up with. There are many financial decisions to make, and you want to be a good steward of the money and be economical.

School Law

These spans topics from special education to knowing how many hours someone with encumbered and unencumbered lunch can work. FERPA, IDEA, FOIA, and the list goes on. It is imperative to keep up with changes in the law and utilize your district lawyers, when needed, for advice and yearly conferences for updates. Your human resources director also greatly supports faculty and staff legal advice.

Management

In addition to being an instructional leader, you also have to manage a building. This includes custodial staff, knowing how to activate and deactivate the fire alarm, schedule grass cuttings, order new playground equipment, etc.

Hiring

This is your human capital and to have a great school, you have to hire great people. The most important thing I learned was that you should hire integrity above all else because you can always train skills.

While I have never worked in another field besides education, I do feel that many of those skills translate into all work environments. They have the perfect coursework for whatever you decide to study.

Advantages of a Master’s Degree through Gardner-Webb University

In addition to gaining knowledge and skills, there are also some other benefits from earning a master’s degree.

Promotion

Once you have your master’s degree this can open doors for you to advance your career or climb the ladder. Many positions require a master’s degree so having one is a way to get where you want to go. I am currently an elementary school principal and without a master’s degree that would not have been an option for me. In addition, I did have to pass an exam so be sure you know all the requirements before you apply for a position.

Increase in Pay

I have never heard anyone say they would like to earn less money. A master’s degree isn’t free, however, once you invest in your future you should get an increase in salary which will help offset the cost. This is a great advantage especially in today’s world where everything is so expensive.

How to Handle Certain Situations

I know in my classroom experience we did a lot of role-plays and talked through certain situations that we might encounter. This was very helpful when reflecting and still comes in handy today ten years later!

Improving Your Craft

In education you learn techniques and strategies to improve your instruction in the classroom when earning a master’s degree. Sometimes you can even choose a specific strand such as technology or teaching students who speak a different language. This will serve your students well because you have added tools and tricks to your bag that support them and you.

Expanding Your Network

I met many people in my master’s degree cohort. Some of whom I still keep in touch with and ask for advice even today. You also never know who you may meet that you could one day work with or work for. It is important to build professional relationships for those reasons.

My master’s degree in leadership has opened many doors for me and I highly recommend applying for anyone who wants to further their career in education or any other field and is ready to do so. It has been a priceless investment for me, and I truly appreciate what I learned during my time at Gardner-Webb University.

Interested in continuing your education? Check out Gardner-Webb University education graduate programs and take your next step today!

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Why I Chose to Pursue a Doctoral Degree

The doctoral degree is the most advanced degree that you can earn. It is considered the pinnacle degree because it symbolizes that you have mastered a specific area of study, field, or profession. It was always my desire to pursue a doctoral degree, however, I wasn’t sure about the best time to pursue it. I believed that the degree would make me a more competent educator and would make me a more competitive candidate whenever I decided to pursue career advancement.

I made my decision to pursue a doctoral degree shortly after completing my master’s degree when I was serving as an assistant principal. One of my professors from the master’s program came to shadow me on the job and interview my supervising principals. At the end of his visit, my professor advised that I strongly consider immediately continuing my work in the doctoral study. He based this advice on my success with the master’s level course content and my work setting at the time which provided me with opportunities to immediately apply the concepts that I was learning. I trusted my professor’s advice and began my Educational Leadership Ed.D. less than a year after receiving my master’s degree.

How a Doctoral Degree Elevated My Career

Understanding of Leadership

Because the area of concentration for my doctoral degree was educational leadership, many of my courses were geared to provide me with the principles needed to lead in schools and districts. My professors not only had knowledge of leadership theories, but they also had practitioner experience from the field. This allowed my understanding of leadership to be firmly grounded in solid logic. I was also fortunate to be serving in a school leadership position during the time in which I was in the doctoral program. This allowed me to directly apply the concepts as I was learning them. My leadership was immediately impacted in a positive way.

Confidence as a Content Presenter

During my doctoral classes, I was required to study content and present it to my colleagues in specific ways. There were times I needed to present professional development, technical training, book expositions, collaborative activities, and other various sessions. Many times, this was with little notice and very little lead time for preparation. This developed my skills to produce results in time-pressured settings. It also strengthened my confidence as a presenter.

The skill set created from these exercises translated very nicely into my work as a state director, district director, and school principal. Much of the work in these leadership positions requires leaders to be able to produce and present content in compelling and comprehensive ways in time-pressured environments.

What I Learned Through the Degree that I Still Use

The Importance of School Culture

One of the themes that seem to emerge from my leadership coursework in the doctoral program was the importance of school culture. The professors spoke about leadership theory and the best leadership practices, but they made it clear that even the best strategies and theories would not be effective if the school culture is not healthy. They spoke about the importance of building consensus, obtaining buy-in, and keeping a pulse on staff satisfaction.

As a leader, I immediately found this to be true in my work. Healthy school culture always seemed to make leadership easier. In unhealthy or toxic environments, it was always more challenging to implement change or experience progression. As a result, I am always aware of organizational culture, and I seek to lead in ways that create and sustain a healthy culture.

Significance of Research-Based Work

After completing the dissertation process, it was very hard to abandon the practice of seeking out and utilizing credible sources of research. As a leader with a doctoral degree, I found myself citing sources when I presented content to other educators. Strategies and methods that sounded promising but were not backed by research suddenly became less appealing to me. I also challenged staff members to be well acquainted with the research that supports their mindsets and educational practices. It often became apparent that some of the practices we held close were not founded in sound or solid research. I attribute this approach to leadership to my dissertation experience. The dissertation forced me to consult research and apply it to data analysis.

Although achieving a doctoral degree often represents the pinnacle of a person’s academic journey, it should not diminish a person’s quest for knowledge. In fact, it should create a hunger to know and learn more.

Advantages of Gardner-Webb’s Graduate Programs

After receiving the advice from my professor from my master’s program, I decided to begin looking at various programs. I knew that I wanted to experience face-to-face program for doctoral study.

Gardner-Webb University became the best choice for me for three reasons. First, it provided face-to-face instruction. All courses were with in-person professors who I could interact with freely and naturally. Second, it offered a cohort-style progression through the program. The same classmates who started the first class with me would be with me until the last class unless they decided to leave the program. This provided me with the opportunity to build relationships with my classmates. We learned and grew together. The third reason Gardner-Webb became the best choice for me would be the work-friendly scheduling of classes. Classes occurred on Friday nights and all day on Saturdays. This allowed me to work through the week and get enough credit hours to move through the program without having conflicts during the work week.

My doctoral degree challenged my metacognition, strengthened my skills as a leader, and made me a lifelong researcher. As a result, I became a much more competent, confident, and competitive educator.

The post How a Doctoral Degree Elevated My Career appeared first on Gardner Webb University.

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

When I first began my career as an educator, I honestly didn’t know what I didn’t know. I needed a few years in the classroom to identify and understand where to develop my skills more fully to address and overcome pedagogical challenges. According to a Consortium for Policy Research in Education (CPRE) report from 2018, “more than 44 percent of new teachers in public and private schools leave teaching within five years of entry.”

Although the reasons for this level of attrition vary, the data suggests that one-third of those leaving were not satisfied with the circumstances of the profession (CPRE, 2018). Even with an education degree and state licensure, I found myself feeling unequipped to meet the needs of a diverse population with an equally diverse set of needs. Continuing my education improved this, improved my pedagogy, my understanding of student needs, and my ability to mentor other teachers and advocate for the profession as a whole.

Continuing education is not just for beginning teachers, although support systems that include continuing education help reduce the attrition rate in those early years. Even veteran educators can grow and further develop their skills. From improving lesson planning to content delivery methods, veteran teachers can refine their craft and increase their efficacy.

Ways to Continue Your Education

Thanks to more expanded remote learning options, continuing your education is easier than ever. Opportunity and affordability make continuing education pathways more accessible.

Higher Education

Graduate programs offer innumerable growth opportunities for educators. Whether you are interested in deepening your understanding and knowledge in your certification area or developing in an altogether new area, a graduate degree provides the opportunity to formally participate in course work that allows you to level up. A graduate program also allows you to collaborate with your peers. Whether those peers are long-time educators or new to the field, these interactions offer new perspectives and reflective discourse that we often lose in the day-to-day grind of the classroom.

Many graduate programs offer pathways to advanced licensure. When I decided I needed help in the classroom, I enrolled in a master’s in reading education program. As a high school English teacher, I really had no grasp on what I was about to learn.

Diving deep into the reading brain and taking coursework that focused on early literacy and reading completely changed my approach to meeting the needs of struggling high school students. The graduate pathway also led me to a K-12 licensure as a reading specialist, allowing me to be a resource for my colleagues.

Maybe you want to move beyond the classroom and assume a leadership role. Many graduate programs offer pathways specific to educational leadership roles, from administrator to specialist. Even if you’re not interested in leaving the classroom, many graduate courses build leadership capacity, equipping you for whatever may arise, such as a Ed.D. in Curriculum & Instruction or Educational Leadership degree.

Professional Development

Professional development comes in many packages. The formats vary in delivery and time commitment but offer a unique opportunity to work towards targeted learning goals. Many districts offer professional development throughout the school year, but you can also seek professional learning independently.

A few years ago, I helped develop a mini conference for my district. We asked teachers, district-wide, to submit presentation proposals focused on topics targeted to our district’s needs. The conference day included sessions developed and presented by our teachers and was an excellent way for us to learn from each other on a broad scale. My district still continues with this professional learning day and it’s a hit among our staff. This type of learning format can be scaled down to collaborative groups, teams, PLCs, or departments.

Professional development from an outside source is also a great learning opportunity. Many companies specialize in continuing education for educators and the areas of learning are targeted to specific needs. Consider what you want or need from the course or session when seeking outside professional development opportunities.

Conferences

Educational conferences offer a valuable learning experience where you can get bang for your buck. Not only do conferences provide numerous sessions throughout the day or multiple-day events, but they also provide networking opportunities. Meeting educators from different school districts is a great way to expand your growth opportunities, whether it’s sharing lesson plans or brainstorming new curriculum delivery ideas methods. There are many conference formats ranging from content specific to general educational practices and policies, which provide educators a variety of options.

Additional Benefits of Continued Education for Teachers

Beyond the desire to grow in your field and achieve more tremendous student success, continued learning offers other benefits. Many states require licensure renewals tied to continuing education credits.

Additionally, many states and districts offer salary incentives and licensure levels based on educational levels. Teachers can combine continuing education credits with years of service to ensure salary step increases. Who doesn’t want to make more money?

Educators can also improve their advancement or promotion opportunities through continued education. Many leadership positions require advanced degrees or licensure in addition to experience. Leadership roles are not the only opportunity for advancement or transition. Developing new skills can open doors to mentor responsibilities or leadership in school initiatives, for instance, managing a new literacy program implementation or becoming a curriculum leader in your school.

There are no disadvantages to learning more. Whether you want to improve as a classroom teacher or you want to help write education policy, continuing your education as a teacher can open pathways to growth and movement in any direction.

Interested in continuing your education with an advanced degree? Check out Gardner-Webb University’s graduate degree programs and get started today!

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What programs do you teach at Gardner-Webb University? What drew you to this field of study? What keeps you excited about it?

I teach doctoral candidates in the Ed.D. in Curriculum & Instruction (EDCI) program. I am a life-long educator, and I love watching candidates learn and grow in their field of study. It is exciting to see them develop as leaders, and it is even more exciting to see how their degrees take them in new directions after they graduate.

How will your program better prepare/equip educators for the current climate we’re in (specifically with the move into post-COVID teaching)?

All of our courses are practitioner-based, meaning that candidates identify issues in their sites or districts where they’d like to make a positive difference. The evidences candidates complete each semester aid them in improving instructional practices at the site and district-level.

What attracted you to Gardner-Webb University to teach at? What sets them apart?

I absolutely love the cohort model we’ve adopted. It is so enriching to work with the same candidates for several years, as they earn their doctorates. Because of our small class sizes, we get to know the students very well, and we celebrate their successes as they happen.

What is your professional background as an educator?

I have a B.A. Master’s Degree in Elementary Education, and an Ed.D. in Curriculum & Instruction. I was a classroom teacher for 20 years, moved into an instructional coach position, and then to the Elementary Science Content Coordinator for the district. I served as an adjunct, teaching undergraduate candidates at another institution for ten years.

I came to Gardner-Webb in 2013. I have served as the Coordinator for the Master’s of Teacher Leadership in Curriculum & Instruction, and now serve as both the Coordinator of the Ed.D. in Curriculum & Instruction and the Associate Dean for the College of Education.

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

I love to learn! So, it was natural that I would become an educator. The Ed.D. candidates teach me as much as I teach them!

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

I’m here for you! It can be scary that first day of a doctoral program, but it doesn’t take long for friendships to be cemented, and for candidates to realize that all the professors really want them to succeed.

Is there anything else you would like to share? 

The professors in the EDCI program truly understand that the candidates they serve are working professionals. For that reason, we are available in the evenings and weekends, when candidates have time to ask questions, etc.

Our program is designed so that candidates can work ahead when they have time, and can also see all the upcoming assignments so that they can plan their time. No one is going to say that earning a doctorate is easy, but we have put procedures in place to provide support all along the way!

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What is a Curriculum and Instruction Degree?

Before diving into the Ed.D. in Curriculum & Instruction pathway, it is essential to understand the field of curriculum and instruction, a field steeped in the transformative processes requiring effective instructional decisions to positively impact student learning.

In the ever-changing landscape of education, a degree in curriculum and instruction equips educators with the knowledge and skills needed to recommend curriculum improvements, identify teacher training opportunities, and implement educational standard changes.

How is a doctoral curriculum and instruction degree different from other programs? Many programs provide educators the opportunity to learn new skills and gain knowledge in their field; however, these programs are typically geared toward specific content areas. While these advanced degrees provide educators with growth opportunities, they tend to limit the available professional roles.

The doctoral degree in curriculum and instruction is not limiting. It empowers educators in their classrooms to better understand curriculum and the skills needed to teach that curriculum. Doctoral students complete their programs to apply a continuous cycle of improvement through innovative approaches to teaching and learning.

Beyond the classroom, the doctoral degree opens doors for professional advancement. Suppose your goal is to lead the development of teachers through strategic curriculum design and implementation. In that case, a doctoral degree provides the real-world skills and knowledge needed to enter that role. School districts and private organizations seek individuals with a deep understanding of curriculum and its development and delivery that a doctoral degree provides.

What You’ll Learn in a Doctoral Curriculum and Instruction Degree Program

The educational field is ripe with opportunities to effect change and impact students’ lives. The field itself, thanks to research and collaboration, improves each year. The more educators know about theoretical models and their practical applications in the classroom, the more equipped they are to meet the needs of diverse learners and educators.

In a doctoral curriculum and instruction program you will learn how to:

• Develop a collaborative culture that supports the growth and development of both educators and students
• Conduct, access, and apply research to improve classroom practice, district implementation, and student engagement to positively impact student learning and development
• Facilitate programs and activities that foster community and parent involvement in district, school, and student learning goals
• Develop, promote, and implement professional learning that meets the needs of adult learners and generates excitement and fresh perspectives about student learning and achievement
• Act as an advocate for students, teachers, and the profession

What are the Benefits of a Doctorate in Curriculum and Instruction?

Significant Professional Growth

During my time as a doctoral candidate through Gardner-Webb University, I found myself rejuvenated by the research I conducted and the collaborative projects in which I was a participant.

The learning community developed in the program provided me with a deep understanding of student learning at both the theoretical and practical levels. I gained confidence in my ability to make classroom decisions based on data, research, and student needs, which led me to develop innovative project-based learning units that fostered student growth, collaboration, and excitement.

Not only did I gain confidence in myself, but I gained trust from my colleagues and administrators. These individuals value my expertise in decision-making processes that impact outcomes for the district. And beyond the classroom, the doctoral degree opened leadership opportunities for me as a mentor teacher, a school-wide teacher leader, and now an instructional facilitator.

Higher Education Opportunities

The doctoral degree in curriculum and instruction also provides degree recipients with opportunities in higher education. The degree program provides a pathway to continue working in the education field at the university level in educator preparation programs as instructors and researchers.

According to the Bureau of Labor and Statistics, the median salary for post-secondary instructors is $79,640 per year. If you’re like me and not ready to leave the K-12 setting, a doctoral degree provides an opportunity to work in higher education as an adjunct professor, as well.

K-12 Career Advancement

Want to advance to the next level in your career at the district level? The curriculum and instruction doctoral degree also provides opportunities for educators to move into specialist positions for school districts.

• K-12 School Administrator: The doctorate opens the opportunity for school leadership in the K-12 setting. School administrators’ responsibilities include management of a school’s daily operations, budget, and staff. Additionally, school administrators may be expected to assess curriculum programs and their implementation on site. According to the National Center for Education Statistics, salaries for school administrators range between $53,000 and $104,000, and depend on district/school size, as well as state salary schedules and years of experience.
• Instructional Coordinator/Facilitator: The role of an instructional coordinator/facilitator varies by state and school district. Generally, instructional coordinators/facilitators are expected to develop standards-based curriculum and monitor its implementation. They also manage assessment practices, both at the classroom and the school level, working closely with administrators and teachers to analyze data in order to assess and meet student needs. The salary for an instructional facilitator depends on state salary schedules, with the median salary of $64,450 according to the Bureaus of Labor and Statistics.
• Superintendent: Superintendents typically work for a school board and oversee the operations and management of entire school systems and personnel. They are also expected to develop the school system’s budget. According to PayScale, the average salary for a school superintendent is $118,655 and depends on state salary schedules and years of experience.

In these roles, you will oversee district instructional programs and implementation and teacher growth through professional development planning and roll-out. State salary schedules determine the salary for these positions.

If you are interested in education and development beyond the school system, the opportunities for individuals with a doctoral degree are numerous. The degree allows individuals to fill curriculum-focused roles in private institutions and non-profit organizations where continuing education and training of employees is paramount to continued success and growth.

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I teach in the Ed.D. Educational Leadership Doctoral Program (EDLS). The doctoral program focuses on leadership from the district perspective. Having served as a superintendent in two North Carolina school districts for over 13 years, this program closely aligns with my experiences as an educational leader.

Like almost all in the academic arena, I am passionate about the value of quality educational experiences, whatever the venue.  There are professions that many would find boring; education certainly is not one of them!

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

EDLS is all about leadership. Our students focus on the leadership standards:

• Strategic (mission and vision)
• Instructional
• Human resource
• Cultural
• Micro-political
• External development
• Managerial

In truth, if our students are equipped with knowledge through discussion, research, and experiential learning, then they can navigate the challenges of any situation.

What attracted you to Gardner-Webb University to teach at? What sets them apart? 

I grew up 45 miles east of Gardner-Webb University, so I was always familiar with it. One of my very good friends approached me about joining the faculty upon my retirement from being a superintendent and moving back home. That was 10 years ago, and I have loved every minute of my time at Gardner-Webb since.

I think Gardner-Webb University is set apart due to our Christian foundation. We are unabashed in stating that we are a Christian university. That doesn’t mean we proselytize; it does mean that we are not inhibited in tying leadership principles to Christian principles, so many of which go hand-in-hand.

Class size is another area that sets us apart. Cohort sizes allow for a great professor-student bond.  Finally, we are a low-residency program, blending synchronous online classes with weekend face-to-face so that our cohort truly bond with one another and with the professors.

What is your professional background as an educator? 

I have a B.S. in Business from Wake Forest University, Master’s and Ed.S. of Educational Leadership from Winthrop University, and Ed.D. in Educational Leadership from Vanderbilt University.

I served over 32 years in K-12 education as a teacher, assistant principal, principal, HR executive director, and superintendent. Wisdom is often best gained through experience, and I was blessed to have many, varied experiences.

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

I am blessed in my faith and family. I have been married 38 years, and we have one daughter, who we adopted from Russia. As a family, we love to travel and have been blessed (pre-COVID) to see many wonderful places both in the United States and overseas. I love to watch people with talent: the arts and sports, in particular.

I decided to forego a career in banking to pursue my passion for athletic coaching. Alas, God had another plan for me: a door was opened early to be a school-based administrator and my coaching aspirations quickly changed. It’s amazing how what you “think” you want isn’t what is ultimately best. I am so fortunate for opportunities that have occurred in my life.

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

I hope students find that we are accessible and approachable, all of us. They have our cell phone numbers, and we understand that their work hours prevent typical 8:30 a.m. to 5:00 p.m. conversations; we talk early in the morning as they drive to school and work or in the evening when they aren’t pulled upon quite as much. I think that the best thing about EDLS faculty is empathy. All of us have been or are currently members of the K-12 work world. We feel the pain; we share the joy.

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

Prepare yourself for doors to open. Most in our program don’t know exactly where they want the degree to take them; that is a good thing. I tell our students: prepare yourself to lead and when the doors open, you will be ready! We are a leadership program, not a superintendent preparatory program, so our graduates take on all kinds of roles. We believe our graduates are ready for whatever opportunities come their way, and, more importantly, our graduates feel ready. That gives great comfort.

Is there anything else you would like to share? 

It is important to know that we at Gardner-Webb University will support you and care about you. Relationships are critical on both ends; cohorts bond and the professor and student relationships are vital for us. Finally, because doctorates are not inexpensive, there must be value in them. For our students, the doctorate pays off; otherwise, our numbers would not be near what they are. I hope those interested will contact me and let us share the joy of being a Gardner-Webb University EDLS student!

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(BOILING SPRINGS, N.C.) Feb. 23, 2021 – National Board Certified educators are leaders in their field. To recognize this achievement, the School of Education at Gardner-Webb University is waiving GRE or MAT scores for National Board Certified Teachers applying to Doctor of Education programs in Educational Leadership and Curriculum and Instruction at Gardner-Webb University.

 As a voluntary advanced professional certification for pre-kindergarten through 12-grade educators, National Board Certification recognizes teacher expertise and excellence utilizing a performance-based, peer-reviewed assessment. This process allows teacher to further develop their practice, highlight their talent in the classroom, and exhibit their dedication to the students they serve and their profession as a whole.

 The admission requirements for Doctor of Education programs at other universities were surveyed, and Gardner-Webb University was found to be the only one accepting National Board Certification in place of the GRE or MAT.

“The School of Education recognizes and values NBCTs and the rigorous process they went through to earn the certification,” recognized associate dean for Graduate Programs in the GWU School of Education and EDCI program coordinator, Dr. Jennifer Putnam. She continued, “NBCTs have proven that they can conduct action research; they are strong writers; they are proven leaders in their schools and districts; and they are reflective practitioners. All of these qualities are ones that we value in our doctoral candidates.”

Gardner-Webb’s Educational Leadership Ed.D. degree is designed for potential and practicing educational leaders wishing to further cultivate their leadership skills in complex organizations. Additionally, it aims to equip candidates with the necessary knowledge, skills, values, attitudes, and beliefs that will allow them to effectively serve in leadership roles in a fluctuating environment.

The Curriculum and Instruction Ed.D. degree at Gardner-Webb University prepares students to become instructional leaders, whom are tasked with creating and strategically managing process related to curriculum, instruction, and assessment. In addition to deepening knowledge and understanding of educational practices, students will also obtain the necessary tools to deliver professional leadership in curriculum, teacher education, program evaluation, family and community engagement, and professional learning in schools.

 Applications for Fall 2021 are now being accepted. For additional information and how to apply, visit here.

Gardner-Webb University, located in the foothills of North Carolina, is a private, Christian, liberal arts university. Gardner-Webb stresses a strong student-centered experience accompanying by rigorous academics in order to ensure students become effective leaders within the global community. Begin your next journey at Gardner-Webb University.

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I am the program coordinator for the Master’s of Teacher Leadership in Curriculum and Instruction. I am qualified to teach all of the courses in this program, however, I mostly teach at least one section of the first course offered and titled, Philosophy, History, and Methodology of Curriculum and Instruction for teacher Leaders (with various concentrations) so that I may get to know our newest candidates and be of assistance as they begin a new journey.

I have been in education for over 20 years now, and like so many educators, I hold the story of always wanting to be a teacher since childhood due to being inspired of some of my very own childhood teachers. After teaching in K-12, I soon realized I wanted to make an impact exponentially by becoming a teacher educator.

The continuum in meeting phenomenal in-service teachers and the excitement pre-service teachers bring to the classroom are two things that really keep me most excited about the field and my profession!

How will your program better prepare/equip educators for the current climate we’re in, specifically with COVID-19 and the move to online/hybrid learning?

The professional and emotional support our instructors are providing the candidates in this program is not only preparing them to become better teachers and colleagues, but also equipping them with self-care strategies so that they are able to cope with the overwhelming demands that so many teachers are currently facing.

This program was offered completely asynchronously online prior to COVID-19, so nothing changed regarding the method of learning. However, we are focusing on reaching out to our candidates remotely in small groups and individually to provide as much support as needed during these times as they are currently teaching, studying, and supporting their own family and children in many facets. This is a bonus that other teachers not in our graduate program may not be receiving.

What attracted you to Gardner-Webb University to teach at? What sets them apart?

Gardner-Webb University is a faith-based university and the ability to be able to publicly acknowledge a higher power to seek guidance would probably be the most important thing that attracted me. With this, so many of our programs encourage our candidates to emerge themselves in positive service-oriented programs and community projects to make a long-lasting impact across the globe while enrolled and beyond graduation.

What really sets Gardner-Webb University apart is the genuine authenticity of the faculty and staff towards assisting and encouraging every candidate and each other to walk into their greatness. The support I receive from my colleagues as we work for our candidates’ greatness has been some of the best I have ever received from any place of employment.

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

I am a former elementary teacher who taught grades: kindergarten, fourth, and fifth. After receiving a Bachelor of Science degree in elementary education, I later earned a Master of Education degree in Curriculum and Instruction with a concentration in elementary.

I served as a Director of Recruitment and Advisement for five years, recruiting and advising education degree-seeking majors and licensure candidates while serving as an adjunct teaching diversity education courses.

Soon after, I was determined to impact the field of education as much as possible by becoming a full-time teacher educator focusing on leadership. Therefore, I pursued and received a Doctor of Philosophy in Leadership Studies with a concentration in Multicultural Education in 2010. I have been fulfilling this goal of preparing teachers and teachers as leaders ever since.

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

I am probably one of the most extroverted, creative, and service-oriented people anyone would ever meet. I believe that we are all at a particular point and place at that time for a reason, even if we ourselves are unsure why. With that being said, I believe the paths crossed for me to become a teacher first, teacher educator, and teacher leader in order to impact as many educators as teachers and candidates in an effort to exponentially impact so many K-12 children has been one of the most self-rewarding accomplishments in my life.

I always knew I wanted to be a teacher in elementary school. I did not realize I wanted to become a teacher educator and teacher leader until after teaching for a few years and wanting to affect more lives in a year than just one classroom at a time. Teaching in higher education causes an exponent of impact to the highest degree.

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

I would tell all prospective candidates considering this program that I too followed this same path of being a teacher and receiving a graduate degree in curriculum and instruction. The empathy I have for them because I have been down the same exact road is a great benefit! I understand the role as an in-service teacher as well as the role of being a graduate candidate in a curriculum and instruction program. I get it!

Most know that I am very free-spirited and always willing to assist both candidates and colleagues professionally and personally. I believe in work-life (and school) balance as well as self-care. Work, life, and school all affect each other. Many candidates and colleagues struggle with this and I am always willing to help them in this area.

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

I believe the most beneficial advice I can give candidates pursuing their teacher leadership degree is to surround themselves with as many positive teacher leaders currently in the field. The experiences they will be afforded will provide them with intrinsic and extrinsic motivation to want to become a part of the impact. The impact may include both enhancing what they are already a part of and being the change they wish to see.

I believe the teacher leaders that most stand out in this field are those with the innovative ideas and are not afraid to present and try the creativity that is flowing within. The professionals who are constantly searching for how to do things differently and who do not become content and complacent with the schooling process are the ones who stand out in the field.

Is there anything else you would like to share?

I would share that the courses in our program create the best, well-diverse teacher leader in the profession! The required practicum component in the last three courses provides each candidate with real-life experiences of being a teacher leader. These experiences generate and influence them with eagerness to become the best teacher leader that can be produced!

The post Faculty Spotlight: Dr. Cheresa Simpson, Program Director and Coordinator, M.A. Teacher Leadership in Curriculum & Instruction appeared first on Gardner Webb University.

Living in the area of a number of larger universities provided me with different institutions that offered the degree program I was pursuing. However, I knew that I needed a program that could offer an opportunity to build quality relationships with a supportive network of faculty. In addition, I wanted a university that provided smaller class sizes or cohort groups that I could join, so that we could transition through the program from beginning to end.

Supportive Faculty

From the moment I stepped into my first class in the doctoral program in educational leadership at Gardner-Webb University, I knew that I had made the right decision to take me down the road toward earning my degree. From the first class, our professors echoed the same supportive message, that they would be a network for us. Our professors did point out from the beginning that the coursework and dissertation would be a long and arduous task. However, they would be there for us to provide guidance whenever we felt the need. Professors were willing to make the time commitment to consistently stay after class reading and working through our drafts. I really feel like the individualized support and guidance through this process enabled me to put together my dissertation and complete the program.

As we started at Gardner-Webb, our professors began the discussion about the steps we would take in order to put together a quality dissertation. When talking with colleagues that started doctoral programs but did not finish, they often looked at the dissertation as the largest stumbling block. Individuals often went through classes in other programs putting effort into the coursework only to run out of energy once the dissertation process began.

Some of my peers even noted that they felt like they were going through programs in isolation. When faced with the mountainous task of completing a dissertation, these colleagues often did not finish their degrees. Throughout the program, I often compared the dissertation to a marathon. It was a race that you did not want to run alone. With the professors and classmates at Gardner-Webb University, I was able to finish the race.

Small Class Sizes

One of the other reasons I selected Gardner-Webb University is that they enabled me the opportunity to be a part of the smaller class sizes that we had within our cohort group. Having attended larger universities in completion of both of my undergraduate and graduate degrees, I realized that it was easy to get lost in the shuffle at times.

At Gardner-Webb, the smaller class sizes enabled our professors to get to know us as both individuals and students. It provided us the chance to build tight bonds between classmates and professors that offered us ample support. Our professors at Gardner-Webb were willing to communicate around the clock offering prompt feedback or even picking up the phone whenever we were in need of help. The smaller class sizes also offered us easy access to university officials that could help troubleshoot, answer questions, and provide guidance whenever we needed it.

Connections Made

Since graduating, colleagues in pursuit their degree have often asked me about my experiences. I simply share my story. Those that have made the decision to join the program at Gardner-Webb University often share the same sentiments that I do. I still have professors and classmates from the degree program at Gardner-Webb that reach out and connect. To me Gardner-Webb was truly more than a university. The school is a family of people working together to support students.

While in the midst of a pandemic, it is easy to fall prey to the struggle and stress of daily life. It is during this time that I have tried to make a concerted effort to maintain hopefulness and enjoyment in putting together a daily list of things that I am thankful for. As I have worked to reflect on my graduate studies, I am very thankful to have been able to go through a doctoral program at Gardner-Webb University.

Ready to pursue your graduate degree? Don’t wait any longer to take advantage of everything Gardner-Webb University has to offer. Explore our available programs and get started today!

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