However, the financial burden associated with a graduate education can often deter potential students from pursuing their academic dreams. The thought of financing a graduate education can seem daunting and overwhelming, and because of such it is common for individuals to assume that paying out of pocket is the only way to finance their advanced education.

With that stated, for many aspiring students, the reality is far more promising than they may think. From scholarships, graduate assistantships, federal aid, and loan assistant programs to employee tuition reimbursement programs and more, there is a vast array of financial opportunities that exist and are waiting to be explored.

This article aims to help demystify the idea that a graduate education program is financially impossible by providing students with options to consider that may lead to financing their graduate academic dreams.

Scholarships and Fellowships

Scholarships and fellowships are two of the most sought-after forms of financial aid for graduate school. These awards are typically merit-based and can cover tuition, books, and living expenses. Awards may range from national scholarships to institution-specific awards. Students will want to research numerous award opportunities across academic disciplines.

Graduate Assistantships

Graduate assistantships offer students the opportunity to gain a wealth of professional experience while receiving financial support for their education. The role of a graduate assistant is typically a part-time position that may include working as a teaching, or research assistant, at the university in exchange for credit towards their tuition and program fees. It would be up to the student to do research to see if the university offers this opportunity.

Loans and Loan Repayment Options

If a student decides to pursue the loan route such as Federal Direct Loans, Graduate PLUS Loans, or private loans, they would want to research the various interest rates and repayment terms. It is essential for students to carefully consider their borrowing options and explore repayment plans such as income-driven repayment and loan forgiveness programs. Students may want to visit https://studentaid.gov/ to see what possibilities exists to assist in fulfilling their academic dream.

Employee Tuition Reimbursement & Employer Sponsorship

If a grad student is employed there may be opportunities in which their employer may offer tuition assistance or reimbursement programs to support them in advancing their education. By taking advantage of these benefits, graduate students can pursue their academic goals while continuing to work in their field. Additionally, students may want to see if a partnership exists between their employer and an academic institution to secure funding towards their education.

Personal Pursuits

A student may consider utilizing their personal savings to help finance their graduate education expenses. Developing a comprehensive financial plan and budgeting effectively, may allow students to maximize their resources resulting in minimal dependency on student loans.

Additional, Creative Funding Sources

Besides traditional forms of financial aid, students may explore alternative funding sources that they believe may be best suited for them, such as community-based scholarships and research grants. Thinking creatively and actively seeking out supplemental funding resources may help supplement existing financial aid opportunities.

What to Consider When Thinking Through Financing Graduate School

Financial planning is critical when considering graduate school. Students should research as many funding options and opportunities as possible, calculate anticipated and potentially unanticipated costs, and create a budget to manage their graduate program expenses. Students may also want to schedule an appointment with the financial aid department at the university for financial aid counseling to receive information that may assist them through the financial aid process.

When considering ways to finance one’s graduate education it will require careful consideration and strategic planning. Through exploring a variety of funding options, students can begin their graduate academic journey boldly in pursuit of their passion. Whether through scholarships, assistantships, loans, or personal savings, there are numerous pathways to make graduate school possible for aspiring scholars such as yourself.

About Concordia University Chicago

Concordia University Chicago prepares students academically, intellectually, practically and ethically for a meaningful career and life. Graduates are equipped to lead with integrity, creativity, competence and compassion.

U.S. News & World Report (2024) recognized Concordia University Chicago as a Best Regional University – Midwest, as well as a Top Performer on Social Mobility – Regional Universities Midwest.

Interested in continuing your education? Check out Concordia University Chicago’s master’s programs and doctoral programs and take your next step today!

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It is my pleasure to serve as Associate Professor of Educational Leadership at Concordia University Chicago – it is a calling and a commitment. Educational leadership is my passion. I am excited to prepare graduate students to be leaders who will have the knowledge and skills to address challenges they may face in the future.

Through my role as Program Leader in the Division of Leadership, I continually update courses to maintain current and relevant curriculum aligned with professional standards. The Division of Leadership excels at offering many leadership programs including Chief School Business Official, Educational Administration, Illinois Principal Preparation, Teacher Leadership, Educational Leadership, Educational Leadership with Illinois Superintendent Endorsement, and Educational Leadership with Ohio Superintendent Licensure.

I teach master’s and doctoral-level leadership courses. Before a course even begins, I reach out to my students to welcome them, share important course information, and encourage them to reach out to me throughout the term for assistance. I am committed to making each course a rewarding and successful experience and enhancing graduate students’ growth as leaders. My goal is to expand students’ leadership preparation knowledge and experience and inspire them to put the strategies I model into practice within their own schools, districts, or organizations.

How will your program better prepare/equip educators for the current climate were in (specifically moving into post-COVID teaching)?

Division of Leadership courses provide excellent opportunities for graduate students to gain experience with making well-informed leadership decisions. I wrote a professional journal article entitled, Leadership for Collaborative Decision-making that was published in The Delta Kappa Gamma Bulletin: International Journal for Professional Educators. I mention my article’s title because developing collaborative decision-making skills is one way to prepare for the post-COVID educational climate.

Also integrated within graduate student experiences are empathy, communication, critical thinking, problem-solving, organization, and flexibility. Course objectives and content are of the highest quality and address additional key leadership competencies such as analyzing data, utilizing effective strategies to close achievement gaps, and leading system improvement. Having a strong skill set in all of these areas is essential when serving in a leadership role and working collaboratively to create excellent programs to address students’ diverse needs.

What attracted you to Concordia University Chicago to teach at? What sets them apart?

Student learning is the highest priority at Concordia University Chicago. Student learning is my top priority as well. I value student learning and success, and each student. Concordia University Chicago is to be commended for putting into practice the core values of Christian faith, the individual, excellence, integrity, and service. These core values are lived each day. My own values are very much aligned with Concordia’s values, and I felt drawn to Concordia University Chicago.

What is your professional background as an educator?

I have an Ed.D. in Educational Leadership from National-Louis University and an M.Ed. in Administration/Supervision from National-Louis University. I graduate Summa Cum Laude from Barat College with a B.A. in Psychology/Education.

Before coming to Concordia University Chicago, I was an administrator in public and private schools. I have a wide range of experience with analyzing data, implementing change processes, and continually improving curriculum, instruction, and assessment systems.

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

From a very young age, I always knew I wanted to be a teacher and even set up a pretend classroom in my home to role-play being a teacher! Throughout my education, I remained focused on my studies and was also eager to take on student leadership roles. For example, in high school I was the vice president of National Honor Society. In college, I received the Barat Cup for Academic Excellence which was awarded to the senior who had the highest cumulative grade point average.

After graduating with a bachelor’s degree in psychology/education, I served successfully as an elementary school teacher. I was then encouraged by school district leaders to pursue a master’s degree in administration/supervision, and a career in educational leadership to make an even greater impact on student learning. I love bringing about the joy for learning that takes place when students experience success! As a life-long learner, I completed my doctoral degree in educational leadership while continuing to serve as a school administrator.

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

Some words that describe me are ethical, trustworthy, student-centered, caring, dedicated, and knowledgeable. While teaching courses, I work diligently to provide support and detailed feedback to graduate students on their coursework. Students frequently comment on how they appreciate my feedback and how much it helps them grow as leaders and develop their writing skills. In addition, I mentor students in the dissertation process, write articles for publication, present at conferences, and lead committees within the College of Education.

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

To be outstanding leaders in the field of education . . .

• Remain focused on the school/district or organization’s mission and vision and the priority of student learning
• Communicate, collaborate, and work to build community
• Continue to expand your knowledge base and share your expertise with colleagues

The post Faculty Spotlight: Dr. Kim Sekulich, Associate Professor of Educational Leadership appeared first on Concordia University Chicago.

If you are currently in or are considering a graduate program, congratulations! The good news is that even if you have not yet enrolled, you are already on your way to success because you are prioritizing continued education, a decision which is not always easy but is always, in my experience, rewarding. Whether you are on your journey or still considering your path, I would offer a few tips as advice for those pursuing or considering the pursuit of a graduate degree.

Stay Organized

For some, staying organized might be unpleasant, but it will save so much time and angst. First, make sure you are organized in terms of your program and degree requirements, keeping in touch with your advisor to ensure that you are on track with your courses and know your plan and how it aligns with your goals. Then, ensure you are also keeping track of details such as tuition payments, course registration, ordering course materials, etc. Finally, determine a method to stay organized once each course begins. Many graduate students are also working full-time jobs or managing other responsibilities, so staying organized will help ensure you can prioritize all of your work to meet course deadlines.

Establish Connections

Many people experience amazing connections during their undergraduate years, often even leading to life-long relationships. In graduate school, though, connections can fall by the wayside, not by design but because of competing priorities, especially for students in part-time programs. Making it a priority to establish connections during graduate school, though, can make a profound difference. It can be easy to hop in and out of an in-person class, rushing in after work and racing out to return to other responsibilities; for online courses, it can be even more of a struggle to make connections. Make a point to establish relationships with your professors, mentors, and supervisors. They can help you even after your class or program ends, supporting you toward your career goals, writing letters of recommendation, or providing you with resources to assist you as you continue your path.

Creating connections with peers is equally or even more powerful. Having classmates to ask questions and receive support can make every class so much more enjoyable and valuable. Even if you are not meeting for class in person, don’t be afraid to reach out via email and just start making connections!

Use Your Resources

I truly believe your connections with others will be some of your best resources. However, it’s important to utilize other valuable resources that your university makes available to you, as well. I recently became aware of research workshops that are available for graduate students, and offerings like that can be easy to ignore or put off until a later date – which often turns into never – but taking advantage of the resources offered helps you stay connected, feel supported, and ultimately find more success. Resources also include financial aid or budgeting support, career resources, and even self-care opportunities offered by the university. As a student, you have access to so many valuable resources, so don’t limit yourself to only attending class or even just academic support when there are so many options available for Concordia University Chicago (CUC) students.

Know Yourself, Your Habits, and Your Needs

Most importantly, forget the first three tips. Okay, I don’t mean that, of course, but it’s essential, especially for busy graduate students, to trust yourself and implement what works best for you. Focus on your needs and what works for you. For organization, for example, I print out everything and write lists. I love the feeling of physically crossing something off. Others might prefer a digital list or an app.

This small example just shows that although it’s important to take advice from others and make the most out of your experience, you also need to customize your decisions, so they meet your needs. Make time to consider what will work for you and what you need to do in order to have the most valuable experience possible.

Why Choose Concordia University Chicago for Your Graduate Degrees?

After I graduated from CUC with an M.A., I did not anticipate returning. Yet, just a few years later, I decided to return to pursue another degree. So, I can earnestly say that CUC is a great place to consider for your grad degrees. For me, I most appreciate the support and flexibility. I always know that I am supported in my educational journey. The programs, course offerings, and requirements are clear, and I know that I have so many advocates to whom I can reach out with questions and for guidance. Perhaps even more important for many graduate students is flexibility.

My master’s program was an in-person cohort program. At one point, my cohort had to switch to a different day for class, and I was unable to meet because of a prior weekly commitment on that day. My advisor worked with me to allow me to meet with a different cohort for that one course so I could honor my commitment and not fall behind the course sequence. My current program is an online, asynchronous program, which in itself offers flexibility, and I know that I am still receiving a high-quality education.

Next fall, I will need to take a pause during one of the sessions for personal reasons, and my advisor has already helped me figure out how to stay on track with my graduation requirements. Concordia University Chicago offers an amazing academic experience and always prioritizes supporting students and their needs as they work to meet their educational goals amidst their busy lives. It is truly a great place to pursue your education.

Interested in continuing your education? Check out Concordia University Chicago’s master’s programs and doctoral programs and take your next step today!

The post Tips and Tricks for Success in Graduate School appeared first on Concordia University Chicago.

It was hard enough obtaining my bachelor’s degree and that was my full-time job. Now I was going to back to school and teach full time in coherence. I had no idea how I would do this, but as I progressed through my program, I realized that this goal was much more obtainable and manageable than I had originally thought.

Here are my tips on how to balance being a teacher and pursuing a master’s degree at the same time.

To give a little context, when I went for my master’s degree, I was a third-year teacher in 2014.  The pandemic had not hit yet so course options were a bit different then. My program was designed where we met at an off-campus location for two years. One day a week we met for two months, and then a new course would begin, and a new professor would appear at our location. Two years, one day a week. At first, this can seem like a big commitment. And in ways it definitely is, but Concordia University Chicago made these a smooth two years and were very adaptable when life events would come up.

Find the Format for You

Today, there are more options for different learning formats. Which one works for you? To be honest, I prefer meeting in-person for class. I am able to focus more in class and get more out of the experience that way. But everyone has their own learning styles and needs and at the end of the day, it is the schedule that works best for you that is going to make you successful with pursuing a new degree.

How to Use Your Time Wisely (What Worked for Me)

In the beginning of my program, I have to admit that I was a bit overwhelmed. I was a third-year teacher, still trying to find my footing as a teacher and now I had a graduate-level course that I also had to focus on at the same. And I’ll be honest, I am quite a social person and love exploring the city life of Chicago. How would I also have a social life on top of all this? I do not mean to flex, but I managed to teach, and complete the two-year program; on top of that, I also did a year-long urban stem program and still managed to have a social life.

How did I manage to do all of this? Here’s the plan that worked for me. During the week, my focus was my job. I needed to focus on my students and ensure I fulfill my teacher duties. I would get all my grading, planning, communication with parents, and the many other duties complete from Monday through Friday.

I had my one special day, however, and that day was Tuesday. On Tuesdays, I would teach and then I would have my course at night.  This was a bit of a long day. Teaching for a full day can really tire me out and then I would need to be attentive for a three-hour course after. In the beginning, I was completely drained at the end of my Tuesday. After a while, I figured out some ways to make Tuesday a bit easier of a day.

Pack your lunch, but also pack snacks. You need fuel for your entire day. After work, I had snacks for my car ride to class. This helped give me some energy to make it through class and helped me to be more attentive.  I also would treat myself to a reward dinner after class. Pizza was a big winner and once the day was done, I would sit back, eat some pizza, decompress, and relax and be proud of myself for persevering though the day. Then, when the weekends came, I would devote one day to my classwork. I would catch up on readings, review notes, and complete projects. Sometimes, it would take the entire day, other times it would only take half of the day.

And on those days, I would celebrate with a social event with friends. This worked for me.  Once I got into a groove, those two years flew by. My biggest recommendation is to make a schedule. Set aside time when you are only focusing on your coursework and time when you are only focusing on your teaching responsibilities.  If you blend the two together, it’ll seem overwhelming and unobtainable.

How Concordia University Chicago Made This Easy

Concordia University Chicago makes the whole process very easy and obtainable. Once you get into a groove and find what works best for you, your time completing your program will fly by.

As you progress through your program, things in life happen. Pursuing another degree takes time and during that time, things can happen. And sometimes those life events can get in the way of you attending a class or submitting an assignment. Communication and honesty with your professors will be so helpful to you and give you the support that you need. During one of my courses, a woman had a baby and still managed to finish the class! One time I needed an extension on an assignment because I was visiting family. The professors are very accommodating and willing to work with you to make sure that you are successful without taking away from any major life events that are important to you.

This is a university that takes pride in the students and their success. The hardest part of the entire process is telling yourself that you are ready to do it.

Interested in continuing your education? Check out Concordia University Chicago master’s programs and doctoral programs and take your next step today!

The post Balancing Graduate School and Work appeared first on Concordia University Chicago.

What programs do you teach at Concordia University Chicago and what is your title? What drew you to this field of study? What keeps you excited about it?

At Concordia University Chicago, I have the honor of serving as the Early Childhood Education Masters and Doctoral Program Advisor and Associate Professor, within the Division of Teaching and Learning. In this role, I can review and teach any number of the ten masters and ten doctoral courses that concentrate on early childhood content. While each course is uniquely designed to target a different topic of focus, all courses are grounded by theoretical foundations and current research, guided by child development and developmentally appropriate practices.

My passion for early childhood education is long and vast, with over 30 years of working in this field. Fascinated by the young child’s potential, the inter-related connection to the educator, theory, and how educational leaders can support and advocate for high-quality learning environments and teaching practices, my desire to grow my depth of knowledge has never wavered. Over the years, as research and scientific inquiry have supported the critical need for highly competent educators to work with the early childhood population, I find myself driven to work with passionate individuals who seek opportunities to make a significant difference in young children’s futures.

How will your programs better prepare/equip educators for the current climate they are facing? How will it help them tackle the challenges of COVID and post-COVID teaching?

At Concordia University Chicago, our masters and doctoral programs in early childhood education prepare students to become outstanding educators and leaders locally, nationally, and globally in various early childhood-related vocations. Students have opportunities to dig into the literature to strengthen their current understandings and explore new ideas to improve early childhood educational practices, polices, programming, assessment, and curriculum, in developmentally and ethical ways.

What I love about our courses is that each student explores the content within their current environment and community, so the information applies to their situation. In addition, we reach beyond the individual’s community to make critical connections to diverse contexts and current issues both challenging and strengthening the field, bringing a more global perspective to the discussion.

What attracted you to teach at Concordia University Chicago? What sets them apart?

When I learned about the position at Concordia University Chicago, the University’s mission, vision, and values attracted me. However, beyond this, the ways the individuals making up this community are committed to students and their success led me to want to be a contributing member. In addition, I was and continue to be inspired by the opportunities our early childhood programs provide students as they grow within their vocation. My colleagues are experts within their specialized fields, have practical experiences applicable to their courses, and are actively engaged in various forms of scholarship. This environment seeks meaningful engagements with students, models best practices, and aligns with NAEYC standards.

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

My professional background includes 20 years as an early childhood educator within both private and public educational systems teaching infants through second grades and the director of early childhood centers, before pursuing my doctoral degree. I earned a B.A. from Hillsdale College in Elementary Education, specializing in early childhood education, art, and English, and a M.S. in Elementary Education from the University of Southern Indiana. My doctoral degree was earned at Liberty University, a Doctor of Education (Ed.D.) in Curriculum and Instruction with an emphasis on early childhood literacy instruction and the inclusion of digital technology.

Growing up in a rural, low-socioeconomic area, I did not see higher education as a possibility for me. However, a few encouraging words from individuals who saw my passion for understanding and working with young children, led to me reconsidering my options. How grateful I am to have been directed to this vocation that has become a passion for my life.

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

In addition to teaching and redesigning early childhood courses within our Concordia University programs, I consult with local and international early childhood centers to support their program development. I spend time as a profession in the field as a Peer Reviewer for the Illinois Reading Council Journal, Illinois State Board of Education Early Childhood Peer Review, as well as serve on local and international boards to support the education of young children.

While working within the field of early childhood, I have observed and worked with children from varied backgrounds and experiences, however a common thread is how the power of education can transform their lives. So, I work to deepen my knowledge and discover methods for providing each child with environments and experiences that will strengthen their outcomes in all areas of development. This requires me to do many of the things I ask of our students: engage with current research, investigate, and write. Therefore, I am currently involved in several research projects with colleagues seeking to fill gaps in the literature and contribute to the field.

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

I am passionate about people and their desire to grow their understanding as they contribute to the lives of young children. Students choosing our masters or doctoral programs will find themselves surrounded by a group of supportive professionals that use theoretical foundations of learning as the underpinnings of their educational practices. In other words, they walk the walk they talk within the classroom.

While I will challenge students to deepen their knowledge not based on trends and fads, I also support them as individuals with lives, working in the field while earning an advance degree. Relationships are critical in life and in education. Building a professional sense of community is important to me as we spend time together. It will make the experience much more collaborative and meaningful.

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

My advice to students interested in pursuing either a masters or doctoral degree in early childhood education would be to communicate, ask questions, and then enroll if you are truly interested in making a difference in the lives of young people. Choosing either of the early childhood programs here at Concordia University Chicago will open up opportunities in this growing field for students.

Our collaborative and hands-on approach has students actively engaging in their learning process rather than passive participants. Through our programs, you will move beyond using trending buzz phrases and words in education, to being able to articulate what these are in both practice and meaning. This ability and your depth of knowledge will set you apart from others as a leader in early childhood education. Come join us! You will not be disappointed!

The post Faculty Spotlight: Dr. Annette VanAken, Program Advisor and Assistant Professor of Early Childhood Education appeared first on Concordia University Chicago.

In the effort to attain instructional proficiency, it is important for teachers to become what they often impress upon their students: to become lifelong learners. The lifelong learner journey of a teacher:

• Strengthens instructional proficiency
• Builds better student-to-teacher, and teacher-to-teacher learning communities
• Develops collaborative, and productive home-school connections

The aforementioned reasons outlining the importance of teachers continuing their education, offer both benefits, and a blueprint of components necessary to create an inclusive school community. Continuing education, collaboration, and effective communication amongst all educational stakeholders make for well-balanced classrooms towards student achievement and overall school community success.

Continuing Education with Graduate Programs

Applying to a continuing education or graduate program provides educators with an opportunity to enhance their skill sets. A certification or graduate degree program provides up to date, researched-based knowledge and content for educators seeking to advance and expand their career opportunities.

My Experience Continuing My Education

Currently working on my third graduate degree, I have benefitted greatly upon completion of each degree program. Not only have I been afforded opportunities to serve in wonderful roles as a result of continuing my education, but more importantly, I have gained a greater affinity and appreciation of what it means to be a true servant leader. I have often said that to be a good leader, one must have a good heart condition.

That heart condition acts as one’s moral compass, one’s guiding force in decisions we make as teachers, teacher leaders, and administrators. As educators we have been honored to serve society’s greatest commodity, our children, our future. It is my heart condition that drives my passion daily to become a teacher leader that empowers children and supports colleagues on their quest to become change agents who wish to create a better tomorrow, a better future.

Why I Chose Concordia University Chicago to Continue My Education

I value teaching the way a gardener values their garden. With care and concern a gardener nurtures buds so that they may blossom into beautiful flowers. Concordia University-Chicago provides me with a learning experience, enhancing my skill sets as an educator, in a way similar to the gardener, that allows me to nurture the academic futures of all children.

Continued Education in Addition to Graduate Programs

Educators may choose from many avenues and opportunities in their efforts towards continued education on top of graduate education.

Attend In-Person Conferences or Virtual Webinars

Attending in-person conferences and participating in virtual webinars provides educators with opportunities to receive researched-based information while discovering new, innovative best practices and strategies to enhance instructional proficiency.

In-School Professional Development Opportunities

There are many professional development opportunities for educators at their school and within their district. Taking advantage of such opportunities may come in the form of utilizing professional development content to support lesson planning, curriculum selection, assessment development, and instructional practice. Becoming active participants in professional development sessions may be as beneficial as being an observer.

Opportunities to provide professional development to fellow staff members, requires researching up-to-date information, engagement, and collaboration with colleagues in the effort to present material that sparks interest, and potentially acts as a motivating factor for colleagues to incorporate newly received information into professional practice.

Professional Educational Organizations and Policy Decision Making Agencies

To remain informed about legislative decisions and most recent policies and procedures that will impact the state of educational affairs, educators will want to remain diligent in their study of various platforms that disseminate such information.

Seek Out Articles, Journals, and Up-To Date Research

In the effort to become better educational practitioners, educators must be intentional in their quest to seek continued knowledge by way of reading and studying varied researched-based articles, journals, and related material. The methods mentioned above of independent study place educators in the position to advance their instructional proficiency, as they work tirelessly to help their students attain academic achievement and social-emotional wellbeing.

Benefits of Continuing Education

As part of exploring the variety of ways in which educators can continue their education, it is equally important to look at the benefits of seeking out said continued education. Teachers making a conscious decision to continue their education provide deeper understanding of the practical elements of being an effective teacher. Seeking out inclusive curriculum, implementing best instructional practices, and developing appropriate, non-biased, authentic student assessments is conducted with greater intent.

Continued education lends itself to greater understanding of the importance of deeper teacher-to-teacher and teacher-to-administrator relationships. Skill sets such as lesson and unit planning, classroom management, and the ability to develop richer community connections are strengthened.

On a personal level, educators who make the decision to continue their education, may discover that their level of confidence is enhanced. Enhanced confidence may cause one to have greater trust in their ability to make more affirmative decisions as it relates to their instructional practice and in their ability to develop meaningful professional communal relationships that benefit the school community as a whole.

Personal Growth

An educator’s decision to continue her or his education in pursuit of certification, or a graduate degree, may cause them to develop a greater sense of ownership, flexibility, and freedom, which enhances their level of comfort and confidence demonstrated through exemplar implementation, and proficient instructional practices as a classroom teacher.

Teachers must extend themselves grace as they grow in their craft, understanding that through this process, they will grow in their ability to make better decisions that will expand their knowledge base, and enhance their craft. They will eventually find themselves at a greater level of proficiency not only with instruction, but also in their classroom management abilities. Mastering classroom management not only demonstrates how well one can manage the behavior of students, additionally, it demonstrates how well one conducts instruction. Mastering selection of inclusive curricula, possessing proficient instructional skill sets and practices, make for a well-balanced classroom.

Lastly, as educators grow as a result of continuing their education, they will develop the ability to cultivate positive, productive relationships that are beneficial to both the internal and external school communities. Educators making the decision to continue their education will appreciate the personal and professional growth they will see over time in the many roles they will play in developing society’s most precious gift, children.

Interested in continuing your education? Check out our master’s degree programs and doctoral degree programs and take your next step today!

The post The Importance of Continuing Education for Teachers appeared first on Concordia University Chicago.

For educators everywhere, the COVID-19 global pandemic brought significant negative impacts to student and teacher attendance, student engagement and participation, physical and mental wellness, and thus the instructional strategies teachers would need to employ to promote academic growth.

Attendance plummeted as students and teachers alike battled personal and family illness, quarantine, and a stunted ability to interact in social settings due to roughly 14 months of isolation. As remote and hybrid instruction required academic participation in settings that for many were usually deemed as play and relaxation zones, despite encouragement and incentives, student engagement waned. Despite pulling out all best practices, the teachers’ need to modify and differentiate instructional strategies to meet the increasingly varied needs of students became much more critical.

Although teachers of all content areas faced these challenges, this deficit was most apparent for teachers of reading and literacy. According to The New York Times, it showed that, on average, students were roughly four months behind in reading by the end of the last school year.

Unlike some disciplines where skills may not necessarily need to be built upon, reading is developmental meaning certain fundamental skills must be learned for students to master more sophisticated ones and employ strategies for successful reading and comprehension.

Changes to Reading Instructional Strategies Since COVID

As a result, teachers were compelled to implement specific changes to instructional strategies for reading in response to pandemic-created issues to ensure student growth.

Learning Loss

For an entire calendar year and roughly three school years, virtual, hybrid, or remote learning necessitated by positive COVID-19 virus cases or close contacts, significantly impacted what reading educators could teach, how, and to what extent. For perspective, a current ninth-grade student’s last traditional year of school was as sixth graders.

This contributed to a significant loss in learning. As a result, teachers saw a wider diversity in student knowledge of critical skills, maturity levels, and motivation for learning, which all required more creativity and intentionality in reading instruction.

Although administering diagnostics to assess students’ needs has always been a best practice, this instructional strategy has become a necessary one. Determining students’ specific needs allows for appropriate grouping and enables teachers to focus on the fundamental skills students lack that would hinder the mastery of other skills. Diagnostics also allow for the continued use of guided reading groups that enable teachers to move students at their own developmental pace by explicitly teaching the critical skills they have not yet mastered.

For many teachers, this also meant:

• Modifying curriculums making room for more guided reading groups
• More opportunities to practice and demonstrate mastery
• More time to remediate a deficit in executive functioning skills that could hinder students’ ability to access reading instruction

Guided Reading Groups

For many, virtual instruction made it almost impossible to provide differentiated group instruction. Attempts to utilize breakout rooms for groups often left the remaining students unattended or unengaged.

Once in-person instruction returned, efforts to maintain accuracy in contact tracing and attempts to limit student exposure made it difficult and, in some classrooms, impossible to move students as needed. Additionally, a required three feet of space between students became an added barrier to reading group instruction.

Despite these challenges, teachers found differentiated reading groups to continue to be the most effective way to address individual student needs and move students forward. As guided reading allows teachers to focus on specific skills with specific students, reading instruction is more equitable.

It provides students with the targeted phonological awareness, vocabulary, fluency, and comprehension instruction they need and more opportunities to practice, closing the learning gap widened by the pandemic. Thus, teachers found creative ways to conference with students and maintain distance while providing necessary group instruction.

Phonological Awareness

Essential parts of phonological awareness are oral language skills such as:

• Blending
• Syllables
• Correct pronunciation of words

They require students to be able to hear clearly, the variations in sounds and to see the placement of the mouth, lips, teeth, and tongue during the production of sounds.

These skills are essential to building a foundation for reading. For many, wearing masks muffled sound, making it more difficult for students to hear or understand how sounds are pronounced. Additionally, the masks obstructed students’ view of a teacher’s mouth, making the physical modeling of how to produce certain sounds impossible. This, in addition to the lack of small group instruction, halted teaching these specific skills during the pandemic.

During remote learning, teachers utilized and encouraged various applications such as YouTube that allow students to see and hear the formation of words from an unmasked person. Teachers became creative in their approach to teaching these skills, focusing on the grouping and sorting of shared sounds.

With the re-introduction of in-person instruction and thus reading groups, teachers could build upon these skills, working on:

• Decoding
• Phonics
• Reading
• Writing

Despite the drastic changes brought on by COVID-19, the best practices for reading instruction remained the same. Teachers’ responsiveness to the needs of students, their ability to be creative and intentional in their approach, and their modification of instructional strategies that have proven effective have and will continue to make the difference in student learning recovery and growth moving forward.

Valuable Skills Learned in Concordia University Chicago’s Master’s in Reading

Through Concordia University Chicago’s reading program, I learned how:

• Students acquire literacy knowledge
• Environmental factors that enhance or diminish their ability to do this as well as some of their counterparts
• To identify specific deficiencies and implement practical strategies to address them either as a reading specialist or within the context of the classroom

This helps me every day as my differentiation of instruction is intentional and focused. I feel better prepared to address the issue, allowing my students to swim towards proficiency and not just float through the year.

Ready to pursue your master’s in reading? Explore our program to get started today!

The post How Instructional Strategies for Reading Changed Due to COVID appeared first on Concordia University Chicago.

What programs do you teach at Concordia University Chicago? What drew you to this field of study? What keeps you excited about it?

At Concordia University Chicago, I serve as the Assistant Chair in the Division of Teaching and Learning, which houses undergraduate and graduate programs in education. I also teach at the graduate level and work with students earning their M.A. in Reading to become reading specialists or reading teachers.

I also work with doctoral students who will earn a Doctor of Philosophy (Ph.D.) or a Doctor of Education (Ed.D.) Reading, Language and Literacy Specialization. In addition, my time is spent serving on dissertation committees as chair or reader. I am currently serving on reading and early childhood committees.

I teach a variety of reading courses. As the program leader for seven courses, I ensure that the content is current and aligns with professional standards. These courses provide a foundation, theory, and practices in literacy. Mentoring professors and supporting them so that they have a successful teaching experience is another area of focus that I enjoy.

My teaching experiences in literacy in schools and my educational background drew me to this field of study. Teaching in higher education provided me with the professional opportunity to work with graduate students who teach at different grade levels, settings, and locations across the United States and internationally. Their unique experiences and varying levels of knowledge keep me exploring new trends and practices in reading and writing, which excites me as I continue in the field of literacy.

How will your programs better prepare/equip educators for the current climate they are facing?  

The master’s degree and doctoral degree programs are designed to prepare educators for what is current in literacy education. The faculty who teach in these programs are experienced educators who know the content and expertise in the disciple they are teaching.

The faculty working with graduate students read and examine research in the field to make the best decisions to help their students address issues and concerns that may arise in their classrooms. Including teaching, faculty are willing to spend extra time with students through a virtual meeting or phone conference to help them problem solve and work through their programs.

Students who graduate from the programs are knowledgeable and can apply what they have learned to their classrooms, school districts, and other educational settings to meet the needs of diverse learners and the demands of the changing educational landscape. One of the main goals is to have each student be successful in teaching reading and writing to students and thus, understand the components of a comprehensive, integrated literacy curriculum. Our graduates are equipped to become literacy leaders in the field.

How will it help them tackle the challenges of COVID and post-COVID teaching? 

The pandemic has caused teachers to switch from in-person teaching to virtual classrooms and back to in-person. In addition, teachers were required to plan and deliver alternative ways of instruction. Many students did well with working and learning at home during this time, but others did not. Teachers are being faced with supporting, assessing, and teaching students who need more interventions and helping them re-adjust to classroom learning and studying.

Professors helped the graduate students strengthen their knowledge of best practices while working with their classroom students. Professors also helped their grad students complete assignments during this time with limited exposure to in-person teaching and assessing. A wealth of resources were provided to aid the graduate students.

Our programs were recently aligned to the International Literacy Association 2017 standards. With this, courses were redesigned, and new assignments and assessments were created. All of the changes understood the impact of COVID and focused on helping graduate students meet the needs of their students.

There are specific courses that graduate students take that provide strategies and interventions to work with children who need extra help or for those who need to enhance their learning. Some courses assist educators with program evaluation and curriculum planning.

What attracted you to teach at Concordia University Chicago? What sets them apart?

Before joining Concordia University Chicago as a full-time faculty member, I taught in the K-12 public school system. My experiences included teaching at the elementary level and then as a reading specialist. As a graduate student, I have fond memories of being taught by both full-time and adjunct faculty.

I reached a point in my career when I felt confident that I could use my knowledge and professional experience to teach others in the field and applied for an adjunct position at CUC. Needless to say that my experiences here were top-notch. The unconditional support from faculty and administration truly set me up for success. This included professional development and communication throughout the year, both in-person at events and virtually.

I immediately felt part of the CUC family, and this was a very different and unique experience. After serving as an adjunct for two years, I applied for a full-time position, and 12 years later, I still count my blessings as a full-time faculty member.

What is your professional background as an educator?

My professional background includes being an educator in the public school system for 21 years, teaching grades second and third, and then as a district reading specialist.

I received my B.A. in Elementary Education degree from Barat College, my M.A. in Curriculum and Instruction, and a Certificate of Advanced Study in Reading from National Louis University. My doctoral degree was earned at Loyola University, a Doctor of Education (Ed.D) in Curriculum and Instruction with an emphasis in Reading. My dissertation was titled Half-day and full-day kindergarten: key factors that make a difference in the reading achievement of struggling readers receiving literacy intervention.

When I was teaching in the schools, I became a reading specialist with a Type 10 license and worked in this position for many years. After a year-long training to become a reading recovery teacher, I was part of a group that developed a literacy program for the entire school district and wrote grants for educational resources.

In addition to teaching and designing courses, I have served as a consultant for school districts and as a literacy coach to teachers at various Lutheran schools. My professional experiences also include presenting at local and national conferences, providing professional development for schools, and conducting research in the field of literacy. I have published several articles in various journals, and currently, I am serving as an editor for the Illinois Reading Council Journal.

I am also a reviewer for the Global Education Review, a forum for reporting approaches and implications of educational practice, and the influence of social, economic, and political forces on educational practice in different countries or global regions. I am a member of the Association of Literacy Educators and Researchers and have published in their journal.

Since reading is my passion, I am currently involved in several research projects with colleagues to publish the results of these studies when they are completed.

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

I have always considered myself to be an innovative thinker. This is evident when planning and designing courses as I take the traditional way of learning and adapt it by making it more usable and engaging for students. In this way, the students can interact with content and make meaningful connections. Students have shared that my creative activities and approaches have helped them apply the information to class discussions, assignments, and teaching methods.

My passion for teaching began at an early age when my mother, a devoted teacher, instilled in me a love for reading and learning. My childhood memories include being surrounded by books and going on numerous educational excursions with my family. It was no surprise that my career path was in the field of teaching.

As an elementary teacher, I saw first-hand students having difficulty transitioning from learning how to read to reading to learn, and I knew that there was more I could do to support them. I also discovered that a “one-size-fits-all” approach does not work, and therefore, my quest was to learn all that I could in the field of literacy to help support students of all ages, which began and remains present today.

What would you tell prospective students considering the program and about yourself? 

The masters and doctoral programs are excellent programs and meet students’ needs as a classroom teacher to being a researcher in the doctoral program. Our students appreciate the professors and the knowledge that they share.

I want students to know that I am dedicated to teaching reading and want all of my students to succeed in their courses and the program. I consider myself a lifelong learner and look forward to working with each new student. I am a hard worker yet accessible when students need additional support.

My goal is to deepen students’ understanding of literacy and help them apply that knowledge to improve instruction. I use an interactive approach to teaching, which makes learning meaningful and memorable. From my faculty evaluations, students know and learn from my instruction.

What’s something that students and colleagues should know about you? 

I am active in the field and president of the West Suburban Reading Council, a part of the Illinois Reading Council. I have been on the board for approximately 10 years. I love book clubs and have been a part of Concordia’s and Illinois Reading Council’s book clubs for many years.

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

Enroll in Concordia University Chicago’s M.A. in Reading or the Ed.D/Ph.D. Reading, Language, and Literacy Specialization and gain the knowledge and expertise to be one of the best educators in the field of literacy. Candidates will be prepared whether the goal is to attain a new teaching position or improve current literacy practices.

Many graduates are now reading specialists, reading teachers, full-time professors at colleges and universities or curriculum administrators at school districts. These graduates stand out in the positions as they are trained to be leaders in literacy.

Is there anything else you would like to share?

When you come to Concordia University Chicago, we will welcome you into the program and support you during your learning journey. Establishing new partnerships with your professors and graduate peers will make your learning experience rewarding and memorable.

The post Faculty Spotlight: Dr. Kari Pawl, Professor of Literacy, Program Leader of Reading Masters and Doctorate Courses & Assistant Chair of Teaching and Learning appeared first on Concordia University Chicago.

Recently, I was asked to apply for a corporate position at a company I’ve worked for outside of my teaching job for many years. Although I enjoy the work immensely and feel passionately about the company’s mission, I never have seriously considered leaving the classroom.

I love my work, I love my students, and I love my colleagues. Yet, I am undoubtedly burnt out. In fact, I am so burnt out that a week ago I asked my supervisor for a copy of The Burnout Cure: Learning to Love Teaching Again by Chase Mielke. I read half of it in one day. Even the most passionate educators experience occasional burnout, but unfortunately, it seems that burnout has been even more prevalent these past few years.

When I began teaching, educators would inevitably feel the end-of-semester burnout. By the beginning of May, with the sun shining and the birds chirping outside our windows, teachers were seemingly desperate to get to summer.

For the past several years, though, that feeling of burnout has sidled back steadily and in a strong manner due to the pandemic. Now, the feelings of intense burnout that were often expected in May seem rampant in April or even March.

Many factors can contribute to teacher burnout:

• Pressures from parents and administrators
• Lack of student preparedness
• Struggles with attendance
• Never-ending workload

I don’t know of one teacher who hasn’t felt the intense pressure of the past several years, and that stress, despite our best efforts, often runs very deep.

Why is It Important to Address Teacher Burnout?

I will never diminish the importance of content knowledge in the classroom. I believe that educators are experts in classroom management, student-teacher connections, communication, engagement, classroom environment, but also their content. Yet, content expertise is not what will be impacted by teacher burnout.

The biggest elements at risk are all of the other essential parts of teaching. When teachers are mentally and emotionally exhausted, their ability to manage the complex needs of students, captivate them in activities that are carefully crafted for maximum engagement and retention, and facilitate learning in a powerful and fun way are all weakened.

For example, last week, I planned to have my students in groups, moving around the room to different stations to explore a novel’s theme. When it came time to set up the activity, I first checked the day’s attendance. I was defeated by what I saw, and worried about how I would recreate that learning experience for all the absent students. I was exhausted, stressed, and disappointed by the attendance.

Instead of the activity I had planned, I put all of the information into a digital chart, and students worked in groups to fill it out. The result was not disastrous – the students still explored themes by analyzing and synthesizing textual evidence – but the spark that I had, and that I had hoped to share with my students, was gone.

Burnout does not eliminate content knowledge, but it truly impacts the classroom experience for both students and teachers. Add to this sample anecdote the complex tug of wanting all students to pass while maintaining rigor and test scores, the never-ending stream of new initiatives, and the expectations from parents and administrators. The result is often teachers who are thoroughly burnt out.

In the long term, teacher burnout can lead to a lack of desire to innovate, diminished learning outcomes for students, and even teachers leaving the profession. It is important to feel inspired each day, and the malaise of burnout can turn even a once-passionate educator away from the classroom.

Valuable Skills Gained in Concordia University Chicago’s M.A. School Leadership and Principal Preparation Program

The good news is that teacher burnout disease, though unpreventable in many cases, is not untreatable. Concordia University Chicago’s (CUC) M.A. in School Leadership and Principal Preparation Program focuses on the critical role of administrators in helping stop the spread of educator ennui.

Administrators can use some of the strategies below, all of which CUC’s M.A. in School Leadership and Principal Preparation Program will help educators prepare to enact, to support staff both inside and outside of the classroom. This will ultimately help reduce burnout and increase employee retention.

Ways Administrators can Support their Teachers to Reduce Burnout

Ensure a Clear Vision and Mission for the School

Administrators should be able to rely on the school’s vision and mission when making valuable decisions. If teachers know that administrators will make fair and ethical decisions based on a common framework to ensure student success, they will follow suit and do the same.

Having a clear mission and vision, and ensuring that all stakeholders know it, helps everyone stay on the same page, which reduces teacher stress. The M.A. in School Leadership and Principal Preparation Program helps future administrators understand the importance of such a framework and guides them in learning how to create it if necessary and develop staff buy-in. When passion is retained, burnout is less likely.

Opportunities for Parent Involvement

Overinvolved or under-involved parents or other community pressures contribute to burnout. Pondering the paradox alone is exhausting, but classroom teachers know that a nonresponsive or angry parent can increase stress.

School administrators can work to create opportunities for parent involvement in a way that garners support for the school mission and teachers as an extension of that mission. A supportive community can mean the difference between a teacher who feels supported and one who feels isolated, criticized, and defeated. Several courses in the M.A. in School Leadership and Principal Preparation Program focused on specific strategies for garnering community support.

Prioritize Initiatives

Initiatives that support the school’s vision and mission can pay huge dividends. Yet, too many new initiatives simultaneously can stretch focus away from high-priority work and cause burnout.

The CUC program advocates for models of professional development that focus first on staff readiness and then progress through a cycle including not only training and implementation but also maintenance. This ensures that administrators don’t incorporate a variety of initiatives only to abandon them either meaningfully or through neglect, either of which contribute to additional teacher burnout.

Acknowledge Difficulties and Complexities

Teachers know how difficult their jobs are, but it is essential for administrators to acknowledge the complexity of obstacles that teachers face. Ignoring the number and complexity of problems facing schools results in teachers who feel unseen.

Sometimes, simply empathizing and noting that teaching is immensely rewarding but difficult can help teachers realize that their work and stress are not in vain. The CUC program helps future administrators understand and acknowledge the larger contexts that impact education.

The post How Educational Leadership Skills can Address Teacher Burnout appeared first on Concordia University Chicago.

What prompted you to work in education? What inspired you?

In college, I worked part-time as a teaching assistant in a daycare center on the southwest side of Chicago. Working with children seemed to suit me naturally, however, becoming an educator was not my first career choice. My initial career goal was to follow in the footsteps of my father in becoming an attorney.

After receiving my B.A. in Psychology, my first official job was as a community educator. Working with children and developing a curriculum became something I enjoyed. At the suggestion of a co-worker, I applied to a teaching program associated with Chicago Public Schools. Once accepted into the program, the rest became history.

My inspiration? Educational trailblazers such as Mary McLeod Bethune, Marva Collins, and my mother, who served as an educator with Chicago Public Schools for nearly 40 years. I have been blessed to have been inspired by some of the most amazing educators throughout my academic career. It was the love, compassion, and dedication of those educators that have inspired me and guided me throughout my teaching career.

What prompted you to pursue a graduate degree?

The desire to expand my knowledge base, become a proficient teacher leader, in addition to me being a natural, lifelong learner, were all deciding factors to pursue my doctorate degree and made the decision to return to graduate school the optimum choice.

Why did you choose Concordia University Chicago for your teacher leadership doctorate degree?

I chose Concordia University Chicago (CUC) to pursue my teacher leader doctorate because returning to CUC is like returning home. I obtained both of my master of arts degrees from CUC. The beautiful campus, camaraderie, support, and rich engagement among students, faculty, and staff, in addition to the servant leadership philosophy, made CUC the best choice to continue my academic pursuit.

What skills and/or knowledge do you hope to gain by the end of your program? What career goal are you hoping to accomplish?

I hope that by the end of my program, I have acquired the necessary skills that best support my colleagues in their effort to become more culturally aware and sensitive to the needs of the students, families, and school communities they have committed to serving.

As a teacher leader, it is critical to work with colleagues in a collaborative and respectful manner in the effort to make the coaching and learning process effortless. My career goal is to become a servant teacher leader who can successfully coach and mentor the next generation of educators by helping them see the value they bring to the profession and the hope they bring to the world as they educate and cultivate the mindsets of the greatest gifts to society – our children.

How will those skills help you with the current climate of education?

If we have learned anything during the pandemic, hopefully, it is the importance of having greater patience and extending grace and courteousness toward others. Many schools operated remotely during the early stages of the COVID-19 pandemic. We witnessed economical, racial, and social disparities in school systems across the country during the remote learning process.

In navigating through such challenges, it became evident that students fell behind academically and that, as a result, there is a greater need for social-emotional learning support for students and school communities alike. Acquiring and enhancing greater communicative and collaborative skillsets and meeting districts where they are in the effort to help move them to where they need to be will be crucial as we begin to rebuild our educational communities.

What have you most enjoyed about your program so far?

What I have enjoyed most about my program so far is the compassion, experienced professors, and the rich exchanges between myself and my colleagues and cohorts in the program. The engagement, exchange of ideas, and respect for one another have been one that seems to expedite the timing of the eight-week course process.

Even though the program operates in an online format, the interaction amongst cohorts makes it seem like we are collaborating and engaging with one another in-person. An additional benefit to the program’s structure is that there are opportunities to continue to engage in a dialog if parties mutually desire and agree.

Another appreciated component of the program is the accessibility of the professors. I have yet to reach out to one of my instructors and not get a rapid, comprehensive response. The instructors have not only availed themselves to students but are more than willing to be supportive in all ways possible.

The entire team of the recruiters, advisors, and support staff are more than willing to support students accordingly. I am currently as satisfied in my doctorate program as I was in completing both of my master’s programs at CUC.

What has been the toughest part of your program so far?

I’m not sure I would use the term “tough” as much as I would use the term “challenging.” Although, in a good way! Because of the rich conversations that generate with cohorts, there are moments when it seems as if the eight-week timing of the course and the online format does not provide enough time to fully interact. There have been lecture topics in which my colleagues and I could have engaged or interacted as “thought partners” beyond the time allotted for the week’s topic.

What advice would you give to prospective students considering the same program at Concordia University Chicago?

My advice to prospective students who are contemplating CUC’s teacher leadership doctoral program would be: if your heart condition is such that you are ready to share knowledge, and skillsets that you have acquired over the years as an educator that have led to student and school community success, and have a desire to help up-and-coming generations of educators reach their best teaching and professional potential, then I encourage you to visit the campus, speak with program staff, and apply to become a member of the CUC academic community.

The post Student Spotlight: Tonya Thomas, Teacher Leadership Doctorate Program appeared first on Concordia University Chicago.