1. Advancing Through the MAED Program: A Reflection Lori Wray White

2. Who Am I? I am a stay-at-home- mother at the moment with a bachelor’s in English and minor in Writing. I am nearly nineteen years married to my high school sweetheart, with whom I share three children, —Autumn, 15, Lawson, 11, and Truitt, 3. I think they’re pretty awesome, but admittedly I’m biased.

3. Inspiration I was educated in our city’s public school system, and although in the early years of my academic life we moved around a great deal (I think I was in three different schools prior to grade two), we soon settled into a single district that was phenomenal. I was blessed to have excellent, committed teachers and to have been placed in an accelerated program called the “GO Center” for advanced learners. This instilled a strong desire to achieve within me, as well as a genuine love of learning. I knew at a young age that I wanted to be a teacher, and there were many experiences that reinforced this idea. Some of the most memorable were the afternoons I went next door to “teach” my neighbor, Lisa, a special needs young woman who was perhaps five to eight years older than I was. I saw nothing unusual in the relationship; simply enjoyed the challenge of trying to teach Lisa things she didn’t know.

4. Program Learning Outcomes (PLOs) The MAED graduate designs appropriate and challenging learning experiences informed by analysis of how learners develop individually across the cognitive, linguistic, social, emotional, and physical patterns to promote student learning and growth. The MAED graduate employs differentiated instructional practices aligned with learner strengths and differences, diverse cultures, and diverse communities to promote student learning in a safe, collaborative, engaging, inclusive, 21st-century learning environment. The MAED graduate designs a variety of evidence-based assessments used for ongoing evaluation of student progress and to guide teacher and learner decision making. The MAED graduate executes an action research study that draws on the research and methods of various disciplines to address local or global educational issues. The MAED graduate designs learner-centered instruction aligned with Common Core State Standards, digital-age standards (ISTE-S), and 21st-century skills to promote learner achievement and growth. The MAED graduate engages in continuous professional growth through leadership in educational environments and the demonstration of legal and ethical behavior in professional practices. The MAED graduate uses knowledge of subject matter and central concepts of the discipline(s) to create technology-enriched learning environments that promote learner achievement and innovation. The MAED graduate effectively communicates and collaborates with various stakeholders through written communication, verbal communication, and a variety of current and emerging digital age tools to ensure learner growth and to advance the profession. The MAED graduate uses a range of digital technology tools to research, organize, evaluate, and communicate information while exhibiting an understanding of ethical and legal issues surrounding the use of information technologies.

5. Common Core State Standards “The Common Core asks students to read stories and literature, as well as more complex texts that provide facts and background knowledge in areas such as science and social studies. Students will be challenged and asked questions that push them to refer back to what they’ve read. This stresses critical-thinking, problem-solving, and analytical skills that are required for success in college, career, and life.” (CCSS.org, 2015)

6. 21 st Century Skills

7. ISTE (International Society for Technology in Education) “The ISTE Standards · S describe the skills and knowledge students need to learn effectively and live productively in an increasingly global and digital society.” They are concerned with Creativity and innovation Communication and collaboration Research and information fluency Critical thinking, problem solving, and decision making

8. Takeaways The Ashford MAED program is designed to help the graduate student recognize the significance of and develop the tools to build instructional bridges between Common Core Standards, technology standards (ISTE), and 21 st century skills. This is accomplished through the realization of the nine program learning outcomes, or PLOs.

9. Future Plans and Interests Teaching online courses Pursuing a doctorate in education Continuing studies in –literacy, particularly young adult –differentiation –technology in education –Assessment –curriculum

10. C.S. Lewis once said, “The task of the modern educator is not to cut down jungles, but to irrigate deserts.” This is especially meaningful to me as I have a son just exiting the 5 th grade and on the cusp of middle school. We struggled this past year with “FRIDAY RECESS” letters—a discipline management system in which the teachers took letters away throughout the week for various infractions. If a student lost all the letters in the words “Friday Recess,” they lost recess on Friday. Lawson lost recess countless times, primarily because he is ADHD, and has habitually bad habits of raising his hand at inopportune moments (letter), forgetting his pencil (letter), or laughing too loudly (letter). I have watched him go from a child who loves school to one who is more or less apathetic to it, and I resent the process that makes teachers feel the need to “cut down jungles” rather than tend to the real work of “irrigating deserts.” We need to remember why we’re in the classroom.