Cultivating Lifelong Learning
When I decided to earn my Masters of Arts in Education (MAED), goals and a growth plan were written for admission into Michigan State University (MSU). I had hoped to complete the program in about two years, a superficial goal but one that could be achieved. When I dug out the admission essay I wrote for MSU’s Graduate Program, I was reassured that I still value the importance of goal setting both for myself and with my students. Further reassurance came when I read that my long term goal of being a “lifelong learner” is closely related to goals I have established for the future after I complete the MAED program. When I stated my goals, I didn’t realize how naive I must have been using the term lifelong learner. When I was gearing up to begin the master’s program, my definition of lifelong learning is entirely different than my views on this concept now. I had planned to earn an MAED and maybe even a second master’s eventually. This, I felt aligned with the goal as I am continuing my education, but the purpose behind continuing my education wasn’t established. Taking courses to secure additional certificates and meet state and district qualifications are necessary but only scratch the surface. What I want to continue to learn must have a focus and also have connections to other professional and personal goals.
In comparing my initial goals to those I have since established for my next journey I see the relationship is there, but I now am more focused on the type of learning I want to engage in. I also see that moving forward as an educator I want to continue to cultivate an environment that promotes mathematical learning, integrate technology to enrich the learning experiences of my students, and participate in learning opportunities that enhance my current teaching practices and help to develop new practices as well. These goals allow for me to continue to seek out learning opportunities for myself will continue my professional and personal growth. As my career continues and new challenges present themselves, the need to revisit these goals is a guarantee. Using my goals and experiences with students supports my position on how “goal setting is an integral part of my professional life,” and also personally.
In the two years that passed from the origination of my goal to be a lifelong learner a necessary change occurred. I developed a clear focus with the type of learning I wish to engage in. Also an understanding of how this learning impacts my classroom both positively and negatively helps to monitor my growth as a professional. Student achievement and feedback are among the best ways for me to monitor my progress. It took time to understand the need to amend my goals and I hadn’t anticipated the change. Naturally as I progressed through my courses I was able to see how I wasn’t abandoning the goal of lifelong learning, instead I was adding a focus to the type of learning I will pursue and what that learning would achieve.