Admission Goal Statement

                                                          Link to Word Document

                                                        Professional Goals

             There is a strong sense of efficacy and consciousness in my character that influenced my decision to become a teacher.  Initially, my belief that I could make a difference in students’ lives was based solely on the fact that I care about children and community.  However, my first few years of teaching primary and upper grades in a socio-economically diverse public elementary school led to me to realize that a deeper understanding and continuous refinement of craftsmanship is an absolute requirement if students are going to benefit from instruction.  Therefore, I earned a masters degree in reading in order to learn more about effective literacy instruction.  My studies revealed the research linking oral language development and literacy and lead to my understanding of Vygotsky’s Theory of Zone of Proximal Development.

     I fully embrace Vygotsky’s learning theory and the impact of metalinguistic awareness on early reading and writing and my awareness of research and craftsmanship in the area of literacy continues to evolve.   My interests in literacy channeled me into the world of resource specialist, which led to another epiphany regarding bringing the research into classroom practice.  Synthesizing the research and transforming it into a consistent language arts program within a single school can be a very difficult task.  There are many variables that can influence the efficiency of coaching, consulting and collaborating among colleagues and parents in the school community.  Inconsistent levels of flexibility, reflectiveness, knowledge of cognitive development, and efficacy impact the consistent delivery of quality, research-based language arts programs in classrooms and homes within a school.  I am now asking myself how the different educational roles—parent, classroom teacher, education specialist, administrator, and educational consultant—can come together in a less hierarchical structure at the local site level, thus creating a team; and if creating this more integrated relationship among these roles through school based research will correlate to expediting a more consistent use of research-based practices in homes and classrooms within a school.

My interest is to tie continued research in literacy instruction to classroom practice via effective leadership structures involving educators and parents at the local/community level.   A doctorate degree in educational leadership will build on the knowledge I have developed through my work experience.  It will also strengthen my ability to work within any and all the aforementioned leadership roles in the education configuration.    A minor in literacy will allow me to continue studying literacy  issues (i.e. linking oral language to the concept of sentence, punctuation, and story in the primary grades; the impact of differentiated word study in conjunction with guided reading across all grade levels; shifting the coaching focus to mediated think alouds to teach for comprehension strategies during guided reading sessions thus developing metacognitive abilities in middle to upper grade elementary students; using multimedia presentations to connect content areas and develop oral language in the upper elementary grades; empowering parents with an understanding of  best practices).  Informed leadership could forge a direct path between research and practice in order to facilitate and sustain momentum in the reform of literacy instruction.  My goal is to become one of those leaders—whether as a teacher, specialist, principal, private consultant/advocate, or an academic—by conducting high quality teacher research at the school level and sharing the findings within the school community and with other institutions via print and technological communications.

The philosophies that drive the doctoral programs in leadership and literacy at George Mason University reflect my own personal philosophy of education.  I am motivated through a strong research based understanding of cognitive development and how to facilitate its influence on instructional practices.  My experience as a reading specialist has made me aware of the dynamic aspects of leadership and how effective leadership can provide for the multiple avenues for connecting research to practice.  Moreover, I am interested in how explicit and timely sharing of local, grass roots successes could impact state, national and international efforts to reform literacy education in the elementary schools.  My interests are varied and seem to connect with many of George Mason University’s faculty members.  Therefore, the flexible academic planning GMU offers will allow me to continue studying literacy as I tie these theories into practice through studying educational leadership.   Programs at other institutions do not allow for this opportunity to explore related fields.   Moreover, a Doctor of Education degree would set the stage for local research and practice, but a Doctor of Philosophy would provide the background for communicating findings and successes to other communities, agencies, divisions, and institutions.  George Mason University offers the program and flexibility that will enable me to accomplish my goals.

 

   Home