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

How Prevalent is Teacher Burnout? What Leads to Burnout?

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

Judgment

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

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

Increased Workloads

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

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

Substitute Shortage

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

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

Ways Administrators can Support their Teachers to Reduce Burnout

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

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

Valuable Skills Gained in CSP Global’s Educational Leadership Programs

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

Balance

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

Boundaries

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

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

Support Network

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

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

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

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

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

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

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

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

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

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

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

How can Leadership Ensure New Programs are Successful?

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

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

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

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What is a Doctoral Degree in Educational Leadership?

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

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

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

What You’ll Learn in an Educational Leadership Program

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

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

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

Advantages of an Educational Leadership Doctoral Program

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

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

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

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

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

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

The post What are the Advantages of a Doctoral Degree in Educational Leadership? appeared first on CSP Global.

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

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

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

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

What You’ll Learn in an Educational Leadership Program

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

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

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

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

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

Advantages of an Educational Leadership Degree

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

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

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

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

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

The post What are the Advantages of a Master’s Degree in Educational Leadership? appeared first on CSP Global.

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

Like many educators, I had a handful of teachers during my school-age years who inspired me to embark on a career in secondary education. Each of them encouraging words along the lines of ‘You’d be great at it.’ Student teaching experiences and early substitute gigs offered me some validation of this message. However, more impactful in my decision to stay in education were the sixth grade Newcomer English Language (EL) students I met during my first long-term substitute teaching job. Their unabashed eagerness for school reminded me of exactly what I truly want learning to be for all students: positive and fun. When I witness a glimmer of this in a student, or even in a colleague, I am inspired to continue.

Why did you choose CSP Global for your master’s degree in educational leadership?

When I was considering furthering my education, three factors were my priority: geographic location, class time offerings that coordinated with my schedule, and value (financial cost + knowledge and skill sets gained). CSP Global is located just off of I-94 and Snelling, very convenient for my Northeast Minneapolis residence. The evening, once-a-week cohort option was a perfect fit for my busy calendar. The breadth of topics covered in the Educational Leadership program and ample opportunities for deep conversation and leadership practice within each course was ideal. What’s more, with the lane change I made after obtaining my master’s degree, I will have already seen a positive return on my investment just a few years after graduation.

What skills did you gain or sharpen through your program at CSP Global and how do you use them today?

Among the plethora, two pragmatic skills I sharpened through my program were: 1) an increased confidence presenting to colleagues and 2) more effective communication strategies, especially with difficult-to-deliver information.

Each course required an individual and/or group presentation, and as much as I dreaded it at the beginning, I am grateful for each opportunity I had to practice. Where I previously had great anxiety in front of peers, to the point of forgetting major points I wanted to make, I can now confidently deliver content on professional development days in a more clear, concise, and engaging way.

One of the courses allowed us to learn our specific strengths and weaknesses in leadership and how to consider these in communicating effectively to people to improve teaching and learning for all. Each month, I facilitate content area meetings with groups of teachers who are working very hard to write their own curriculum. I am required to ask for even more from teachers with already full plates, so I use what I learned about delivering difficult information. I can carefully navigate pushback with discerning questions instead of what teachers often feel: judgement and disregard. I can guide teachers to reach and trust their own conclusions with intentional prompts and reminders of best practice research. I use my collaborative leadership style to increase buy-in and progress.

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

My master’s degree has had both a financial impact and an insight-gaining impact on my current position. I believe I was hired for my current role because I was in the middle of obtaining a higher degree in educational leadership. Administration saw me as someone who wanted to continue to learn and stretch professionally. Once I completed the program, I acquired a lane change and, of course, the raise that accompanies.

The way that the M.A.Ed. in Educational Leadership program requires coursework from the various, layered pieces of education, from curriculum and instruction to legal and ethical issues, I have a better handle on why this institution functions the way that it does. I am better at asking the intentional questions to motivate change and equity. I am better at considering the perspectives of stakeholders who are not classroom teachers which has allowed me to navigate professional conversations in a new, more effective way. I am trusted by my administration to take on more responsibility. I have even been encouraged by colleagues to become part of the administration team — something I am seriously considering.

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

About five months after starting the program, my partner and I found out we had another baby on the way, and we were still getting used to our son who was born the previous summer. I knew I could handle continuing classes while pregnant, but I was certain I was going to need to put the second year of the program on hold. While my partner was a huge support in my decision to keep going, it was the instructor of the second course of year two who truly made it feel possible. As I was nearing my due date, she and I met to discuss the remaining assignments. Her immense willingness to be flexible with deadlines put me at ease. She even encouraged me to bring my baby to class! I will never forget standing in the front of the classroom during our final presentation and seeing my amazing instructor swaying my 10-day old daughter to sleep in the back.

What was the biggest takeaway from your master’s program?

Beyond the aforementioned professional skills, my biggest takeaway was insight into my own ability to balance more than I ever thought I could. Taking on higher education while working as a full-time teacher and adding humans to my family was intense and at times a real struggle. The experience taught me so much about my own strength and endurance. A cohort of supportive colleagues and quality instructors were both key in making the challenge a positive one.

What would you tell (or what advice would you give) prospective students considering the Educational Leadership M.A.Ed. program at CSP Global?  

If you are considering furthering your education, but you are not quite sure which program to choose, this is a great one. It will provide great insight into how the institution of education functions and open a variety of professional possibilities (i.e., curriculum lead or continue to become an administrator). Throughout the program there are opportunities to network with colleagues and instructors that are leaders in education around the Twin Cities. The coursework will push you out of your comfort zone and help you develop leadership skills you can use in all facets of your life.

The post Alumni Spotlight: Jamie Sheahan, M.A.Ed. in Educational Leadership appeared first on CSP Global.

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

Working to engage and inspire our communities of learners is, and always has been, a passion of mine. There are so many committed professionals in the field of education, so many wonderful communities, and so many passionate learners that it is difficult to pinpoint all who have been so inspirational throughout my 19 years in education. Every day I have an opportunity to see new successes, to experience something I have yet to experience, and to engage with new people in the community. Education is unique in the ability to connect us with great communities, great learners, and great colleagues, all of which fuels my passion and advocacy for high quality and equitable learning opportunities.

Why did you choose CSP Global for your doctorate in educational leadership?

CSP Global gave me the opportunity to connect with professionals of different experiences than what I have had. Bettering our educational system across the board meant greater exposure to all of the challenges we have across all walks of life. CSP Global’s focus on responsive and equitable leadership in our schools was critical in my decision to pursue my Ed.D. degree and complete my graduate work with CSP Global. As a cohort, we were able to be a part of the first group to complete this program, and the amount of professional guidance in our learning matched what we had received throughout both our master’s and specialist programs.

CSP Global continued to give me an opportunity to connect with experienced leadership mentors and to this day take the time to reach out, check-in, and help advance our professional growth and opportunities. That level of personal connection is why Concordia is such a great experience.

What skills did you gain or sharpen through your program at CSP Global and how do you use them today?

Well-rounded leadership involves an understanding of what each of your colleagues brings to the table. Being able to listen to a high-quality and experienced set of instructors, a diverse cohort of colleagues from out-state to urban educators, and a unique set of perspectives contributed to advancing our ability to connect leadership theory to practice. Working in teaching and learning, as well as data and analytics, has become an approach where we look at all of our people and all of our measures to create partnerships in learning that connect with the passions and interests of our learners. The skills and, more importantly, the examples and human capital gained through my program allow me to make as many of these connections as possible on a daily basis.

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

The doctoral program and degree allowed for new learning and a new perspective on what we see daily in education. This has allowed me to connect the art and the science of teaching and learning in new ways and foster opportunities for all learners based on multiple measures and perspectives. The degree has opened doors for opportunities not only for myself professionally but also in what I can do to continue to move our educational organization forward. It was an experience that I cannot otherwise replace from a professional practice and a personal standpoint. It has helped me build a network of professionals that are valuable resources in advancing our community of learners.

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

With a family and a profession, you may wonder how you will ever find the time to finish such a difficult task. Building a coalition of support, with your family first and your professional colleagues right after, can be the most empowering motivator you have as you go through your doctorate program. Work with your family and committee on setting a clear timeline, establishing goals, and celebrating successes that you can share with both. This is what kept me along a path to completion and is something you can share as a part of the journey with people impacted most by the program. There was no better feeling than having your family, friends, and colleagues watch as you walked across the stage!

What was the biggest takeaway from your educational leadership program?

I was very fortunate to go through all of CSP Global’s graduate programs, from a master’s in education leadership to a doctorate in educational leadership. My biggest takeaway when starting was all of the knowledge that can be applied immediately in practice. However, the transformational aspect will occur when you realize that you will have the opportunity to pay forward all of which was shared with you. For those of you that believe in being multipliers, this will be your takeaway, your challenge, and your mission as a leader in the educational field.

What would you tell (or what advice would you give) prospective students considering the Ed.D. educational leadership program at CSP Global?

For every individual, you will have a different passion, a different problem to solve, and a different reason for taking on a doctorate program. Before you start, build your network of support and fill it with those that will inspire you through the end. Include your family, friends, and network of professionals as they will be your biggest guides through the challenges that may be tough to get through. Remember that you are not expected to solve a problem that is so broad that your research will never end but instead are just adding to the body of literature in one very targeted and specific area of a problem. In a 1000 piece puzzle, you are one piece, and you would be amazed how that one piece advances a solution (and creates new questions). Build your supports and don’t give up until you are finished.

Is there anything else you would like to share?

CSP Global has positioned its programs with some of the most knowledgeable and caring professionals around Minnesota. Feel confident that your experience will last far beyond the completion of any of your programs. It is hard to describe how motivated you will be to pay the opportunities forward that have been given to you in the same way CSP Global’s committed faculty will do for you.

After this blog was published, Concordia University St. Paul changed the program name from Ed.D. in Educational Leadership to Doctor of Education. The focus of the program was updated and provides advanced career opportunities in a variety of educational fields outside of a K-12 setting  While it still incorporates leadership in a  K-12 setting the degree is also transferable to numerous leadership opportunities beyond education, including private, non-profit, public, and government organizations.

The post Alumni Spotlight: Paul Henn, Ed.D. in Educational Leadership appeared first on CSP Global.

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

Education has been my life. Ever since entering kindergarten, I have always been in a classroom: as a student, as a paraprofessional, and eventually, as a teacher. I feel comfortable and alive in a classroom! I knew very early on in my life that I wanted to be an educator.

I have had many people inspire me during my educational journey: my favorite fifth grade teacher, some special coworkers, and my family. They have all played a part in who I have become as a teacher. They have helped develop my passion, creativity, and confidence.

Why did you choose CSP Global for your master’s degree in educational leadership?               

When I decided to get my master’s degree, I searched many different options. I chose CSP Global for a few reasons. First, CSP’s courses were 100% online. That was really important for me. Secondly, CSP was affordable. There were many payment options that made taking the classes feasible. But most importantly, I had a lot of questions as I embarked on this journey, and the staff at CSP were so kind and timely in answering my questions. I truly felt like they cared and they did not even know me. I knew CSP was the place for me!

What skills did you gain or sharpen through your program at CSP Global and how do you use them today?

I most definitely sharpened my communication and technical writing skills throughout my master’s program! I always considered myself to be a proficient writer, but after two years of taking writing intensive classes and studying the writer’s manual, I now consider myself to be an exemplary technical writer! It has been fun to look back at my writing from the beginning courses to the writing done in my capstone. One can definitely see the improvement. Improving my writing automatically improved my communication skills. I feel more confident and equipped to present information to the staff, the school board, and the community.

These skills are very useful when I grant write, do presentations, and even when I am in the classroom with my students.

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

Earning my master’s degree in educational leadership has provided me with invaluable skills and information that I use almost every day in my current position. I feel more confident and qualified to be doing the job that I do. I also feel that should other leadership positions become available, I would be qualified to apply. My master’s degree has also advanced my position on our district’s salary scale.

What was a challenge you faced during your master’s program, and who or what helped you overcome it?

 Last January (half way through my last year in the master’s program), my father passed away. Although it was not a surprise to me, it was still a devastating time in my life. I was not sure how I was going to complete the class that I was in. I reached out to my professor, as well as two of my cohort members that had become good friends. With their support, and that of my family, I was able to complete the class successfully, missing only one class period. I actually found that the homework and comradery from being in a class was therapeutic. It helped to give me purpose during a time when I felt helpless. It also helped to direct my energy into something positive when I found it hard to just get out of bed.

 What was the biggest takeaway from your master’s in educational leadership program?

My biggest takeaway from the experience of gaining my master’s in educational leadership was that I truly am capable. I am a first-generation college graduate. Going to college was not even an option that I considered when I was in high school. It was not until I was working as a paraprofessional and met one particular teacher that saw my skills and encouraged me to pursue my dream that I even thought college was possible. To think that I now have my master’s is almost unbelievable to me! It is something for which I have worked extremely hard and in which I am very proud.

What would you tell (or what advice would you give) prospective students considering the master’s educational leadership program at CSP Global?

My advice for anyone considering the master’s educational leadership program at CSP Global would be: Believe in yourself. But also…

• Understand that research, completing projects, and writing papers takes a huge amount of time. Make sure you are up for the challenge and can dedicate enough time and energy to complete quality assignments.
• Realize that there is a fair amount of group work in the classes. Know that your group members are counting on you to pull your weight. Do not let them down. You may have different ideas, work ethics, or schedules; but you need to be able to commit to doing your part.
• Don’t wait. There are always excuses: money, time, etc. I doubted my abilities and kept putting my dream of earning a master’s degree on the back burner. I wish I would have done it sooner. If you are hesitating, believe in yourself and go for it!
• Know that the professors are there to help and guide you. They want you to succeed. Ask for help if needed.

Is there anything else you would like to share?

Educating oneself is a wonderful investment!

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