ERIC EJ991951: Guide to Teaching Degrees 2011

2011·2 MB·English

by  ERIC

PROFESSIONAL
DEVELOPMENT
FOR TEACHERS
WRITTEN BY CARALEE ADAMS
ILLUSTRATED BY CHRIS PYLE
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PROFESSIONAL
DEVELOPMENT
FOR TEACHERS
How
Much Is a
Master’s
Worth?
G
etting a master’s
degree means lots
of late nights, busy
weekends, and
probably taking on
student loan debt.
The commitment
raises the question: Is it worth it?
Financially, you should see a gain.
Some districts and states place a
higher value on master’s degrees than
others, so it pays to do your research.
At the top of the scale is the District in to the changing political and eco- and a middle school English teacher,
of Columbia, where teachers with a nomic winds in your district or state. says teachers will always seek ways to
master’s degree earn a minimum of The tight fiscal situation has many improve their craft, and they should be
$66,250. At the other end of the spec- policymakers, including Secretary of encouraged to do so. About 51 percent
trum is South Dakota, where that same Education Arne Duncan, rethinking of teachers in Minnesota have a mas-
credential translates to $39,880. pay increases for master’s degrees. ter’s degree, and their base salary is
Eight states reward teachers who have “An automatic bonus for a master’s $55,040 compared to $41,760 for those
a master’s degree with a salary of more degree should be eliminated,” says Eric with only a bachelor’s degree.
than $60,000 (see page 44). However, Hanushek, senior fellow at the Hoover Ricker says school districts have
eleven states—Oklahoma, Nebraska, Institution at Stanford University. “We agreed to pay teachers more for having
South Dakota, West Virginia, Tennessee, should reward teachers for what they a master’s degree because they recog-
Iowa, Louisiana, Maine, Mississippi, actually accomplish in the classroom.” nize the extra credential has value and
North Dakota, and Arizona—pay teach- Hanushek acknowledges that any addresses needs the district has for
ers who have completed graduate school major change in salary schedules for specialized staff, teacher leaders, and
less than $45,000, according to the teachers is likely a long way off. But administrators.
National Center for Education Statistics’ the current climate makes getting a
(NCES) latest figures. The rest fall some- master’s degree a riskier investment, The Goal Is the Same
where in the middle. particularly if the program is not Higher standards and performance
While it’s good to know where the related to your current teaching job. expectations mean teachers need fur-
investment of graduate school pays Mary Cathryn Ricker, president of ther education, says Ricker. When they
off, it’s also important to stay tuned the St. Paul Federation of Teachers do graduate work, their new learning
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PROFESSIONAL
DEVELOPMENT
FOR TEACHERS
should be evident in their performance ized areas, such as literacy. Others, says Ragland. “As a teacher, I want to
in the classroom. including Illinois and Oregon, mandate be sure I’m using effective strategies.”
“We are still talking about people teachers get a master’s degree within A pay freeze for teachers in Missouri
needing the skills to continuously 5 to 10 years of starting in the profes- means that Ragland’s degree will not
improve their practice,” she says. sion. Many states have tiered certifica- immediately translate into a pay raise.
“Does acquiring those skills deserve tion systems, which require teachers Disappointing? “Yes, a little,” she says.
compensation? I feel there is still a to have a master’s degree to progress “But it’s something I wanted to do any-
valid argument for awarding compen- to a higher level. way. It was not just for the pay bene-
sation based on skills and knowledge. Before committing to a program, be fit.” Eventually, she hopes the master’s
It is clearly cut in most contracts that clear about your state’s requirements will give her a bump in pay—perhaps
skills and knowledge are recognized in and what is in demand, advises James $5,000 if the pay freeze is lifted.
graduate programs.” Cibulka, president of the National Having an advanced degree in
Ricker says she thinks districts Council for Accreditation of Teacher special education is in demand in
appreciate how pay based on degrees Education (NCATE) in Washington, D.C. Missouri, as in many states. So is
provides stability with budgeting. Cibulka also advises contacting super- having a specialty in teaching English
“They would be scared to death of a intendents’ offices to identify areas language learners. With the recent
pure performance-based pay system where teachers are needed. emphasis on STEM careers, schools are
because it would be wildly unpredict- also seeking teachers with math and
able.” Ricker cautions teachers to Staying Up-to-Date science concentrations.
investigate a master’s program to When Lauren Ragland, 24, enrolled To expand a teacher’s knowledge
make sure it will be rigorous and part time in a special education and improve performance, Hanushek
beneficial. “Not all master’s are cre- master’s program at the University of suggests the best plan may be for
ated equal,” she says. “I’ve talked to Kansas, she had worked for three years teachers to get a master’s in an
teachers who spent all this money and teaching life skills to students with advanced subject area or where there
didn’t feel they got out of it what they severe disabilities in Lee’s Summit, are shortages and specialized train-
put into it. That should never happen.” Missouri. She saw an increasing popu- ing is needed. “It needs to be a strong
Almost half of full-time teachers in lation of kids with autism—and a need program that is not just more of what
the U.S. hold master’s degrees, accord- for more training. they already know. It must challenge
ing to a 2011 NCES report. Some states “I wanted to get more techniques the teacher, bring her to a higher level.
require a master’s degree in special- and stay up-to-date on the research,” That’s when it’s truly worth it.”
STATES WHERE TEACHERS WITH A MASTER’S DEGREE RECEIVE
A SALARY OF AT LEAST $60,000
MICHIGAN
NEW YORK
RHODE ISLAND
CONNECTICUT
CALIFORNIA
NEW JERSEY
PENNSYLVANIA
ILLINOIS
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Choosing
the Right
Master’s
Program
I
n her first few years as an
elementary school teacher
in South Phoenix, Arizona,
Nicole Baumgart worked
hard and enjoyed teaching
but was frustrated with
the way her school was
run. Even if she accom-
plished great things with
her kids, there was no
guarantee the students would have a
good experience in the next grade. So, just how do you decide what benefits, including tuition, financial
That inspired Baumgart to go for master’s degree program to pursue? aid, and convenience factors, such as
her master’s in school administration. You have lots of options—from a travel time.”
“As a teacher, I can make a differ- master’s in education pedagogy to a
ence in the classroom, but an admin- graduate degree in a content area, such What Are Your Strengths?
istrator can have an effect on an entire as history or science. Some districts Aside from the logistics, choosing
school,” says the 26-year-old, who com- have high demand for certain special- a master’s degree should be about
pleted her graduate degree this year at ties, but balancing what is in demand what interests you and what will help
Arizona State University. with your passion can be tricky. You prepare you for the next stage of your
Baumgart hopes the administration also have to consider how to finance career, says Mari Koerner, dean of
degree will put her on a path to be an your master’s degree and what kind of the Mary Lou Fulton Teachers College
instructional leader or assistant princi- program can work with your schedule. at Arizona State University. “A good
pal in the next five years. Before enrolling in a graduate graduate degree should transform
Despite having a baby in the middle program, do some research and soul- the way you think,” says Koerner. It
of her program last year and the stress searching. If you choose the right field should challenge you intellectually
of continuing to work full time during of study and find a quality program it and help you think as a researcher
her graduate studies, the investment can pay off in job satisfaction, and in so you can make better classroom
was worth it for Baumgart. The extra your pocketbook. decisions.
credential translated into an additional “It’s a big investment. It takes a Julie Waite, a life coach who
$5,000 per year in her new job as an lot of time and energy,” says Laura works with teachers in Janesville,
English teacher at Tollesen Union High Perna, a professor in the graduate Wisconsin, says considering what
School, in a Phoenix suburb. And even- school of education at the University kind of degree to pursue needs to be
tually, becoming an administrator may of Pennsylvania. “There are also about more than salary. “I ask clients,
boost her pay by as much as $20,000. opportunity costs. Look at costs and ‘What would give you more mean-
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FOR TEACHERS
ing? Where do you want to go?’” says students ask to see the track record of
Waite, who was a teacher herself for graduates to gauge whether the pro-
20 years. gram seems effective.
In her work, she sees many teachers You should also check out each
who are at a crossroads. Waite meets program’s website and class offerings.
with them weekly for four to ten weeks Find out its ranking, as that often
to sort through the options and help reflects the quality of the education.
Any size them develop a plan. “You are going to Think about the size of the program
Low cost get more from grad school if you are and the student-to-faculty ratio.
doing what you love,” she says. “You When you’ve narrowed your choices,
will stay in teaching longer and you meet with faculty and ask about the
will be better at it.” types of programs offered. Ask for
names of graduates willing to talk
Is It the Right Fit? about their experiences. Consider if the
After you’ve considered your reason program focus is more theoretical or
for getting a degree, you need to look practical. If you’re going to school part
for the right program. The quality of time and continuing to work full time,
a master’s program can be a big factor ask about support provided to students
in how transferable the skills are to and how much of your research can be
your job. based on your own classroom.
The NCATE is encouraging institu- Above all, “look for programs
tions to gather data, measure per- that have very close and productive
formance, and be transparent about relationships with the local schools,”
their results, says its president, James says Kay Merseth, director of the
Cilbulka. He suggests prospective grad Teacher Education Program at Harvard
University. “Being in a strong mentor-
mentee relationship is perhaps the
I LIVE IN A VERY RURAL best training a new teacher can have.”
AREA, so online was a Prospective students should inquire,
must. I have complet- too, about how mentors are selected,
ed ALL of my higher what the teacher training is, and who
WE ASKED TEACHERS,
education with online in the program is responsible for place-
“WOULD GRADUATE
classes, including ments, suggests Merseth.
CLASSES ONLINE WORK
two separate master’s
“Master’s programs vary widely in
FOR YOU?”
degrees. —Kathy B.
quality,” adds Mary Cathryn Ricker,
LOVE THEM! I can do IT’S NOT FOR ME. president of the St. Paul Federation of
the work in my time The discussion suf- Teachers in Minnesota. “Thirty hours
frame, which may fers. Unlike regular of coursework without a direct connec-
mean 10 P.M., after classes, you don’t get tion to learning doesn’t do a teacher
the kids have gone to
to enjoy all the differ- that much good.” The best programs
bed. —Kelly Z.
ent personalities in can help an educator become a men-
the room. It is just so tor teacher who is able to design and
I GOT MY MASTER’S THAT
impersonal.
WAY. We still had to meet implement her own research.
—Laurie E.
face-to-face for three In the end, “anything that makes
classes, but overall it was YOU GET OUT WHAT you do your job better is a good invest-
very good. Being able to YOU PUT IN. I got my ment,” says Deb Tully of the Ohio
go camping (and submit master’s online. My Federation of Teachers.
work at the Wi-Fi hotspot) first time on campus “Teachers are people who value
and not miss a class was
was for graduation. learning so much,” adds Koerner.
wonderful! —Celina D. —Erika M. True, though we don’t always have
time to keep up on the latest research
I’M AN OLD-SCHOOL GAL.
IT WAS THE ONLY WAY
I need the teacher on teaching. Taking the time to get
to get a master’s with
INT1111M interaction and actual your master’s degree is one way to
a baby and toddler at
class discussion. home. —Lisa W. reflect on your own teaching practice
—De’Ven R. and bring it to a whole new level.
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Finding a
Balance in
Graduate
School
L
ike many teachers
pursuing their mas-
ter’s degree, Lacey
Rozycki is juggling
a full-time job and
taking classes part
time. The 27-year-
old teacher in Lee’s
Summit, Missouri,
is pursuing her master’s degree in
special education.
Being able to apply what she is learn-
ing at the University of Kansas keeps full-time residency programs to online Raleigh, president of the American
Rozycki going. “Many assignments are options that provide some flexibility. College Counseling Association (ACCA)
directly related to my classroom—it’s With some planning, you can achieve and director of counseling at St. Mary’s
not busywork,” she says. Rozycki does balance, be successful in graduate College of Maryland.
the majority of her work at night and school, thrive in the classroom, and “You have to be passionate about it,”
on weekends. While it’s demanding, still have a life. says Raleigh. “If you don’t have that
balancing teaching and grad school burning desire, don’t do it.”
has not been as overwhelming as Dive in With Gusto
she anticipated. Getting a master’s degree is too big of Make the Most of Your Time
To make it work, Rozycki has had to an undertaking to do halfheartedly. Deb Tully, director of professional
give up most Saturdays and forgo some “You have to make a commitment,” issues with the Ohio Federation of
family time on Sundays. “Everyone’s says Rick Ginsberg, dean of the School Teachers, agrees.
been very understanding,” she says. of Education at the University of Tully’s advice is to find a graduate
“School is my priority.” Kansas. “Think carefully about why you program, like Rozycki did in Kansas,
Having a support system in place, are pursuing graduate training. What where coursework can be linked to the
relying on coworkers, and keeping your will it do for you personally and profes- classroom. “Apply the concepts you are
principal in the loop are all strate- sionally?” Make a list of life goals, he learning in your program to your class-
gies that teachers can use to make it says. Is another degree one of them? room,” she says. “Your graduate work
through graduate school. There are Going to graduate school can be a will become a way of reflecting on your
also many ways to go about a master’s sacrifice emotionally and financially for classroom practice.”
program, from taking evening classes to you and your family, says Mary-Jeanne An online program at Northern
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PROFESSIONAL
DEVELOPMENT
FOR TEACHERS
“A lot of teachers are control freaks. It’s OK to
let go a bit.”
—Dina Bangle, teacher, Flagstaff, AZ
Arizona University was the right fit while in her master’s program.
for Dina Bangle, 46, a second-grade The ACCA’s Raleigh agrees. Although
teacher in Flagstaff, Arizona, who went computers and smartphones can keep
back to school for her master’s in child you organized, sometimes having a
development last year. “The appeal large paper calendar prominently dis-
was the flexibility and working at your played, with due dates noting research
own pace,” she says, adding that some- papers and tests, can be the simplest
times she works online at 4 A.M. “If you solution, she says.
are in your pajamas, nobody knows.” Graduate school requires you to plan
Bangle also enjoys swapping ideas ahead, says Ramona Mellott, dean
with fellow students from Idaho, of the graduate college at Northern
Washington, and even Japan. “Now I’m Arizona University. “You have to priori-
getting all these different perspectives tize and really be aware of deadlines.
on teaching,” she says. As an undergraduate, you were only
Although not a “whiz-kid computer
person,” Bangle says she’s learned the
technology and has never felt alone in
the program. She misses some of the
body language of in-person commu-
nication, but says it can work with a
KEYS
good facilitator. “It was not impersonal
at all. The professors opened up and TO SURVIVING
responded quickly by e-mail.” GRADUATE
There are other options, particularly
SCHOOL INTACT
for those changing careers. Gianna
Brisbone, 26, was working in a research
lab in Philadelphia when she decided 1 Think of Grad School as a Job You
to become a high school science are in control of how much you learn,
teacher. “I felt I was called to teach,” and you will be expected to take initia-
she says. “I’ve never been happier.” tive in your own learning. Ask ques-
Brisbone just completed her first tions in class, reach out to peers, be
year in a full-time residency program an active member of the community.
at the University of Pennsylvania to get 2
C ommunicate Your Needs Talk to
her master’s degree in education. At
your supervisor, your colleagues, and
first, she was paired with a mentor and
your family about your grad school
worked as a classroom assistant. Then,
responsibilities. They’ll be more
she eased into teaching a biology class;
understanding if you do.
she will be mentored for four years.
3
The pace has been exhausting Find a Mentor It could be a professor
at times, but Brisbone says she is or a teacher who’s “been there, done
buoyed by the camaraderie with other that.” A mentor can help you keep it
residents going through the master’s real and stay on track. Sometimes it
program. Not only do they take classes helps just to have someone to talk to
and work on papers together, but they about everything.
also set aside time to have fun and go 4
Give Yourself a Break Reducing
to the movies or out for dinner.
expectations for yourself can be a
huge relief. You cannot be all things
Get Organized
to all people. So what if the house is a
Keeping a calendar hour by hour was
cluttered mess during exam period?!
the most important thing for Brisbone
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responsible for yourself and could pull mental health services available on your education, you can gain new per-
an all-nighter. That’s hard to do when most campuses. Since many graduate spectives and often are rewarded with
you are balancing work, school, and students don’t live on campus, they higher compensation.
family. You have to be organized.” sometimes don’t realize those resourc- Amid all your deadlines, keep this
When you set your weekly schedule, es exist and thus don’t take advantage thought in mind from University of
include all the tasks you have, from of them, says Raleigh. Pennsylvania education professor
studying to laundry, advises Mari The bottom line is, graduate school Laura Perna: “A master’s degree pro-
Koerner of Arizona State University. requires sacrifice and managing mul- gram is a finite experience. It has an
“I tell students not to pretend they tiple demands. However, as you further end, and you will get there.”
don’t have this other life. ”
Be Realistic
For Bangle of Flagstaff, her family and
classroom are her first priorities, so she
was initially scared about adding grad-
uate school. Part of her coping strategy
was to lower her standards at home
and recognize she was doing her best.
“A lot of teachers are control freaks,”
she says. “It’s OK to let go a bit.”
Bangle also relied on a good support
system of family and friends to pick up
the slack when she was busy.
Think about which family members,
friends, or classmates can be there for
you, suggests Raleigh. Talk with your
boss and coworkers about your gradu-
ate school schedule. “Make sure your
supervisor knows there may be times
when you can’t do extra duties like field
trips. You may need to leave at 3 P.M.,”
says Raleigh. “Recognize you have to
communicate to get people on board.”
It’s also a good time to take advantage
of professional learning communities
and collaborate with other grade-level
teachers on lesson plans.
Take Care of Yourself
When you have a packed schedule,
sometimes the first thing to go is
taking care of yourself physically and
emotionally. Yet being successful still
comes down to the basics: eating right,
exercising, getting a good night’s sleep,
and taking some personal time to reju-
venate, says Raleigh.
Whether that’s going for a walk
or having coffee with a friend, you’ll
likely be more productive after some
personal time. “Students need to rec-
ognize that they are worthy of taking
time out for themselves,” adds Raleigh.
If you start to feel overwhelmed,
you can always turn to the affordable
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