Alumna Jacquelyn Duran found herself continuing her grandmother’s legacy and pursuing her M. Ed. In Middle Grades Language Arts, and Teacher Leadership Endorsement when pivoting into education as a career. With years under her belt, and a passionate dedication to the field, we asked her to tell us about her time as an educator and experience pursuing this advanced degree.
Why did you want to work in education? What inspired you?
My grandmother, Mrs. Irene Kerr, inspired me to be an educator. As the wife of a sea captain and teacher in Hawaii for almost 50 years, she walked a “will do” life. She focused on an accomplished end and arrived through hard work and perseverance. I spent summer weeks by her side as a little girl. During July days, she unwittingly shaped me into a “will do” educator in her kind and calm way. I remember hearing excited teens shout, “Mrs. Kerr….Mrs. Kerr!” I turned to students waving and walking up for a hug while we ran errands around the island. I saw the admiration in the older kids’ eyes. I captured the moment; being a teacher meant meaningfully influencing lives.
Years later, I graduated from Baylor University in Texas with a bachelor’s degree in journalism. When I returned to Georgia, I couldn’t find work. My mother encouraged, “Why don’t you go into teaching like Grandma?” My journey began. Today, employees flee from their professions for understandable reasons, but I remain in education remembering my grandmother. Hopefully, my students will adopt the “will do” mindset instilled in me long ago.
Why did you choose Thomas University for your M. Ed. In Middle Grades Language Arts, and Teacher Leadership Endorsement?
Thomas University’s (TU) mission statement underscores the faculty valuing student’s individual capabilities to achieve personal and professional transformation. I wanted professors to dig up the strengths that I did not see. I needed professors to place the right pencil in my hand, so I could erase the weaknesses. TU’s status as a regionally accredited, private institution with a small student-teacher ratio appealed to my need to learn directly from my professors and to collaborate with classmates.
I also learned that the University was a Christian, nonprofit entity which translates to service-minded people promoting the better good. As an army veteran’s wife, I wanted a university which supported active military, veterans, and their spouses formulated to fit the classroom teacher’s work and home schedule.
Having taught reading and writing since the clunky, metal overhead projector, the M. Ed. In Middle Grades Language Arts, spoke to me seeking a renewed mindset and refined skills. All facets compounding defined Thomas University as the clear choice.
After I began my Thomas University journey, I experienced the professors’ elevated rigor and commitment to teaching. I decided to add the teacher leadership endorsement. I recalled the school’s mission, “to prepare for successful careers and responsible leadership in a rapidly changing and complex world.” Educators must be responsible leaders to provide the quality instruction that parents rightfully expect. Teachers can verify students’ diverse needs and the importance of the equitable, safe, and loving leader inside the classroom and within the school climate. Responsible leadership compels parents and educators to join forces for the student.
What skills did you gain or sharpen through your program at Thomas University and how do they benefit you in today’s educational climate?
Thomas University’s curriculum sharpened every skill imaginable in a teacher’s tool kit. Why? I learned about brain science. Knowing how brain neurons operate and affect my students’ literacy progress changed everything. How the brain processes language, emotion, and environmental stimuli is invaluable knowledge for educators. Comprehension of brain science indefinitely extended the sharpening of other skills. For instance, when paired with social-emotional learning strategies, I redirect students’ behaviors differently with a holistic perspective.
Today’s teaching climate calls for experts in differentiation. We juggle students with various learning styles, background knowledge, motivation, physical and emotional health. We do so with a parental presumption not to drop the ball a single time! As you can imagine, it’s much easier to write about than to succeed when adding the behind-the-scenes teacher work-life to the time-eating monster called “meetings.” Since graduating from Thomas University, I am a better juggler.
Seeing the big picture makes creating targeted strategies with sensory stimuli and metacognition easier. I adjust the formative assessments, gamification, feedback, resources, curriculum and all else quickly. With applicable core knowledge, I will evolve with my students as they evolve alongside technology.
How has your M. Ed. In Middle Grades Language Arts, Teacher Leadership Endorsement impacted you in terms of your current position or a position you’d like to attain in the future?
The M. Ed. In Middle Grades Language Arts combined with a Teacher Leadership Endorsement prepared me to step into a literacy coaching position. Professors teach tools to immediately implement with students. Course resources are relatable and enlightening to teaching literacy. Best yet, my students made progress inside my classroom as I made progress in TU’s classroom.
During my last semester at Thomas University, I applied for my Ed.D. in Curriculum and Instruction. TU’s Teacher Leadership Professors’ vested interest to turn educators into worthy leaders inspired and prepared me.
What was a challenge you faced during your M. Ed. In Middle Grades Language Arts, Teacher Leadership Endorsement, and who or what helped you overcome it?
My excitement to be a better reading teacher motivated me to strive for success; however, my motivation was riddled with frustration, exhaustion, disappointment, and personal hardships during the two years. Thomas University’s professors and classmates helped me overcome every obstacle with compassion. I never faced a challenge alone. Each professor was authentically kind.
In any given Zoom class, like-minded teachers rallied to support a classmate breaking through to a particular student. We celebrated each other’s ideas and achievements with clapping and in Zoom chat boxes. Sometimes tears spilled only to be met with an empathy flood. Video and discussion posts promoted relevant dialogue and learning different perspectives together reserved spots on the same team: team student.
What was the biggest takeaway from the M. Ed. In Middle Grades Language Arts, Teacher Leadership Endorsement program for you?
My biggest takeaway from the program is being empowered to advance as an educator with action research. Virtually anything can be observed and framed as a study within my classroom. The knowledge to actively find solutions to literacy barriers feels like freedom from past frustrations and roadblocks.
What would you tell (or what advice would you give) prospective students considering the M. Ed. In Middle Grades Language Arts, Teacher Leadership Endorsement program at Thomas University?
Hurry up and enroll! Knowledge is one thing no one can take away. Invest in yourself for others. I still need my mug of black coffee and a top-secret chocolate drawer, but please listen to me when I say nothing is more satisfying than watching your students blossom with “aha!” moments, self-efficacy, and a growth mindset!
Is there anything else you would like to share?
If you are feeling a tug to be a teacher leader. Embrace it. Thomas University will do the rest. Thank you to Thomas University for leaving a mark! Thank you to my husband for your never-ending love and support.