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

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

Teacher burnout is caused due to a variety of reasons:

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

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

Why is It Important to Address Teacher Burnout?

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

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

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

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

Valuable Skills Gained in OAESA Educational Leadership Programs

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

Collaboration

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

Climate

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

Communication

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

Connection

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

Ways Administrators can Support Their Teachers to Reduce Burnout

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

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

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

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

The post How Educational Leadership Skills Can Address Teacher Burnout appeared first on Ohio Association of Elementary School Administrators.

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

Budgeting

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

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

Paying Out of Pocket

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

Private and Federal Loans

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

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

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

The post How I Paid for my Master’s Degree from OAESA with Concordia University Chicago appeared first on Ohio Association of Elementary School Administrators.

As an educator who has utilized her licensure to lead a school building and inspire children to love learning and use what they learned outside of the classroom, we asked Cathryn to tell us about her time pursuing her master’s degree at OAESA with Concordia University Chicago.

Why did you want to work in education? What inspired you?

When I began my education career twenty-six years ago, my goal was to inspire children to love school and ignite their passions, creativity, and curiosity. As a student, I had several teachers along the way that differentiated instruction for my classmates and me (though at the time, I didn’t know that’s what they were doing).

Several of my classmates and I worked on independent projects and were permitted to develop how we shared our learning. As I got older, those opportunities did not present themselves as often, but I never forgot how excited I was to learn about my chosen topics and ideas. I was fortunate enough to begin my teaching career in the same building where I grew up and many of my former teachers were still teaching.

They became mentors for me in their ways, and I took “the best” of their talents to combine them with my own ideas to begin working with children. I hope that the students in my classroom began to love learning and have continued that beyond the walls of my classroom!

Why did you choose OAESA with Concordia University Chicago for your Superintendent Licensure?

As a board member for OAESA with Concordia University Chicago for years, I knew many colleagues who had attended Concordia’s many different programs. When I decided to pursue my Superintendent License, I investigated many options. Still, it was the flexibility of OAESA’s program as well as the program cost that solidified my decision. I found the enrollment, registration, and actual courses accessible and manageable, even in the midst of 2020 when the pandemic first began!

What skills did you gain or sharpen through your program at OAESA with Concordia University Chicago and how do they benefit you in today’s educational climate?

It was incredibly beneficial to engage with colleagues from diverse backgrounds and share experiences. Additionally, the program allowed me to gather ideas for utilization in my own experience as a current administrator. The superintendent licensure program provided me with a wider lens of district operations, functions, and board relations. Engaging in a mentorship also provided me with a deeper understanding of many concepts that helped me review and provide feedback regarding human resources and district policies and procedures.

How has your Superintendent Licensure impacted you in terms of your current position or a position you’d like to attain in the future?

The superintendent licensure has provided me with more context for understanding district-level decisions. It has also provided me with the flexibility to pursue other opportunities as they arise for the next phase of my career.

What was a challenge you faced during your Superintendent Licensure program, and who or what helped you overcome it?

I began my coursework in January 2020. One of the biggest challenges was the pandemic. Like so many others, the entire way we had to navigate teaching and learning pivoted in a way that none of us had ever experienced. As a building principal, this changed how I managed and supported my staff and students.

This was one of the blessings of selecting OAESA with Concordia University Chicago for my coursework. Being entirely online already allowed me to have the flexibility I needed to face the challenges of being a principal during a pandemic. Another challenge was the final phase of my program, which included the internship. I will say the faculty and site supervisor were incredibly supportive and assisted in ensuring that every facet of my internship was successful.

What was the biggest takeaway from your Superintendent Licensure program?

The Superintendent Licensure gave me a greater appreciation for the role of superintendents. While the job of a building principal is incredibly complex, the role of a superintendent also includes navigating and managing board relations, community engagement, and a deep level of understanding district finances. I feel my program allowed me to gain these skills and more.

What would you tell (or what advice would you give) prospective students considering the Superintendent Licensure program at OAESA with Concordia University Chicago?

Talk to the university graduates; I guarantee they will tell you the program is comprehensive and robust while also being flexible, affordable, and manageable.

Is there anything else you would like to share?

Regardless of your future plans, I would encourage all current building principals to join OAESA and complete a Superintendent Licensure program. OAESA will connect you with colleagues across the state and provide state and national updates that impact how we perform our jobs. The university also connects us with professional learning opportunities to continue to grow as professionals, like the licensure program.

Finally, pursuing the Superintendent Licensure will provide insight and needed perspective regarding understanding the other departments and their functions within the school district and will bring clarity to the decision-making process at the district level. I’m grateful to OAESA with Concordia University Chicago for the rich experience provided!

The post Alumni Spotlight: Cathryn Petticrew-Rice, Superintendent Licensure Only Program appeared first on Ohio Association of Elementary School Administrators.

OAESA with Concordia University Chicago’s M.A. Differentiated Instruction Program is directed toward the preparation of master classroom teachers who are interested in leading change and reform efforts in their classrooms and schools.

Accredited by the Higher Learning Commission (HLC) and the Council for Accreditation of Education Programs (CAEP), the differentiated instruction program focuses on preparing students to think critically, creatively, and analytically in ways that promote meaningful teaching and learning experiences.

Graduates of the program can articulate learning theory, assess students’ needs, and develop curriculum and instructional strategies to meet those needs. Additionally, students master a variety of cognitive and learning theories, differentiation in the content areas, instructional technology across the curriculum, various instructional approaches, and the importance of managing the differentiated learning environment using research-based instructional strategies and data-driven decision making.

What career opportunities are available to students who graduate from the program?

Career opportunities abound for graduates of the M.A. Differentiated Instruction Program. Their learning provides the foundation to become teacher leaders in their schools and professional learning communities. Students are also prepared to become curriculum leads or instructional coordinators focusing on differentiated instruction.

Students are also equipped with the knowledge and skills to excel as instructional coaches within their schools and district to support colleagues in using differentiated instructional practices. Students in our program also enhance their practice with their deepened knowledge in theories and philosophies of differentiated instruction and make excellent mentors to new teachers and colleagues concerning differentiated instructional best practices.

Finally, once students in the differentiated program complete the ten-course series, they have the option to pursue an endorsement in special education or ESL and ELL, furthering their opportunities for career expansion.

How will this program help educators during this time of remote, hybrid, and traditional learning? How does it address the post-COVID environment?

Differentiated instruction is needed in all schools and classrooms now more than ever. The COVID-19 pandemic has intensified existing inequalities in education. Classroom teachers and researchers have observed the severe gaps in skill level demonstrated by students due to the loss of learning during COVID. Kuhfeld et al. (2020) projected that in the 2020-2021 school year, students would return to traditional classrooms with 63-68% of the learning gains in reading and 37-50% of the learning gains in math compared to a typical school year and suggested a high need for differentiated instruction.

Given the ongoing nature of the pandemic, teachers continued to teach students moving from face-to-face to remote learning. Thus, these losses in learning gains have not yet been gained back. Differentiated instruction is a critical component to promoting equity and helping students gain back learning losses observed across content areas, especially reading and math.

As education progresses beyond the pandemic, various forms of learning, including remote and hybrid, will likely remain a part of the new educational landscape solidifying differentiated instruction as essential for student success. OAESA with Concordia University Chicago graduate students in the differentiated instruction program learn vital skills that allow them to be at the forefront as school and classroom leaders during this critical time in education when differentiation is needed at scale in our schools.

Reference
Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek, E., & Liu, J. (2020, May). Projecting the potential impacts of COVID-19 school closures on academic achievement. (EdWorking Paper: 20-226). Annenberg Institute at Brown University.

The post All About OAESA with Concordia University Chicago’s M.A. Differentiated Instruction Program appeared first on Ohio Association of Elementary School Administrators.

Why did you want to work in education? What inspired you?

My grandma was a teacher, so I always listened to her stories growing up. Her students often visited her and sent her mail, and I really wanted to be that kind of teacher. I’ve always had the desire to help people and make their lives better, and I felt working with children I could do exactly that.

Why did you choose OAESA with Concordia University Chicago for your School Leadership degree?

I heard from a friend how great the program was and how helpful the professors were. I wanted to learn from people I knew could make me a better person and teacher, and in talking with the staff involved, I knew this was the place.

What skills did you gain or sharpen through your program at OAESA with Concordia University Chicago, and how do they benefit you in today’s educational climate?

I loved all of the experiences I was able to learn from both my professors and classmates. There is no better teacher than experience, and having those conversations really helped open ideas for me as an educator. Simple things like thinking outside the box with a lesson or not being afraid to take on a leadership role made me better.

How has your School Leadership degree impacted you in terms of your current position or a position you’d like to attain in the future?

My dream has always been to be a principal. I love teaching and working with the kiddos every day, but I felt becoming a principal would allow me to do more for my families in the grand scheme of things. My husband is waiting on orders, so we will be moving soon, but I am hoping to utilize my degree at our next location to improve education for the district we are in.

What was a challenge you faced during your School Leadership degree program, and who or what helped you overcome it?

Life hit me hard during this program. One of my students I was very close to had passed away, and then I decided to move across the country to be with my husband. A lot of trauma and changes were experienced in a short time, but the professors did not let me give up. They talked with me and gave me the grace to do what I needed to do. Dr. Hornberger was my saving grace; even with my move, she allowed me to finish the program because she believed in me, and I will forever be grateful for that.

What was the biggest takeaway from your School Leadership degree program?

Put the kids and their families first. Rules matter, protocol matters, professionalism matters, but at the end of the day, we need to use our education and experiences to do what is best for our kiddos.

What would you tell (or what advice would you give) prospective students considering the School Leadership program at OAESA with Concordia University Chicago?

Take the leap of faith! Do not let things like money and time stop you from furthering your education. It is the greatest tool we can use to change the future.

Is there anything else you would like to share? 

Just that I am so grateful to have completed a program with the kindest professors who taught me so much about life and being a leader. I am so glad I took the leap of faith and signed on for the program. It’s truly helped me be better.

The post Alumni Spotlight: Courtney Angelo Pantone, M.A. School Leadership with Principal Licensure Program appeared first on Ohio Association of Elementary School Administrators.

I am a Graduate Program Specialist (GPS) responsible for providing comprehensive advising services to graduate students enrolled in Concordia University Chicago’s graduate programs. I work specifically with Ohio educators, monitoring student progress from enrollment to registration to program completion. I am in regular contact with students regarding admission, registration, financial aid, textbook purchasing, and IT services. I send reminders regarding critical deadlines, monitor student progress toward a degree, and assist students in obtaining transfer credits when necessary. I keep track of academic course requirements for each student, and I also work as a liaison between our students and their instructors, the registrar’s office, financial aid, and student services. 

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

I am a graduate of Ohio University and have been working with educators for over 20 years. I joined SAIL for Education and Ohio Association of Elementary School Administrators (OAESA) in the fall of 2006. I believe I have a servant’s heart and take great satisfaction in helping our students successfully navigate their online learning experience. I value good customer service and am student-centered. I am accessible to all of our students and will help answer questions no matter how big or small.

I live in the Central Ohio area and two of my five children still attend high school in the South-Western City School district. While working at OAESA, I came to know many Ohio educators and am happy to assist them with their goal of attaining licensure or a graduate degree.

How will you assist your students as they better prepare/equip themselves for the current climate we are in, specifically with COVID-19 and the move to online/hybrid learning?

The OAESA and SAIL for Education in conjunction with Concordia University Chicago program was designed to be a remote learning program from its inception. We have been offering online coursework for over 10 years. I am here to support our students as they navigate their coursework while confronting professional and personal barriers. I check in through email with all students on a regular basis, but also provide support and encouragement with phone calls. The students get to know that I am easy to work with and will help them to set new course timelines if needed. I can give them options to consider for new schedules and reassure them of what they need for program completion.

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

Before pursuing a graduate degree, educators should be clear on their future career goals. We offer several leadership programs that include endorsement or licensure. Knowing what future position you would like to attain will help determine which program to pursue. Attaining a graduate degree, especially online, takes commitment. Students who excel are the ones who dedicate their time to the readings, discussion boards, and regular online check-ins.

Is there anything else you would like to share?

There are many universities with great graduate programs, however, what sets us apart is our customer service. I will stay committed and connected to my students from entrance to graduation. This is why a OAESA and SAIL for Education in conjunction with Concordia University Chicago program is the best. I would love to discuss any of our programs and I can be reached at 614-557-9209 or through email at butsko@oaesa.org.

Start your next educational journey and explore the available programs at OAESA and SAIL for Education in conjunction with Concordia University Chicago.

The post Faculty Spotlight: Melissa Butsko, Graduate Program Specialist appeared first on Ohio Association of Elementary School Administrators.

Throughout my undergrad career, I had professors that weren’t engaged or seemingly committed to my growth as an educator. I remember feeling discouraged, unsupported, and alone in the process. When applying to the program at OAESA with Concordia University Chicago, I was anxious my experience would be similar, especially because of the added layer of a digital platform; however, I couldn’t have been more wrong!

Anytime I had a question or needed to email one of my professors, they consistently replied within 24 hours. Whether I needed clarity on an assignment or asked their opinion on how they would handle a certain challenge in the school setting, they were always gracious and more than willing to help me grow as an educational leader. Additionally, I reached out to a few professors after I had completed their course when the content I had learned in their class was resurfacing in a different course. Their willingness and passion for good, strong leadership was evident and contagious.

As I progress through my career in education, I will take with me the importance of accessibility when responding to faculty, staff, families, and students. This was beautifully modeled by my professors at OAESA with Concordia University Chicago and made me feel valued, which is something all leaders should emulate to those on their teams.

Flexible Format

While researching graduate programs, one priority for me was not having to login at a specific time each week. Balancing a full-time career while wanting the flexibility of when I completed school work was critical in choosing which program would be best for my schedule – and the program at OAESA with Concordia University Chicago made this attainable!

Because there are no set login times, I could look at my calendars (work, personal, and graduate school) to determine which blocks of time were most convenient for me in order to complete assignments. Even when I had a new course starting but hadn’t seen the syllabus yet, I always knew what to expect since every class is structured similarly. I found this to be a huge benefit in having the program work for me rather than me having to navigate around the program with set logins each week.

Additionally, there was flexibility when I took each course. As expected, there were some courses that had prerequisites, but for many of them I was able to choose when I wanted to take each one.

This helped with planning my work and personal schedules as well. For example, if I knew I would need to spend extra time learning concepts within a course, I tried to schedule that course in the summer in order to apply the time needed to learn the information. This flexibility is another reason why getting your master’s degree with the program at OAESA with Concordia University Chicago is attainable while being a full-time educator.

Cohort Meetings

Throughout the program, I had many classes with the members of my cohort where we were able to communicate through the online platform. In these conversations we felt and demonstrated empathy toward one another while also professionally challenging each other to be the best leaders we could be.

Although our discussions were rich and engaging, the added layer of meeting in person provided authentic growth opportunities. During the second year of the program, we met once every 6-8 weeks. Within the structure of these meetings we were able to engage in dialogue with our colleagues who understood exactly what we were going through, learn from each other’s experiences and perspectives, and, most importantly, develop relationships with educators across central Ohio.

My cohort advisor structured these meetings almost like a family gathering. We sat around the table and had snacks and treats while learning from each other’s pedagogical approaches. We were able to share success stories, celebrate growth, discuss challenges, and support one another. I appreciated the opportunity to engage with my peers that I had built a relationship with online through these authentic conversations in person.

Manageable Class Schedule

As a full-time educator, balancing work, home, and school seemed overwhelming. The program at OAESA with Concordia University Chicago offered a flexible and manageable class schedule. During the school year, I took one course at a time to maintain focus on my students and my family without overstretching my limits. However, because I had summers off, I was able to successfully manage two courses at a time. The flexibility in course offerings allowed me to create the schedule that worked best for me. Additionally, by taking extra courses in the summer, I was able to complete the entire program in 18 months!

Ready to start the next chapter of your educational journey? Explore our available programs here and enroll today!

The post How OAESA with Concordia University Chicago Made my Master’s Program Convenient for a Full-Time Teacher appeared first on Ohio Association of Elementary School Administrators.

Through my role as chair of the partnership between OAESA with Concordia University Chicago, I oversee all leadership programs that are offered in Ohio. This includes teacher leadership offered as an endorsement only or as an endorsement embedded within a master’s or doctoral degree.

Our programs also include Ohio principal licensure as a stand-alone program or embedded within a master’s or doctoral degree, and Ohio superintendent licensure as a stand-alone program or embedded in a doctoral degree. Furthermore, we offer programs for Ohio educators who want to advance their knowledge base in a specific specialty area such as differentiated instruction.

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

Since 2007, OAESA has been a pioneer in online learning formats for educators, and CUC has also been on the cutting edge as a brick and mortar institution offering innovative online degree options to educators. OAESA’s online learning opportunities have positively impacted educator professional learning for many years, thereby also having a positive influence on innovative approaches to online learning throughout the state.

As our educators engage in highly effective online learning strategies and platforms, they can apply this learning to their classrooms and school buildings. During these uncertain times, when learning platforms and strategies change quickly, our educators have a deep understanding of how to teach and lead effectively, whether virtually, hybrid, or in face-to-face formats.

Why did you decide to become a faculty member for OAESA with Concordia University Chicago? What sets this program apart from others?

The partnership between OAESA with Concordia University Chicago merges OAESA’s deep knowledge base of effective leadership practices with high quality and rigorous, yet flexible, graduate licensure and degree programs that are grounded in state and national standards.

As an Ohio principal, I was already a member of OAESA, and I found their support of administrators to be critical to my success as a principal. As I completed the Ph.D. program through the partnership, I came to realize just how much the program contributed to my knowledge base and effectiveness as a building leader.

When the opportunity arose to join the faculty of CUC and to chair this unique partnership, I was thrilled! I knew that, through this role, I would be able to expand my reach by having a positive impact on education and leadership practices throughout our state and beyond. This program is truly unique in that it connects our students to practitioners in the field and engages them with their professional organization (OAESA).

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

I completed my bachelor’s degree in elementary education at Ohio University and taught fifth grade in the Pickerington Local School District for 16 years. During that time, I completed my master’s degree in curriculum and instruction. As I continued to refine my professional practices and engage in various teacher leadership roles, building and district leaders began approaching me suggesting that I pursue an advanced degree and obtain principal licensure.

I found the OAESA and SAIL for Education in conjunction with Concordia University Chicago partnership and enrolled in the Ph.D. School Leadership degree program with Ohio principal licensure embedded. The principal licensure coursework was front-loaded, so I completed that licensure first. I then began serving as an elementary principal in a K-4 building while also completing the remainder of my doctoral program.

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

I always knew I wanted to be an educator. My mother was a teacher and my father served the public as a county health commissioner. They taught me from a very young age that our lives are made more meaningful by serving others. This commitment to service is woven into the fabric of who I am as an educator. I started my career as a fifth-grade teacher and progressed to serving as an elementary principal prior to moving into higher education.

I learned very quickly that students wouldn’t learn from me unless they were certain that I cared for them and believed in their abilities. I was a champion for my students in the classroom and while serving as a principal, and I continue to champion the students who I serve today at OAESA with Concordia University Chicago.

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

I want prospective students to know that I am dedicated to ensuring that our programs provide exceptional preparation for school and district-level leadership. I live out my commitment to serving the students and educators of Ohio through my work with the partnership. Further, all faculty and staff at Concordia University Chicago commit themselves to all aspects of service to students, from the time students enter the program to graduation and beyond.

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

Educators who are considering the pursuit of an advanced degree must evaluate their future career goals and plan accordingly. Engaging in discussions with colleagues and fellow educators can help to clarify personal strengths and potential future goals.

For example, Ohio principal licensure opens doors to diverse administrative positions, and this can vary from district to district. Positions for which districts may require principal licensure include special education coordinators, technology specialists, or instructional coaches. I recommend that educators find out more about what is required in their specific district as they choose a program that will help them to attain future career goals.

In terms of standing out in the field, it is important for aspiring leaders to take on additional leadership roles and opportunities when they become available. Getting involved within the school, district, and community at large helps aspiring leaders to become known and begin creating a professional reputation for themselves. Also, getting involved in OAESA with Concordia University Chicago is a great way to deepen involvement both at the local level and statewide.

Is there anything else you would like to share?

I strive to make myself available to answer questions that potential and current students may have at any time. If you would like to discuss your career goals and how one of our OAESA with Concordia University Chicago programs might be beneficial for you, please reach out at any time. I can be reached at 614-557-9209 or through email at rebecca.hornberger@cuchicago.edu. Thank you for all you do to serve Ohio’s most valuable resource – our students!

The post Faculty Spotlight: Dr. Rebecca Hornberger, Interim Associate Dean, College of Education, Department Chair OAESA with Concordia University Chicago appeared first on Ohio Association of Elementary School Administrators.

Why did you want to work in education? What inspired you?

I don’t really have a great story that led me to being an educator. I couldn’t decide on a major, and a nun at Ohio Dominican suggested education to me and that’s what I did. Since, I have realized how much of an impact that a good or bad teacher can have on a student’s success or failure and on the rest of their life.

Why did you choose OAESA in conjunction with Concordia University Chicago for your Leadership Doctorate – Educational Leadership?

I started my work on my doctoral degree at another university. I originally stared my work towards a Ph.D. After taking many classes, I was told I would have to take sabbatical leave to finish. Due to my situation at home being a single parent of four children, I was financially unable to take sabbatical leave. I found out about the program with OAESA in conjunction with Concordia University Chicago. After contacting Concordia University, I realized I could transfer some of my credits and complete my degree online. They also explained the difference in the Ed.D. and Ph.D. My desire is to stay in the K-12 schools as a school leader and use my education in a practical setting. Therefore, I decided to pursue my education to get an Ed.D.

What skills did you gain or sharpen through your program at OAESA in conjunction with Concordia University Chicago and how do you use them today?

Taking classes at OAESA in conjunction with Concordia University Chicago gave me a larger skill set. I not only had to learn the content and more computer skills, but also how to navigate online courses. I had to work at setting up a schedule and having good time management. All of this has helped me in my job as a school principal, but the most important thing I learned was how personal and engaging online classes can actually be. I always felt that you would not learn as much or get as much help taking online classes. I had personalized help throughout my program. Many of the professors were even willing to call me on the phone to help me with assignments. Now that I currently teach online classes, I have used the skill of personalizing classes in my work.

How has your doctoral degree impacted you in terms of your current position or a position you’d like to attain in the future?  

Currently I am a middle school principal and I also teach online classes for Concordia. Having a doctoral degree opened up many new opportunities in my school district for me and it allowed me to become an adjunct professor for Concordia. It has given me the ability to start looking into superintendent jobs because many require you have a doctoral degree. The knowledge I gained during my studies gave me a whole new perspective on leadership. It helped better prepare me for the challenges and give me the ability to make decisions based on research. 

What was a challenge you faced during your educational leadership doctorate program, and who or what helped you overcome it?  

The biggest challenge I faced was trying to figure out how to narrow down my topic for my dissertation and then actually go through the process. The whole process is very lengthy and challenging. It is a marathon not a sprint. I got a lot of help from my dissertation committee. Every step of the way working through my dissertation, I had a wonderful committee who gave me a lot of feedback. They were always there to answer any of my questions and encourage me when I was frustrated. I would like to take this time to really thank Dr. Sims, Dr. Safer, and Dr. Tagaris.

What was the biggest takeaway from your doctoral program?

My biggest take away from my doctoral program was really learning how to research something and defend it. I learned how important it was to do thorough research and provide complete evidence to defend your opinion about something. Many times, I submitted chapters that came back to me with many questions where I did not provide enough evidence or research. I learned how to really pay attention to details and provide documentation. Now when I am asking for something for my building or I am trying to convince senior leadership of something, I am fully prepared. I have found many times I am overly prepared and usually receive compliments on how prepared and thorough I am.

What would you tell (or what advice would you give) prospective students considering the Leadership Doctorate – Educational Leadership degree program at OAESA with Concordia University Chicago?

If you are interested in working on an Ed.D. program, I think the best place to do the work is through OAESA in conjunction with Concordia University Chicago. As I said before, I started my doctoral degree at another university in face-to-face classes. It was very difficult to work a full-time job and raise kids as a single mother. I struggled to get babysitters and to complete classwork. When I started with OAESA in conjunction with Concordia University Chicago, it was much easier for me to schedule time to study and complete the process online.

I worried the program would not be as rigorous and would be very hard to complete since I did not have face-to-face interaction. I was concerned about how I would get the help and support I needed through a computer. I quickly found out that it is very personalized and you have all of the support you need. Everyone is very friendly, easy to get in contact with, and they always respond quickly to questions. Many of my professors did phone calls to help me through questions and assignments. I felt like my dissertation committee really cared about my success and they were there to do whatever they could do to help me succeed.

Everyone was very positive and encouraging. They understand that most of us are working, have families, and life happens. They do everything they can to work with you and your schedule. They really provided me with courses that have helped me to be successful at my job and related to my work. I found myself using what I was learning at work at the same time I was learning it. The curriculum is very practical and practice based.

The post Alumni Spotlight: Joyce Albright, Leadership Doctorate – Educational Leadership appeared first on Ohio Association of Elementary School Administrators.

I clearly remember pretending to know what I was doing for the first couple years of my career. Panic struck when I reported for my first few teacher work days as I quickly realized I would have to tread water in order to stay afloat for a while. If you have been a teacher for more than a few years now, you probably can relate to this memory, too! Luckily, I had a great mentor teacher who built my confidence and my knowledge base while shaping me into the teacher I am today.

Essentially, a mentor teacher is there to help support and guide new teachers through the first few years of their teaching careers. A mentor will be the first and strongest tie to a new teacher’s school and a key part of helping introduce the novice teacher with workplace norms and socialization as they begin their exciting new career! Not only will the mentor help with acclimating the mentee to the workplace, but they will also help foster relationships, trust, content knowledge, best practices, and instruction which, combined, have the potential to dramatically impact a new teacher for decades to come.

Skills I Learned in my School Leadership Program

Last year, as I was finishing up my M.A. in school leadership from OAESA with Concordia University Chicago, my administrator asked me if I would be interested in becoming a mentor teacher for this 2020 school year. I quickly said yes because I felt like I had the skills to be an effective leader for new teachers who would need some guidance as they begin their new careers.

One such skill that was covered in the school leadership program which was also applicable to mentoring is communication. Communication is such an integral part of being both a mentor and an administrator. It is important to know how to communicate with others in different circumstances. Sometimes it is best to be a stronger listener than a speaker, and at other times, it is best that you can communicate clearly and effectively with those you encounter.

Additionally, closely tied to communication was collaboration. As a principal, it is important to collaborate with TBTs, BLTs, the community, the school board, and all the employees in the school. Similarly, as a mentor, one key component to the success of the mentor-mentee relationship is collaboration. As a mentor, you will need to have a level of trust established with your mentee because, as a team, you will work together in discussing observations, analysis of student work, and assessments.

The mentor will be responsible for providing feedback to the mentee and may be privy to the new teacher’s successes and struggles. It is important that trust is fostered when you are a mentor so that your mentee feels comfortable opening themselves up to you so that you may guide them in their growth throughout your collaborative relationship.

Moreover, an area covered in the school leadership program at OAESA with Concordia University Chicago was how to be an instructional leader. To be quite honest, I was not familiar with this type of leader prior to learning about it in classes. I had never worked for a principal who was an instructional leader; rather, I have always worked under administrators who were managerial in nature, meaning they were good managers: managing time, people, schedules, and behaviors. None of my prior principals were instructional leaders, leaders who are comfortable not just managing the school, but also establishing the goals for the school and helping to guide the school in that direction through the establishment of a shared vision. As a mentor, one must be an instructional mentor as well in order to work collaboratively as the new teacher learns the expectations of the school at which they were hired.

A final skill taught in the school leadership program at OAESA necessary to be an effective mentor teacher was the understanding of the Ohio Improvement Process (OIP). The OIP includes the following steps: identify a need in a school, research evidence-based strategies in order to improve the need, plan to implement changes, implement said changes and monitor the outcomes, then reflect and adjust accordingly.

After learning about OIP and how crucial it is the operation and improvement of a school, I was shocked at how little I knew about this even after 16 years in the profession. However, through my mentor classes, I was reminded of the OIP when we discussed the necessity of presenting to the mentee the teaching and learning cycle: plan, teach, assess, revise. Both of these cycles emphasize the need to make a plan, assess along the way, and revise as necessary; and isn’t that the premise of teaching? We make wonderful plans each week, but how frequently do we change plans dependent on how the kids are receiving our instruction? It was eye opening to see the parallels between the teaching and learning cycle and the OIP.

How my Master’s Made me a Better Mentor Teacher

Without a doubt, I know that I am better prepared to be a mentor teacher than I was prior to earning my school leadership degree from OAESA with Concordia University Chicago. Perhaps most importantly I learned that teachers really are open to change if they only know how to achieve it. Teachers want to be successful and help their students become successful; likewise, new teachers want to be the best teacher they can be.

So, with feedback, reflection, and the ability to pivot when things aren’t going well, new teachers can see for themselves where they have room to grow and become more impactful in the classroom. I learned in the school leadership program that it is expected of a leader to guide someone towards their growth. As a principal and as a mentor, it is your job to help your teachers to work collaboratively toward a shared vision for the betterment of individual teachers as well as the betterment of the entire school. I am thankful that I became a mentor teacher after completing the school leadership program because I am more fully prepared to communicate effectively, work collaboratively, and guide new teachers towards becoming the best version of themselves as I take them under my wings!

Ready to expand your knowledge, strengthen your pedagogy, or improve your leadership skills? Explore our available graduate degree programs to start your journey today!

The post How my Master’s in School Leadership Made me a Better Mentor Teacher appeared first on Ohio Association of Elementary School Administrators.