It is with some amazement that I sit to write this last goals statement for my portfolio.  In some ways it feels like just yesterday that I was sitting in Dr. Galluzo’s Leadership Class, trying to pull an understanding of Machiavelli from the recesses of my mind. In other aspects it feels as thought I have been a traveler on a never-ending journey; a traveler that continues to get close to my destination, but always remains just over the horizon from where I want to be.  I mean this not only in relation to the ever-present quest for dissertation completion, but also in regard to defining my personal and professional self.

Four years ago I began the doctoral program in literacy with definite views on what I wanted to study and where I wanted to go, however it seems that instead of making this clearer, my experiences in the program have muddied the waters, opening up possibilities that I never dreamed while making it all the more difficult for my Type A personality to chart that specific course that it strives to find.  While I may not have a perfectly planned route to travel, my experience in the doctoral program has given me the opportunities and direction I need to guide me on my way.

The first semester of the program, I developed a list of the 10 most important things I had learned about becoming a doctoral student as part of my final paper for EDUC 802.  This list was composed after listening to a number of professors and more senior students talk about their own experiences going through their program.  Throughout my four years, I have periodically re-visited the list and have been surprised to find how true the suggestions have been.  For example, one aspect I discussed back in the first semester was the importance of finding a group of critical friends to help you on your journey.  My critical friends in the literacy program have been invaluable sources of inspiration, helping me navigate the times when I felt most lost and celebrating when I have made discoveries.  My experience with critical friends in the self-study methods even became part of a paper that was presented in England this past summer.  My critical friend group remains strong and we are currently working on another self-study project together.

Another important thing I discussed in my list was the importance of choosing a topic that you are passionate about for your dissertation study.  When I wrote my first goals statement for my application to the program, I planned to focus my doctoral study on looking at the impact of instruction versus disability on the development of phonological awareness skills in children.  As I took my first classes in literacy, though, I found that I was drawn to the topic of family literacy.  I noticed that while I struggled through the reading on phonological awareness, I eagerly devoured each of the articles and chapters I read on emergent literacy, family literacy, and literacy and English Language Learners.  At the same time, I began developing a strong interest in multicultural literature and its use in preschool and elementary classrooms to promote social justice issues and cultural awareness.  By the end of my first year, it was evident that there would be a change in my area of study.  The culmination of my coursework, my internship, and my career experiences have led me to study a topic that I do feel passionate about and that I have the chance to use on a daily basis as I work with children in the public schools. 

By focusing my dissertation research on the home and school connection with early literacy skills, I hope to add relevant information to both research and practice while changing negative stereotypes that parents and teachers may have regarding each other’s involvement in early literacy education.  It is apparent that within the United States there are expectations for children entering kindergarten such as they should be familiar with letters, numbers, and colors, however in some households experiential learning may take the place of more formal methods of teaching prior to entering school.  I contend that all students entering school have a wealth of background knowledge that influences their literacy instruction, even if it is not the “traditional” skills that educators expect.  With my work, I ultimately would like to help parents and teachers appreciate and capitalize on the early literacy experiences of children by gathering information regarding their opinions on what they skills they believe children should have when they enter school.  I also hope to gather data on non-traditional literacy activities that children engage in at home and use this to illustrate how home activities can benefit school performance.  All of this information would be examined from a cultural perspective as well, with particular focus on how teachers both reach out to parents to include them in literacy skill building and also on how teachers use literacy materials to celebrate the home experiences of students in their classes. 

The first part of this work will be examining teacher perspectives and will comprise my dissertation research.  Data for the study will be collected using a qualitative ground theory approach using interviews and observations.  The second phase of the research, to be completed after my dissertation is finished, will be to interview and observe parents to gather information on their perspectives.  Finally, the last piece of the research would be to look at the experiences of the children through interviews and classroom and home observations.  Although this research could take several years to complete, I believe that it will shed light on home and school relationships, an area that is often written about but not as often researched. 

Where would I complete this project once my dissertation portion is completed?  This question calls to mind the career goals that I have been considering for when I finally graduate.  Honestly I would have to say that at this point I am unsure of my exact path after graduation.  Over the last four years, I have learned that I enjoy being a leader in the public school setting.  I am energized by the hands-on work with children and families and enjoy working with other educators to improve the quality of the educational system for all students.  I feel that I have an opportunity as a school psychologist to continue my research in the schools, even though it is not a typical activity for most individuals in the position.  I also feel that in the school system I do have some influence in county policy and would like to expand my role with the county reading program as well as continue my work with special education.  However, I feel that it is too early for me to say that I will retire from the public schools.  I have interests in research and public policy that may lead me to a research institution, a non-profit organization, or even the United States Department of Education.  At this point I feel the future for my career is wide-open and full of opportunities that I haven’t even imagined yet and my goal is to keep learning about the field of education long after I leave the program at George Mason University.