The goal reflection essay (click here for downloadable PDF) is an analysis of my initial goals upon entering the Master of Arts in Education program, as compared to my current goals. The essay tracks the progression of these goals and the influences that led to the establishment and evolution of these goals.
Why MAED? Then & Now
In my application to the MAED program, I stated that, “at the most base level, my professional goal is to be the most effective educator that I can.” Over the last four and a half semesters, I am happy to say that this has not changed. This is an important component for me to keep in mind, I believe, during my progression through the MAED program, and beyond. There were (and are) many self-serving reasons for me to pursue this degree but the foundational importance remains to provide the most effective and applicable educational experience for the students, players, and dorm residents with whom I interact on a daily basis.
My goals also stated that I wanted to pursue the dual concentrations of Sport Coaching and Leadership and P-12 School and Postsecondary Leadership to further my goals as a classroom teacher and possibly, one day, an Athletic Director. Since the spring of 2016, when I authored those original goals, my career path has shifted. I am no longer a full-time classroom teacher and, instead, have joined the administration via the Admission Office at Millbrook School. I have also assumed the role of Dorm Head of the 9th grade boys’ dorm (Harris Hall) and moved from Assistant Varsity Boys Basketball Coach to Head of the Strength and Conditioning Program. These professional changes have also sparked personal ones as well.
I no longer want to pursue a career as an Athletic Director. I believe that this desire stemmed from a passion for athletics and working with young adults, but I have found that a I have a similar, stronger, passion for working with these adolescents in a residential life or student culture setting. My work in the dormitory is challenging, constantly varied, and rewarding in ways that I didn’t expect. It also enables me to participate in the transition, introduction, and growth of the students that I help to enroll in the Admission Office.
As such, my professional goals have changed so that I am now looking to play a larger role in student culture, possibly as a Grade Dean or Dean of Students. Moving from the class to the administration left me concerned that I would miss the daily interaction with the students. Maintaining my role as coach, especially, has enabled me to maintain those close connections that I so valued. The Sport Coaching and Leadership concentration has led me to re-analyze my coaching philosophies, how I want our programs to achieve our goals, and what those goals should be. In my original statement, I cited a hope that Promoting Positive Youth Development through Sport would provide influence and guidance in this area, and I was not disappointed. This course encapsulated my goals upon entering the program, essentially better enabling me to use my interactions with students in the classroom, dorm, or on the athletic fields to most positively influence their development as young people.
My goals also stated that I wanted to pursue the dual concentrations of Sport Coaching and Leadership and P-12 School and Postsecondary Leadership to further my goals as a classroom teacher and possibly, one day, an Athletic Director. Since the spring of 2016, when I authored those original goals, my career path has shifted. I am no longer a full-time classroom teacher and, instead, have joined the administration via the Admission Office at Millbrook School. I have also assumed the role of Dorm Head of the 9th grade boys’ dorm (Harris Hall) and moved from Assistant Varsity Boys Basketball Coach to Head of the Strength and Conditioning Program. These professional changes have also sparked personal ones as well.
I no longer want to pursue a career as an Athletic Director. I believe that this desire stemmed from a passion for athletics and working with young adults, but I have found that a I have a similar, stronger, passion for working with these adolescents in a residential life or student culture setting. My work in the dormitory is challenging, constantly varied, and rewarding in ways that I didn’t expect. It also enables me to participate in the transition, introduction, and growth of the students that I help to enroll in the Admission Office.
As such, my professional goals have changed so that I am now looking to play a larger role in student culture, possibly as a Grade Dean or Dean of Students. Moving from the class to the administration left me concerned that I would miss the daily interaction with the students. Maintaining my role as coach, especially, has enabled me to maintain those close connections that I so valued. The Sport Coaching and Leadership concentration has led me to re-analyze my coaching philosophies, how I want our programs to achieve our goals, and what those goals should be. In my original statement, I cited a hope that Promoting Positive Youth Development through Sport would provide influence and guidance in this area, and I was not disappointed. This course encapsulated my goals upon entering the program, essentially better enabling me to use my interactions with students in the classroom, dorm, or on the athletic fields to most positively influence their development as young people.