Meet Dr. Laura Moak, a passionate and experienced Thomas University Associate Professor in the Division of Education.
What programs do you teach at Thomas University? What drew you to this field of study? What keeps you excited about it?
As an Associate Professor in the Division of Education, I have the privilege of teaching in graduate and undergraduate programs on topics related to my career in public education. Prior to joining Thomas University (TU), I worked in the largest PK-12 school district in Georgia in various roles that include ESOL teacher, Middle School Title III Program Specialist, and Coordinator of Assessment.
These experiences, combined with an interest in instructional technology, laid the groundwork for teaching courses in TU’s ESOL Endorsement program, the Online Teaching Endorsement Only program, the undergraduate Education Preparation Program, the M.A.T. program, and the graduate program.
My love of teaching was ignited when I was asked to tutor an elementary student struggling in math as a high school student. Watching the student move from failure to success gave great satisfaction and became the catalyst for me pursuing a degree in education. I entered the ESOL and assessment fields with the same desire to move students from failure to success. The use of instructional technology continues to fuel my love of teaching since it offers creative ways to engage learners.
How will your program 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?
An undergraduate or graduate student enrolled in one of the Education Division’s programs will gain knowledge and skills in the use of assessment data that leads to instructional decisions, as well as the action research protocol that moves the professional educator from being a consumer of research data to understanding how to apply the research process to answer a specific research problem identified within the classroom.
If enrolled in the ESOL Endorsement program, a certified teacher will gain the knowledge and skills to teach English Language Learners (ELLs) either as an ESOL teacher or a classroom teacher who has ELLs integrated within a content area classroom. These skills, coupled with an array of web-based tools, will prepare teachers to integrate instructional technology within a traditional classroom and an online learning environment.
What attracted you to teach at Thomas University? What sets them apart?
While some institutions emphasize theory over practice, the Thomas University’s Education Division courses integrate theory within practice through performance-based assignments and projects.
In addition, a large percentage of the professors in the division serve PK-12 districts and local schools as full-time district and local school administrators and teachers. Having this pool of experience and knowledge from which to draw creates a collaborative team environment for continuous improvement. This leads to learning experiences for our students that are both rigorous and relevant.
What is your professional background as an educator?
I have combined experience of over 20 years in PK-12 education and higher education as an ESOL teacher, district leader, and university professor.
My degrees include:
- Bachelor’s degree in Music Education
- Master’s degree in Religious Education
- Master’s Degree in Science—Applied Linguistics
- Specialist’s Degree in PK-12 Instructional Leadership
- Education Doctorate in PK-12 Instructional Leadership.
Tell us a little about yourself. Why did you become interested in education?
Throughout my career, I set a goal to one day teach at a university, but the path to fulfilling that dream was a journey that spanned more than 25 years. My interest in music education began as a child growing up in a musical family. Everyone was encouraged to play an instrument or sing in church choirs.
Eventually, I was given the opportunity to direct youth and adult choirs and lead youth programs in churches in Mississippi, Louisiana, and Texas. I had the privilege of serving as a Christian missionary in South Korea where I taught English as a Foreign Language. It was there I realized I needed more professional training and returned to the United States to pursue a degree in Applied Linguistics from Georgia State University.
Later this training would lead to ESOL teaching positions and the role of Title III Specialist for Middle Schools in Gwinnett County Public Schools. Because of my interest in language learners and assessment, I transitioned to the position of Coordinator of Assessment. In that role, I deepened my professional knowledge of formative assessment, the assessment development cycle, and how to make assessments accessible to various students.
On one occasion, the Georgia Department of Education-Assessment office asked me to sit for a recorded interview on Formative Assessment. That interview was seen by the Chair of TU’s Education Division, who contacted me regarding an adjunct teaching position at TU. I accepted a full-time teaching position in the Education Division at TU four years later. So, while my path to becoming a university professor was unconventional, every experience along the way prepared me for the current position, for which I’m deeply grateful.
What advice do you have for students interested in pursuing their graduate education degree? How can people stand out in this field?
If you are interested in becoming a teacher, regardless of stage of life or current position, reach out to Thomas University to begin your journey. Then pursue a variety of endorsements and experiences to continually make yourself marketable.
Finally, step out of your comfort zone to accept opportunities to grow as an educator within the local school. If your administrator sees enough potential in you to want you to lead, accept it. Then leverage the skill sets of those close to you to learn and grow.
Teaching is not for the faint of heart. While it may not be the most lucrative career, if you have the passion for it, it will be one you love.