The Point Park University M.A. and M. Ed. in Special Education are graduate degree programs designed for students to earn a master’s degree and Pennsylvania Special Education Pre-K through 12 Certification. The M.A. degree is for teacher candidates currently holding a teacher certification who want to earn a master’s degree with special education certification. The M.A. program is 30 credits, and teacher candidates will complete the coursework in 18 months (about one and a half years).

The M.Ed. degree is designed for those teacher candidates with a bachelor’s degree but no teaching certification who want to earn a master’s degree with an initial teaching certification in special education. The M.Ed. program is 42 credits, including a 15-week student teaching experience, and teacher candidates will complete the program in five semesters. The courses for both programs are structured in an eight-week online format, and students are enrolled in one course every eight weeks. The courses meet the standards, competencies, and guidelines for the Pennsylvania Department of Education certification programs.

What differentiates Point Park University’s M.A. and M.Ed. Special Education programs from other schools that offer similar programs? 

Point Park’s program differs from others because master’s degrees at other universities may not offer the M.Ed. for those who want to earn both a master’s degree and a teaching certification. The coursework for both programs is streamlined so that students can complete the program with both a master’s degree and a teaching certificate in special education, Pre-K through 12.

The cohort sizes are small so that student candidates and instructors have a more personalized experience. The courses are designed and taught by instructors who are experienced teachers and administrators in special education. And therefore, the content, assignments and embedded experiences are very realistic to schools and classrooms.

How will this program help educators during this time of COVID and Post-COVID teaching? How will it better prepare them for today’s education challenges? 

None of us predicted how the COVID-19 pandemic influenced how we teach. Valuable lessons were learned during the pandemic. Teachers, students, and parents needed to prepare to teach and learn virtually. With an online learning format, graduate students understand the unique challenges of learning, communicating, and collaborating through a virtual format.

Together, we ensured that our students and student teachers could continue with their teaching experiences even though we shifted our teaching platforms to online learning. We modified, adjusted, and adapted as needed. These are qualities of a good teacher. From a learner’s perspective, graduate students understand how learning styles and preferences can be supported without face-to-face teaching. Some courses also require assignments for and about virtual and online learning.

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

There is a growing teacher shortage across Pennsylvania and the country. It is estimated that by 2030, Pennsylvania will need 10,000 more teachers. But we have a sufficient number of great people who would make excellent teachers. Students who graduate from the program can teach special education in Pennsylvania in any public, private, or charter school.

Additionally, students may relocate to another state where a Pennsylvania teaching certification is recognized and accepted by other state departments of education. With a master’s degree in special education and a teaching certification, teachers can hold positions such as:

• Special education teacher
• Substitute teacher
• Teacher assistant
• Case manager

These positions can be in a variety of settings including:

• Public schools
• Private licensed facilities
• Private schools
• Special education centers
• Mental health facilities
• Hospitals
• Residential therapeutic camps
• Sheltered workshops
• Nonprofits

Also, to add to the variety of job opportunities available to them, special educators with master’s degrees can add administrative certifications or endorsements.

Why should prospective students choose this program? Why should they choose Point Park? 

I would invite prospective students to read the alumni profiles on the Point Park University success story blog about their experiences. Prospective students should choose this program because it is structured so they can teach, study, and balance their educational and personal lives while earning a master’s degree and teaching certification in special education Pre-K through 12.

Point Park is very affordable; graduate education tuition includes a 25% discount when compared to non-education graduate programs. The online format is convenient for students who are geographically unable to access a quality master’s program in person, as evidenced by those students from across Pennsylvania and in other states who are currently enrolled in the program.

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Jason Lange, M.A., M.Ed., founder and president of BloomBoard, an education talent development provider, was the keynote speaker. Point Park recently entered a partnership with BloomBoard to solve the teacher-shortage crisis by providing a pathway for paraprofessionals and support staff to receive their teaching certification. The program uses on-the-job experience to meet the requirements of classes taught by Point Park faculty members.

Shari Payne, Ph.D., acting dean of the school of education, praised Lange for his innovation. “I’m extremely impressed by how entrepreneurial Jason has been about solving a real societal problem,” she said.

Lange encouraged each of the graduates to take a similar approach, actively exploring the possibilities that emerge when connections are made between seemingly dissimilar fields.

“You have a level of depth to be truly dangerous in each of your fields,” he said. “The idea that you can take that depth and apply it across fields and start to really think about how you can change the fields you’re excited about, using the depth of expertise you have — that’s where can solve society’s biggest problems.”

Bridget Miller, Ed.D., who received her Doctorate in Leadership and Administration, addressed her fellow graduates as the student speaker. Miller, an assistant principal in the Seneca Valley School District, exhorted graduates to bring dignity to all their interactions.

“We need to validate one another, respond to each other’s concerns, look one another in the eye and say ‘I. see. You. I acknowledge you, and while you may think differently, vote differently, believe differently than I do, I see you and even more importantly, I accept you,’” she said.

Dr. Chris W. Brussalis, president, and Michael Soto, Ph.D., provost, also offered inspiring messages that expressed the pride they feel for Point Park’s latest graduates.

Candidates in the Doctor of Clinical Psychology, Doctor of Philosophy in Community Engagement and Doctor of Education in Leadership and Administration programs were awarded their hoods on stage by their dissertation chair or other faculty member.

Master’s candidates in the Rowland School of Business and Schools of Arts & Sciences, Communication and Education were greeted by the respective dean of each school.

The ceremony marked the first time the University has included the students who have successfully completed the Principal Certificate and Superintendent Letter of Eligibility Certificate programs. According to Darlene Marnich, Ph.D., chair of the Department of Leadership and Organizational Administration in the School of Education, Point Park certifies more principals than any other institution in Pennsylvania.

“These are the programs that produce the future leaders of schools and school districts,” said Richard Gutkind, Ph.D., director of Online Graduate Programs in the School of Education. “I can’t tell you how pleased I am that Point Park is now recognizing these important graduates from the School of Education along with peers from other educational programs.”

Veronika Panagiatou, Ph.D., an alumna of Point Park’s community engagement and psychology programs and part-time faculty member, welcomed the graduates into the Alumni Association, which boasts nearly 30,000 members across the globe.

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The key turns. Slowly, the ignition cranks. It putters a bit. The key turns again. Puttering… again. A few seconds later, and for a third time, the key turns, and the engine roars.

Success in graduate programs is the car that needs a little love. As a veteran (and successful graduate) of four different graduate programs, I have seen in-person, hybrid, online, and COVID-affected graduate programs.

With your graduate program, you must keep your engine fueled, listen to the signals, and treat yourself with respect when your engine won’t turn over.

Make Time for Your Hobbies

First and foremost, the car needs fuel. Your mind and your body need fuel as well. That fuel must come from outside of graduate reading.

You must stimulate your mind throughout the graduate process. Take up crossword puzzles, sudoku, a new streaming show, pickleball, or like me, increase that movie-watching frequency. Warning: I have an app that tracks this. Throughout my graduate programs, which spanned six years, I averaged around 60 movies per year seen in theaters. While it seems like a lot, it was a release for two hours. For me, there is nothing like watching a flick on the 40-foot x 70-foot screen. While I often sat in the top corner of the theater alone, it gave my mind a focus that wasn’t on my studies.

Going to the movies afforded me the opportunity to not think about school, work, or home, and that is exactly what a successful graduate school student needs — a distraction and a release. Whatever your hobby is, don’t lose it.

Take Care of Yourself

With your mind, you must also keep your body fueled. Don’t rely on Thin Mints and Monsters. You’re not 21 anymore. You can’t go on a three-day bender and expect to recover for the life of a graduate student. Hit the brakes and fuel your body right. Eat meals as scheduled as possible and as well-rounded as possible. You will need mental focus and energy to be successful, and you can’t run your vehicle on sludge. Put the proper gasoline in the engine to make it purr.

Rely on Your Support System

If that engine isn’t purring, listen to the signals. If the check engine light is on, talk to a professor, a mentor, a doctor, the old lady on the corner with lots of cats, or whomever. Just talk to someone. It is okay to vent. That is listening to your body. Part of venting, though, is letting go. Once you get it out of your system. Let it ride. Think of it like an oil change. You are going to go to some random person, and they’re going to change you out.

They’ll show you the stick they dipped in the oil, and you’ll have no idea what it means when they show you. You’ll nod with utter and undeserved confidence, and you’ll drive away. That is totally normal and okay. When you vent and someone gives you advice, if you have no clue how to take it in the moment, just go with it. It will help your engine run and function. You just must listen to that little “Change Oil” light when it comes on in your head.

Rest

Now, you’ve changed the oil and fueled the vehicle, but the engine still won’t turn over. It’s all gravy. Give a few seconds… or a few hours, and just rest it. Go to sleep. Your whole being needs it. Rest and reset.

To be successful in a graduate program, especially when balancing life and other things in your life, you must know when to stop and rest. For me, between work and class in my first master’s degree program, that meant finding a bench in a hidden hallway on campus and taking a snooze. As I grew older, that meant setting a bedtime earlier and going to sleep before the sun goes to sleep. You must find the right time for you to reset your body, so you can turn your engine over to do the next assignment, to take in the next lecture, or to simply walk into class. Your success depends on it.

So, whether you are coasting forward on cruise control and putting the blinker on to get in the fast lane, you must understand how to fuel your mind and body, how to listen to the signals and vent, and how to hit reset and count some sheep.

Interested in continuing your education? Check out our education graduate programs and take your next step today!

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Fourth-Grade Teacher, Springfield Public Schools

Major:

Instructional Studies

College Activities:

Student Government Association senator for the School of Education

Hometown:

Brookville, Pa.

High School:

Jefferson County-DuBois Area Vocational-Technical School

Now Living In:

Springfield, Mass.

Hobbies & Interests:

Reading, painting, going to Disney World and listening to Taylor Swift

“If a student wants to gain real-world experience in urban education and first-hand knowledge from professors who have dedicated their lives to education and preparing future teachers, Point Park’s School of Education is where they want to be.”

Jade Steele-Stripsky ’21

Why did you choose Point Park University?

I originally chose Point Park for global cultural studies. Then I auditioned for the Conservatory of Performing Arts. Once I found the School of Education during my freshman year, it was the perfect fit for me. My high school spirit colors were green and yellow just like Point Park, so it felt like a sign.

How did the Instructional Studies program prepare you for career success? 

Point Park’s School of Education set me up for success in urban education in part because I got to live in Downtown Pittsburgh. I was paired with amazing coordinating teachers in different schools around the city, and I gained actual experience in the exact career path I wanted to pursue. Point Park showed me I was meant to work in urban education.

Which faculty had a significant impact on you?

It is nearly impossible to pick which professors had the greatest impact on me in the School of Education. Christal Edmunds was truly the mentor I needed whenever I needed her. Stanley Denton gave me the resources I needed to realize urban education was my calling. Darlene Marnich was so supportive every step of the way. Point Park’s School of Education offers programs made by teachers, for teachers.

What have you been up to since graduation? 

I moved to Massachusetts and worked as a long-term substitute teacher in middle schools. I then received my license to teach in the state, worked with incarcerated children during the summer, got married and I accepted my current position in July. I am a fourth-grade teacher teaching all five subjects.

There are so many things I love about my job. I am truly living my dream. My favorite part is working with the most incredible students. I spend my days with 22 nine to ten-year-olds who love to learn, and I know I have an impact on them. It is a really good feeling.

What’s your favorite subject to teach and why? 

That’s a tough question! My favorite skill to teach is social emotional learning (SEL), but if I had to choose a subject it would be English language arts. I love getting excited about what we are learning because it keeps the students more engaged.

What did you like about living and learning in Downtown Pittsburgh?

Living and learning in Downtown Pittsburgh was a really interesting experience. There was never a dull moment. I had the ability to experience city life and learn to be an adult, but with a safe environment around me. Spending four years in Downtown Pittsburgh was one of the best experiences of my life.

Why would you recommend Point Park’s School of Education to a prospective student?

If a student wants to gain real-world experience in urban education and first-hand knowledge from professors who have dedicated their lives to education and preparing future teachers, Point Park’s School of Education is where they want to be. A really awesome thing about my program was that none of us were competing against each other for jobs. We all genuinely wanted each other to succeed, and we still do.

Is there anything else you would like to add? 

I recently asked my students if they had to describe their teacher with one word what would it be, and the responses I received are too fun not to share: Supportive, kind, brilliant, funny and groovy. You can check out my experiences as the grooviest fourth-grade teacher on TikTok.

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What is a Master’s Degree?

Graduate programs usually consist of a limited number of courses on a very specialized topic.  These programs usually require the shortest amount of time to complete, often within a year.  The coursework is highly concentrated and designed to meet the needs of a specific career path. Programs such as these allow you to be more flexible by adding additional areas where you can teach or supervise such as a reading specialist, principal, or superintendent letter of eligibility.

These programs provided real-world skills and assist in preparing for any necessary professional certification tests. A master’s degree requires more courses and often takes around two years to complete. These programs provide more in-depth knowledge within a particular field such as reading and literacy, educational administration, special education, or learning, design, and technology. This type of degree has broader applications because you have the opportunity to develop critical thinking and problem solving skills.

Many leadership positions within a school such as department leaders, coaches, and administrative positions may require master’s level knowledge. A doctorate degree requires the most intense coursework as well as a longer time commitment. These programs often take two, three, or more years to finish and require the completion of a dissertation. Beyond gaining knowledge in your field, doctorate coursework has a heavy focus on research, analysis, and writing. Many schools look for doctorate degrees for their top executive positions and can allow individuals to transition their career into academia.

Ultimately, when making a decision you need to reflect on your personal career goals and determine how much time you are willing to commit to your program. Point Park University offers a variety of Master in Education and Master of Arts programs that can easily meet the needs of educators, even those that are currently in the classroom. Point Park’s programs offer a high level of flexibility with in-person, online, and hybrid programs. Many of the programs follow the cohort model which means that you will move throughout the program with the same group of classmates, enhancing your knowledge, and building relationships that last into the future. I still reach out to the support system I build at Point Park when facing challenges or celebrating successes within my current district. Each program is led by highly dynamic educators in their field, provides highly focused content in your area of concentration, as well as allows for opportunities to practice your skills throughout your coursework.

Advantages

Increased Job Opportunities

When looking at the benefits of completing a master’s program, increased job opportunities is often at the top of the list. Adding additional certifications and degrees can open doors both in the present as well as in the future. As someone who sits in a variety of interviews, a candidate with multiple degrees is more coveted than someone with a single degree. Districts are always looking at both their current needs as well as ways to address plans for the future creatively. They also are looking for teachers who are highly skilled. A master’s program can often provide both of those qualities. On the flip side, as someone with additional certifications, I recognize that when I am in search of a new position I have more choices than other educators. I am not limited to simply a handful of positions. The ability to be versatile in an ever-changing climate is so incredibly important!

Increased Salary

Financial compensation is often another advantage of obtaining a master’s degree. Most school districts have salary scales that take into consideration not only the number of years you have been with the district but also the type and level of degree you possess. Salaries in my district are broken down into steps such as Level I, Level II, Masters +15, Masters +30, and doctoral degrees. While retirement is far in my future, I recognize the importance of setting myself up for financial success now and in the future.

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

Ultimately my driving force for returning to the classroom as a student was that I wanted to enhance my skill set and ultimately increase my professional opportunities. I constantly want to grow my knowledge base so that I am better able to problem-solve with my teams. That does not mean that I will always have the answers, but that I have a means and path to work toward a solution.

I believe that I possess a growth mindset and I want to model and share that with those I work with. In addition, I am constantly trying to build upon my leadership skills. I recognize that successful programs, schools, and districts are the result of high-quality transformational leaders. I strive to be one of those and Point Park University has given me the tools so that I will be able to reach that goal.

Advantages of a Graduate Degree through Point Park University

In my case, I completed a master’s program and honestly enjoyed my courses, professors, and classmates so much that I decided to apply for a second program to add a Principal Certification. Were the classes rigorous? Absolutely! I grew as an educator and leader in ways that traditional professional development cannot replicate. Was the work meaningful? You bet!

Everything that I was learning, I was able to apply within my current position. Most importantly, my professors and all of the staff from admissions to graduation supported me every step of the way. The end result not only was I able to grow as a leader in my school but my certifications and degrees also gave me the flexibility and skills to change positions when the timing was right.

Interested in continuing your education? Check out our education graduate programs and take your next step today!

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Melissa Botta-Havran ’22

Meet Melissa Botta-Havran ’22

Job Title & Employer: Lead Teacher, Catalyst Academy of Pittsburgh

Major: PreK-4th Grade Certification-M.Ed.

Why did you choose Point Park’s School of Education for your master’s degree?

I wanted a competitive program that would allow me the flexibility to continue prioritizing being a mom to my young son, while still being able to fully engage with fellow students and professors on an academic level. The main attraction to Point Park was the robust curriculum they offered for their graduate programs.

How did the master’s in PreK-4 program prepare you for career success?

The program’s curriculum was scaffolded so the workload became more rigorous toward the end of the program. The balance between independent work and collaboration with my peers equipped me to express my own thoughts on education while respecting and taking others’ opinions into consideration. Essentially, this mix taught me to think outside the box when considering the specific needs of each student. This program really did a deep dive at the end of each course. Nothing of importance was left untaught.

Describe the flexibility our program provided.

Being a mom is certainly the most important job I will ever have. My joys in life come from my role as mother and wife; however, as everyone starts to grow up, you realize its your time to find joys outside the home. For me, it was teaching. I love what I do, and I love the kids I teach. This program being fully online allowed me the opportunity to put family first and participate in my son Michael’s sports and activities that were important to him. When he went to bed, the schoolwork started. Had it not been for the online program, I am not sure if I would have been able to complete the program at this time in my family’s life. I am grateful.

Were there any faculty members who had a significant impact on your Point Park experience?

They were all incredible instructors, but in particular, I would have to say Kamryn York, Ed.D. Dr. York was highly knowledgeable, accessible and supportive. Her love for what she does was an inspiration to me as I faced the challenging last semester of the program.

Equally as impactful was my dad, Michael Botta, D.S.S., professor and chair of the Department of Criminal Justice and Intelligence Studies in the School of Arts & Sciences. His love for the University and commitment to his students have always been a constant inspiration. Having witnessed the impact he has had on his students post-graduation speaks volumes to the passion one should have while pursuing a career in education. Watching his commitment and dedication inspired me to excel in my own program and career as an educator.

What are you teaching now, and what do you enjoy about it?

At Catalyst Academy Charter School, I teach general studies for the second grade. Dipping my toes into urban education has been perhaps one of the most rewarding experiences of my career. I enjoy learning about each of these unique students. Many have had trauma in their lives, specifically emotional trauma. It has been a humbling experience and speaks to the state of education in the U.S. today. Somewhere along the way, many children have been left behind. There are wonderful educational institutions, like charter schools, that are equipped to handle these dilemmas and strive to bring out the gifts each student possesses while providing them with a high-quality education in the least restrictive environment. The goal in these institutions is that no child will be left behind.

Tell us about your writing career.

I love writing. In 2013, I wrote a children’s history book, illustrated by my talented mother, called “George Washington.” Since then, I’ve had the pleasure of writing both historical and political articles for History Is Now, an online magazine, and a political article for Future Female Leaders, another online publication. Currently, I am working on an e-book with Amazon called, “A Kid’s Guide to Patriotism,” while developing a presentation on the significance of 9/11 for future generations. I hope to complete both of these projects this spring.

What advice do you have for other aspiring educators?

There are days when it’s going to get hard. Get up, show up and never give up. Also, never stop learning. Even though the class work is done, teachers are lifelong learners and should aspire to not only share their knowledge with their students but seek opportunities to collaborate with peers.

Why would you recommend Point Park to a prospective student?

The faculty and staff in Point Park’s School of Education have their finger on the pulse of what is most challenging in education today. They are knowledgeable and incredibly accessible, which, as a working mom, was important to me as I navigated this program. Their love and enthusiasm for teaching were motivators for me during my student teaching practicum. The mentorship I received from them has empowered me to mentor younger teachers seeking help with studying for the Pennsylvania Educator Certification Tests (PECT), and I share my own career path with them. I believe we learn best by listening to the stories of others.

Is there anything else you’d like to add?

“Education is the most powerful weapon which you can use to change the world.” – Nelson Mandela

Even if we don’t think children are watching us, they are – the way we carry ourselves in the classroom, how we respond to stress, etc. It’s important to constantly be aware of this to inspire the next generation of learners.

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Tayler Cleveland ’25

One of the most impactful lessons secondary education major Tayler Cleveland ’25 has learned this academic year is what it means to be an equitable teacher.

“I really want to emphasize the importance of that in any environment I work in,” she said. “I also learned the value of teaching culturally relevant lessons and how offering different perspectives does so much more good than one would expect. I want my future students to leave my classroom knowing that their voice matters, and they deserve to take up space in this world.”

These powerful takeaways illustrate the value that Cleveland and other students found in Dr. Rhonda Threet’s Family and Community Diversity course last semester. The course, a requirement for education majors and an option for other majors, focuses on methods and strategies for creating a positive, inclusive learning environment that addresses the various cognitive, affective and developmental needs of diverse learners. To further their learning outside of the classroom, Threet arranged for students to have a hands-on field experience at Pittsburgh Faison’s K-5 after-school program, during which they worked in groups of four to facilitate mini-lessons based on positive, identity-affirming children’s books with 40 elementary school students.

“I think having experiences like this so early in my career is so rewarding because it allows me to become more comfortable in the setting I plan to work in for the rest of my life,” said Cleveland, an alumna of McKeesport Area Senior High School. “It also allows me to create meaningful and impactful experiences for young minds, which I really appreciate.”

‘Courageous Conversations’

This was Threet’s first time teaching the Family and Community Diversity course. She said Stanley Denton, Ph.D., professor of education, passed her the baton and encouraged her to develop her own approach for the coursework. The course has been a bit of a full-circle moment for Threet. A Pittsburgh Public Schools educator and senior policy fellow with Teach Plus Pennsylvania, she is an alumna of Point Park’s community engagement doctoral program, for which her dissertation examined how culturally relevant pedagogy impacts positive racial identity for African American students.

“I am always marveling about the community engagement program because it is so interdisciplinary, and I was able to bring my passion into it,” she said. “I realized the importance of all these different sectors to make positive change. It gave me the tools and leverage to want to look at policies and the way we’re preparing our future teachers.”

For Family and Community Diversity, Threet focused on giving her students the tools they need to start the journey of becoming more racially and critically conscious of systems and practices that impact children, families, and communities and to be mindful of what it really looks like to work with diverse families or families that are different than their own. She connected their discussions to the recently released Culturally-Relevant and Sustaining Education Program Framework Guidelines from the Pennsylvania Department of Education and pushed them to think about those new competencies as they created their lesson plans.

The main textbook for the class is “Courageous Conversations About Race” by author Glenn E. Singleton, which provides a framework for engaging in productive discussions about race. Threet has used it in her work with teachers at Pittsburgh Public Schools. She also incorporated “Building Culturally Responsive Family-School Relationships,” by Ellen S. Amatea into the curriculum.

“For 16 years, I’ve engaged in this type of work, and I’ve seen the benefit and impact it’s had on my life and other teachers from all creeds and backgrounds,” she said. “I’m extremely passionate about how we’re preparing teachers. To dig deep, to have a true, critical consciousness and develop your own positive racial identity – this work is so important.”

A life-changing aspect of the course for elementary education major Gabriella Frisco ’26 was how Threet established four agreements with the students: Speak your truth, stay engaged, expect and accept non-disclosure and experience discomfort.

“I am always afraid to ruffle feathers, and I am always afraid to offend someone or misspeak,” said Frisco, an alumna of Wilmington Area High School. “For me, that is where experiencing discomfort comes in. I experienced discomfort more times than I can count in this class, which I am so grateful for because it helped me grow in my racial journey.”

Frisco had a compelling a-ha moment during a class discussion on the representation of different cultures and races.

“As a white woman, I thought we should talk about the hardships, how awful slavery was and the Black Lives Matter (BLM) movement,” she said. “But the Black students in the class said to also talk about the good, to talk about Black joy. That changed my perspective on how I want to teach and what I want to highlight in my future classroom.”

Experiential Learning

At Pittsburgh Faison, students took the many concepts Threet taught them and mindfully put them into practice. Their mini-lessons were well received by the young students.

Cleveland’s group focused on the book, “Hair Love,” by Matthew A. Cherry, a touching story about a father, his young daughter and embracing one’s natural hair texture.

“I read the book to a group of second and third graders, and then they drew self-portraits and got to make their hair out of yarn,” Cleveland said. “My goal for the lesson was to empower the students and teach them to respect their differences, while also acknowledging that they are all beautiful. It meant a lot to me that I could teach students who look like me a lesson like that.”

“The Sandwich Swap,” by Rania Al Abdullah and Kelly DiPucchio, a story about embracing cultural differences, was the book of choice for elementary and special education major Sarah Rock’s group. After reading to the students, they had students draw and color their favorite sandwiches using sandwich bread printouts.

“For Dr. Threet to have our class go out and obtain hands-on experience was extremely helpful for me personally,” said Rock ’25, an alumna of Moon Area High School. “I got to see where the lesson plan had its strengths and weaknesses. We put everything we learned and practiced into motion. It was incredibly rewarding to see our lesson in action, creating the impact we wanted it to create. I got to see the fruits of our labor, and the students were so grateful.”

Rock sees herself using what she learned in the class throughout her career and beyond.

“I learned tools that will help me in my personal life and future classroom, and I learned so much from my peers just talking about the work we were doing and their personal testimonies,” Rock said. “That is something I will hold for a lifetime. Dr. Threet was amazing when explaining the course, and each class she asked us genuinely how we were doing. It opened my eyes to another way to create positive relationships with students.”

Elementary education major Anani Debose ’25 was in Rock’s group and wrote their lesson plan. She said the experience broadened her understanding of how a classroom environment functions.

“I am super grateful that I got to see how fulfilling my job will be and how much of a difference I can make in student’s life,” said Debose, an alumna of Mount Mercy Academy in Buffalo, New York. “I learned that children love to talk. They love sharing every little detail about themselves. One of the key concepts that I took from the class is that everyone and every child is different. Every child has a different background, a different story and goes through their own unique struggles. We as educators need to accept students with open arms and a welcoming attitude. I see myself applying that welcoming mindset in my future career pursuits.”

Frisco and her group planned a lesson around a book called “What Makes Us Unique” by Jillian Roberts. It highlights differences in appearances, celebrations, and interests in a positive light.

“We had the kids draw pictures of themselves and talk about what made them unique,” she said. “When they were done drawing, we had them share their pictures and their thoughts with the class. At the end of the lesson, a little girl hugged me and held on tight, and I am just glad I was there to give her that. I think she needed that.”

After their time at Pittsburgh Faison, Frisco said she “knew 100% I am meant to be in the education field.”

Interested in continuing your education? Check out Point Park’s education graduate programs and take your next step today!

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Find the Format/Timing for You

My first graduate degree program came almost immediately following my bachelor’s degree program. I was in a place where work was scarce or underpaid, and I did not know what I wanted to do with life. I went through a hamster wheel of pros and cons about whether I should pursue more education. I had a bachelor’s degree. Should I go for more?

At 23 years old, with little responsibility outside of a questionable decision to adopt a puppy the day I graduated from undergrad, I decided to go for it. I applied for a Master of Arts in Teaching program at a Pittsburgh-area university. This program would be an all-in program. I would student teach or intern for forty hours per week and take classes four nights per week. At this point in my life, the work-life-graduate school balance was essentially a physical schedule.

Using Your Time Wisely

I learned early that I needed to schedule everything out. I taught until 2:30 p.m. and I had to be in Pittsburgh by 4:00 p.m. for class. Class went all evening, and I met a friend at the gym at 10 p.m. I did this for a year, and received my first master’s degree. Looking back, it was nuts to run my body to those extremes, but what I learned is that with proper scheduling, keeping myself fueled properly, and keeping open communication with those around me, I could be successful.

Several years later, I decided to get another graduate degree. This time, learning from my time management experiences, I did not want to leave home. My wedding would be just after graduation, and I had a new house. I went online for this master’s degree. This was an exercise in learning what I could do and when I could do it. Quite a few time-oriented discussion boards and copious amounts of PDF readings and reflections later, I had another master’s degree.

Being a completely different experience, I could do the program, for the most part, on my time. I just had to make the posted deadlines.

How Point Park University Made This Easy

I continued this practice into another online graduate certification program. This time, I enrolled in Point Park University’s principal’s program. Again, I was faced with a primarily self-paced, deadline-oriented program where I could learn to be a school administrator. Now, I was working full-time, had a wife and a new baby, and was looking to build a new home. The online program was perfect.

As I continued my graduate school path, I was accepted in Point Park University’s Doctorate in Educational Leadership and Administration program. This was an in-person, one-night-per-week, and six full-day Saturday session program. I was amped and ready for it.

My family was now living with my parents while we finished our new home, so we had the support of my parents to help with our son and our pets while I could devote an immense amount of time to my dissertation and doctoral studies. The time became about prioritizing and support. My support system of my wife, my parents, and my in-laws helped immensely as I was able to work at Point Park University on my studies in-person with a great network of fellow educators.

All in all, as I have pursued several graduate programs, all at different points in my life, I must recognize that it isn’t necessarily about your work while going to school. In my opinion, it is about who you have around you and what challenges outside of school and work that you encounter.

Balancing those with proper scheduling and identifying what medium of education works best for you in the moment is the way that someone can be successful in a graduate program. Good luck, all, as you splash into the deep end of graduate school. Be careful; you will probably enjoy it and learn a lot about yourself.

Interested in continuing your education? Check out our education graduate programs and take your next step today!

The post Balancing Graduate School and Work appeared first on Point Park University.

Within the classroom, we encourage a growth mindset. We discuss the importance of taking on challenges, learning from them, and ultimately growing our skills and abilities from that experience. We want that for all of our students, and we need it for ourselves as professionals.

It makes little difference if you have been teaching for two years or 22 years, the world of education is ever-evolving. Community and workforce needs are constantly transforming. We need to ensure that, as educators, we understand how those changes impact our students and future graduates and have the capacity to address them. For many years, the focus of schools has primarily been on academics.

Today, we are increasing our dependence on technology and the need for social-emotional learning. These areas require a very different knowledge and skill set. As an administrator, I understand the importance of the decisions that I make for my staff as well as my students. When there are challenges, it is essential to have the right knowledge to solve them. The thirst for knowledge and, ultimately the desire to give my students the best learning opportunities and to promote their success is what has sent me in search of continuing education opportunities over and over again.

Ways to Continue Your Education

Graduate Programs

Colleges and universities are excellent options when considering a wide range of choices from single classes, additional certifications, master’s programs as well as doctoral programs. Such programs often bring together individuals from a wide variety of locations, backgrounds, and experiences. These courses allow you to dig deeper into a focus area of your choice and ultimately build upon your expertise and skills as an educator.

Gone are the days when you were required to drive to a campus and sit in a classroom to complete your coursework. While this traditional method is still available for those that prefer direct, face-to-face interaction, there are also online as well as hybrid options. Professors have the ability to meet with and teach classes that can be attended from the office, home, or even while on vacation.

In addition, there can be flexibility regarding how and when assignments are completed. Some programs set specific deadlines while others may be more lenient, and you are graded when you have time to complete the class. This allows you to complete your classes and program(s) at your own pace. With all of the educational designs, it is easy to find one that can meet any lifestyle.

Professional Development

Luckily, opportunities are abundant and come in a variety of formats. Professional development sessions and Professional Learning Communities (PLCs) are often offered within districts and local intermediate units. These options are often based on regional needs and provide opportunities to network with neighboring professionals.

State-wide and even international conferences are another great way to find professional development on any topic that you might find of interest. Simply choose your topic and begin a search for educational conferences. You are certain to find a multitude of options. Most of these sessions can provide a short, intense burst of professional development which can then quickly be used within your educational setting.

Additional Benefits of Continued Education for Teachers and Educators

Career Advancement That Makes a Difference

As educators, we are required to seek out professional development to fulfill the requirements of Act 45 or 48 in order to maintain our certifications. However, it goes beyond the obligation and creates opportunities when you take the time to grow yourself as a professional. When I first started teaching, I assumed that I would stay within a classroom setting. I loved where I taught, what I was teaching, and even more the students with whom I worked. Then, I realized that I wanted to give back to the educational system, so I began mentoring pre-teachers and student teachers.

Later, I found that I wanted to become more involved within my school community and help my fellow teachers, so I became a department chair. Eventually, I took the leap to administration because I felt, and still believe that this is where I can help grow students and even help positively impact the entire school community.

None of these opportunities would have been possible If I had not taken the chance and the time to truly develop my skill set. My additional certifications, as well as degrees, allowed me to build a resume that is full of experiences that I may not have had otherwise. In addition, many contracts have steps that reward educators for advanced degrees and post-baccalaureate credits. Simply put, opportunities increase when you take the time to grow yourself as a professional.

Why I Chose Point Park University to Continue My Education

In my particular situation, I initially needed to become more knowledgeable regarding curriculum development and implementation. Several programs and processes within my school were not producing the desired results. Before I could begin to tackle the problem, I needed to better educate myself.

Flexibility for Working Educators

After exploring a variety of options, I realized that Point Park University was the best fit for me. Many programs are available both in person and online. The flexibility offered by the online program meant that, despite deadlines, I could still balance my professional and student life. Many of my assignments were posted with at least a week to complete them. That meant I was able to be a student when it met my schedule.

Community

Point Park’s classes are also often set up as cohorts. That meant that I truly got to know and work with my classmates as we completed our programs. This also made me feel like I was still a part of the Point Park community even though I was not on campus. My professors were engaging and responsive and I never felt like I was an outsider.

Culture of Growth and Relevancy

One of the best aspects of my program was that the work was relevant. I could tailor many of my assignments to areas I was already working on or wanted to address within my building. I felt that through my programs Point Park was contributing to me as a learner, and I was then able to turn around and give that to my staff and students. To foster a culture of growth, I need to be a part of that and be a role model. Point Park University gave me that opportunity.

Interested in continuing your education? Check out our education graduate programs and take your next step today!

The post The Importance of Continuing Education for Teachers appeared first on Point Park University.

You’ve finished your master’s degree in whatever subject focused in whatever content for whatever job, but you want more. You want something seemingly unattainable. You want to enter a new world, a new wonderland—you want your terminal degree.

You are not alone. People from all professions seek the next scene in their personal education book, but why? Why chase that bunny rabbit with the waistcoat and pocket watch? Do you become big enough to reach the key but too big to use the door? Or do you find yourself swimming in the deep end only to be saved by a mere mouse?

Our journeys to our terminal degrees are so different from one another. Still, they all revolve around the theme of self-improvement—growing up, finding a way to represent yourself and your beliefs further.

But one must remember, that an Ed.D. is not just for educators. In my time at Point Park University, I was privileged to meet many different people outside of education who were all pursuing the same degree. I met restaurateurs, heads of non-profits, religious leaders, theater people, and many more as we all chased down the same elusive hare, this time with a velvet tam.

That said, as an educator, mainly in the realm of secondary pedagogy, I saw it as a challenge, a goal. If I was going to have two master’s degrees, why would I limit myself there? I wanted the final challenge. I wanted “The Doctorate.” I wanted to become Dr. Nick.

We can talk about the career advancement and salary raises from the prologue until the end of the final chapter. Ultimately, what a doctoral program, the Ed.D. in Leadership and Administration from Point Park University, gave me is the intangibles.

What I Learned in an Ed.D. Program

First, there is the content knowledge. If you want to be a “total leader”, Point Park University’s Ed.D. program covers what it means to be a true leader to yourself. The motto of “who you are is how you lead” is not only present but a participating member in all discussions throughout the classes and dissertation process at Point Park.

This program offers insight that is internally reflective in terms of how you view your leadership and how it grows, and it is externally reflective in how others see you as a leader. The knowledge learned is the knowledge earned here.

What you put into the program is what you receive from the program, so working with the professors, all of whom have extensive experience, to build relationships and foster your own growth will enable you to maximize your learning in the Ed.D. program. While this was a leadership and administrative program, it also offered real-world situational examples and comparisons, making one’s day-to-day job tasks relatable and topical to the content covered.

Advantages of a Doctorate Degree

Part of building your content knowledge is also building your personal confidence. Expanding your knowledge base makes you more apt to interact confidently in different situations. As a Point Park University “total leader”, you can begin to foster relationships in your organization through your confidence in handling and managing of different experiences.

The knowledge that is earned from both the curriculum and the professors enables the Ed.D. student and future graduate to have the confidence that they are prepared for almost any situation in their journey as a leader. That said, if there is something known, a “total leader” is not afraid to reach out and ask. This program gives you the confidence to do so.

Lastly, the educational doctorate program at Point Park University offers you the ability to network. As a proud member of Point Park’s Ed.D. Cohort Eight, or “Coho Ocho” (as we called ourselves) it is invaluable that you form positive relationships with your cohort members. These will most likely be friends and confidants for the remainder of your career.

You will lean on them, laugh with them, probably cry with them, and definitely eat cookies with them in your time at Point Park, and these relationships will build your network greater than you can imagine.

Nearly four years from the onset of our program, we still have a text message thread that spans career advice, daily troubleshooting, random memes and gifs, and dissertation support, among many other topics. To say that the Ed.D. program offers you a network is probably an underserving of the program.

Whether you are coming to the Ed.D. degree program for knowledge, confidence, networking, or some combination of the three, you must remember that Point Park is offering you a chance to go down that rabbit hole, to learn about yourself, and to explore who you are as a person. Upon earning that doctorate in education, you will wake up from that dream and realize that it is a reality that you now have that terminal degree.

Ready to advance your career with a graduate degree? Check out our available masters, doctorates, and more!

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