REFLECTING ON YOUR EDUCATIONAL SPECIALIST JOURNEY

Throughout this course, you have been given an opportunity to reflect on what you have accomplished in your educational journey at Walden University and to think about how you will harness your knowledge and skills to contribute to educational and social change.

At the conclusion of each module, you were prompted to reflect on a specific element of your journey at Walden. These reflections asked you to think back through your program of study, the learning experiences you have been a part of, and how your journey has influenced your development as a scholar-practitioner and agent of social change. In doing so, you recalled, revisited, and reflected upon particular elements of learning, such as Discussions, Assignments, or resources contained within courses and across your program that have had an impact on your development as a scholar and a leader in your professional field.

For this Assignment, you will synthesize these reflections into a final reflection on your journey toward an Educational Specialist degree at Walden University

Module 6 Colleague Responses

Assignment Task Part 211

Read a selection of your colleagues’ posts…. In a 150 word response each:

· noting where you have similar or divergent goals from your peers.

· Respond to at least two of your colleagues with suggestions or questions about their social change plans.

Amanda Puryear

Jan 15, 2023Jan 15 at 8:48pm

Manage Discussion Entry

I began my Walden journey in 2020, and since then, I have had to opportunity to grow not only in my knowledge but also in my leadership skills. I will continue to use data-informed decision-making practice in my responsibilities are a curriculum specialist within my district. Throughout my time at Walden, I have implemented strategies I have learned in this program in my instructional coaching. I feel that my teachers and administrative partners have benefited from my gained knowledge in curriculum design, instructional practices, and data literacy.

Since my district is small, I am able to contribute to many campus-based and district-based departments. Because of this, I am able to maintain a clear picture of the needs of both individual teachers and the district as a whole. This enables me to find more well-rounded solutions to problems that my district is facing and be better able to initiate and guide change. Goals that I have for my professional future are to become a Dean of instruction for a district. This position will allow me to work district-wide to execute district instructional programs and build teacher capacity.

Walden University’s mission is to provide students with “the opportunity to transform themselves as scholar-practitioners so that they can effect positive social change. (Walden University, 2017b)”. Walden’s mission is one that I can support throughout my career by playing forward the knowledge that I have gained through my time at Walden. By giving the people around me the opportunity to grow into leaders and agents of change, I can see my community flourish. I can grow the people around me by practicing Callahan et al. (2012) features of social change.

References

Callahan, D., Wilson, E., Birdsall, I., Estabrook-Fishinghawk, B., Carson, G., Ford, S. Yob, I. (2012).

Expanding our understanding of social change: A report from the definition task force of the HLC Special Emphasis Project

Walden University.

Walden University. (2017b).
About: Our history
Links to an external site.
. Retrieved from
https://www.waldenu.edu/about/who-we-are
Links to an external site.
.

ReplyReply to Comment

Katheryn Gonzales

SundayJan 22 at 9:08am

Manage Discussion Entry

Throughout this course, I have learned much about data’s importance in decision-making, leadership, accountability, and collaboration. As an educational specialist, I will continue to use data to inform my teaching practices. Data will support collaboration with my team as we discuss strategies to move students across the grade level. Finally, I work with the administration to communicate longitudinal data that will impact my school’s mission and vision as we work together to create shared meaning (Fullan, 2016).

Callahan et al. (2012) define social change as long-term solutions promoting lasting effects. I envision becoming an agent of change by collaborating with teachers, administration, instructional coaches, and district leaders through professional learning communities to utilize data, evidence-based strategies, and shared goals to move our students forward. I will also advocate for students who do not have a voice. As a scholar-practitioner, I will continue to learn and apply what I have learned to make a lasting impact on my students. Teachers, by nature, are reflective. We reflect on lessons taught, make changes, and improve our practices. As an agent of change, I will continue to reflect upon my practice to become a better teacher and to make a positive impact on those around me.

My initial goal after graduation is to be more active as a teacher leader. I have never seen myself as a leader. Still, after working toward obtaining my specialist degree, I know that leadership is more about impacting and motivating others to make good decisions (Fullan, 2016). I aim to bring this type of energy to my professional learning communities. My next goal is to become an instructional strategist in my community. I want to work full-time with teachers and administration to support teachers and the school.

Walden University’s (2017b) mission is to allow students to turn themselves into scholar-practitioners so they can become positive agents of change. Callahan et al. (2012) have shown me that many features contribute to social change. As I move forward in my career in education, I will use the knowledge I have learned to embody these features to make a positive impact.

Fullan, M. (2016). The new meaning of educational change (5th ed.). New York, NY: Teachers College Press.

Walden University. (2017b).
About: Our history
Links to an external site.
. Retrieved from
https://www.waldenu.edu/about/who-we-are
Links to an external site.
.

ReplyReply to Comment

Education Specialist (EdS) in Early Childhood Education

Return to:
The Richard W. Riley College of Education and Human Sciences

Educators prepare to become more effective early childhood leaders and advocate for and foster positive outcomes for young children and their families in the Education Specialist (EdS) in Early Childhood Education program. Educators in this program explore the complex family, cultural, societal, and developmental influences that affect child development and learning and critically review current research in the field. They analyze topics such as child development, family partnerships, content knowledge, assessment, effective practices, leadership, advocacy, and professionalism. Through case studies and innovative technology, professionals examine the quality of early childhood programs and policies, implement strategies to promote positive outcomes for young children, and evaluate the leadership characteristics necessary to implement effective change.

Coursework in this specialization is designed to reflect the advanced early childhood professional guidelines set forth by the National Association for the Education of Young Children.

Learning Outcomes

All EdS graduates will be prepared to:

1. Apply discipline-specific knowledge to address issues in educational settings.

2. Apply evidence-based practices to address a problem within the academic and/or work environment and propose a solution.

3. Communicate information to a variety of stakeholders using oral and written formats.

4. Practice ethically as a professional in the field of education.

5. Collaborate with diverse stakeholders to promote continuous improvement in educational settings.

6. Advocate for social change to make a positive impact in educational settings.

In addition to the shared EdS outcomes above, Early Childhood Education (Non-Licensure) graduates will be prepared to:

1. Apply research-based skills in the areas of child development and learning to evaluate practices and policies.

2. Apply effective leadership practices, including collaboration and advocacy, to promote positive outcomes for young children and families.

3. Apply responsible assessment practices to support healthy development and positive learning outcomes for young children.

4. Demonstrate an understanding of cultural responsiveness in interactions with children, families, community members, and early childhood professionals.

5. Integrate professional resources, including technology, to create effective solutions to authentic problems in the early childhood field.

6. Apply a variety of perspectives that are knowledgeable, reflective, and critical to promote professional growth and positive social change in the early childhood field.

7. Design a scholarly response to address an early childhood education problem and contribute to the profession.

Degree Requirements

· 45 total quarter credits

· Foundation course (5 cr.)

· Research course (5 cr.)

· Specialization courses (30 cr.)

· EdS Capstone Project (5 cr.)

· ePortfolio

Curriculum (45 total cr.)

Foundation Course (5 cr.)

(If you click on blue link of each course it give course description. )

·
EDSD 7002 – Leading the Future of Education

·
or

·
EDSD 7006 – Leading the Future of Education♦ (6-week version)

Course Sequence

The recommended course sequence is as follows:

Quarter	Course	Credits
1	EDSD 7002 – Leading the Future of Education OR EDSD 7006 – Leading the Future of Education♦ (6-week version)	5 cr.
2	EDSD 7080 – Child Development in the Critical Early Years♦	5 cr.
3	EDSD 7081 – The Language/Literacy Continuum From Birth Through Age 8♦	5 cr.
4	RSCH 7110 – Research Theory, Design, and Methods	5 cr.
5	EDSD 7082 – Meaningful Learning Experiences in Supportive Environments	5 cr.
6	EDSD 7083 – Assessment Practices to Promote Healthy Development and Learning	5 cr.
7	EDSD 7084 – Evaluating and Supporting Early Childhood Programs	5 cr.
8	EDSD 7085 – Inspired Leadership, Informed Advocacy, and Improved Policy	5 cr.
9	EDSD 7900 – EdS Capstone Project: Creating and Supporting Effective Educational Practices	5 cr.

Note on Educator Licensure or Certification

This program does not lead to educator licensure or certification. Educators are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

Return to:
The Richard W. Riley College of Education and Human Sciences

image1.gif

MODULE 6: LEARNING RESOURCES

Required Readings

· Fullan, M. (2016). The new meaning of educational change (5th ed.). New York, NY: Teachers College Press.

· Chapter 11, “Governments” (pp. 209–227)

· Chapter 12, “The Teaching Profession and Its Leaders” (pp. 228–257)

· Chapter 13, “The Future of Educational Change” (pp. 258–265)

· Callahan, D., Wilson, E., Birdsall, I., Estabrook-Fishinghawk, B., Carson, G., Ford, S., . . . Yob, I. (2012).

Expanding our understanding of social change: A report from the definition task force of the HLC Special Emphasis Project

Download Expanding our understanding of social change: A report from the definition task force of the HLC Special Emphasis Project [White paper]. Minneapolis, MN: Walden University.

Social Change Web Maps [Diagrams]. Adapted from Expanding our understanding of social change, by Callahan, D., Wilson, E., Birdsall, I., Estabrook-Fishinghawk, B., Carson, G., Ford, S., Ouzts, K., & Yob, I., 2008. Baltimore, MD: Walden University. Adapted with permission of Walden University.

· Hargreaves, A, & Ainscow, M. (2015).
The top and bottom of leadership and change
Links to an external site.
.
Phi Delta Kappan, 97(3), 43–48.

· Walden University. (2017a).
The Richard W. Riley College of Education and Human Services
Links to an external site.
. Retrieved from https://www.waldenu.edu/about/colleges-schools/riley-college-of-education

Review the Richard W. Riley College of Education and Human Services page to locate the Educational Specialist program outcomes and your specialization’s curriculum and outcomes for this module’s Assignment.

· Walden University. (2017b).
About: Our history
Links to an external site.
. Retrieved from https://www.waldenu.edu/about/who-we-are

Review this site for information on Walden University’s mission and vision and its focus on social change.

· Walden University. (2015b).
Professional dispositions
Download Professional dispositions. Minneapolis, MN: Author.

· Walden University. (2015a).
Diversity proficiencies
Download Diversity proficiencies. Minneapolis, MN: Author.

· Walden University. (2015c).
Technology proficiencies
Download Technology proficiencies. Minneapolis, MN: Author.

due Feb 8 at 10:00am

Module 6: Assignment

REFLECTING ON YOUR EDUCATIONAL SPECIALIST JOURNEY

For this Assignment, you will synthesize these reflections into a final reflection on your journey toward an Educational Specialist degree at Walden University.

To prepare:

· Review the Educational Specialist program of study for your specialization and the Educational Specialist program outcomes on the Walden University Riley College of Education website. Think about the most meaningful Discussions, Assignments, and Learning Resources throughout your educational journey at Walden and the impact your program of study and its outcomes have on you as a scholar, a professional, and a leader in your field.

· Review the Walden Riley College of Education Diversity and Technology Proficiencies and Professional Dispositions in the Learning Resources as well as the professional standards of your field. Consider how these standards and proficiencies align with your role as a professional and leader of educational and social change in your field today and in the future.

· Locate your specialization’s curriculum and outcomes on the Walden Riley College of Education website, and research professional organizations in your field. Reflect on your specialization courses and what you have learned in those courses. How has your approach within your specialization changed throughout your educational journey? Think about the information you collected throughout your specialization courses. How have you evolved as a scholar-practitioner in your field? How will you continue to be a lifelong learner in your field?

· Review the Fullan (2016) chapters for this module, the Callahan et al. (2012) paper, and the Hargreaves & Ainscow (2015) article. Consider the concepts, processes, and goals essential for effective educational leadership and positive social change. What goals do you have to become a leader of change in education and a leader of overall positive social change? How will you take what you have learned in this course and others in your specialization to create and support effective educational practices?