Kylie Simmons

Instructor Mat Wenzel

ENC 2135-15

25 April 2018

Project 2-Final Draft

            A master’s degree is becoming increasingly important in the world of education. Teachers today are actually beginning to be required to have a master’s degree in education or their specific field of teaching such as math or science before they are hired or renew contract. Some states that have adopted this requirement are Massachusetts, Maryland, and South Carolina (“Best Accredited…” par 2). Here at Florida State University, the College of Education offers an accelerated Bachelor’s/Master’s degree program for its Elementary Education majors, which is something I hope to be involved in soon. I strive to teach 3rd grade in the state of Florida, and I believe that this 5-year program is the best opportunity I have in reaching that goal. Attaining this degree will not only prepare me for life as a teacher, but will increase my odds of being hired, increase my salary, and my ability to teach effectively.

            This major is incredibly tight-knit, as it only offers acceptance to 30 students each year. This small community is forced to get to know each other and work together, as all students have the same classes. According to Frank Amidon, an academic advisor in the College of Education, this accelerated track is incredibly beneficial and very sought-after. The 2017-2018 academic year is the first year this program is offered. Students majoring in elementary education apply to this track at the end of their sophomore year once all general admissions requirements including completion of 60 credit hours, minimum 2.5 GPA, and passing scores on all four sections of the FTCE General Knowledge exam. The program is a total of 5 years, the last of which you student-teach without any coursework, so you are exposed to life as a teacher without the stress of being on your own. Saving students an entire year of schooling for a master’s degree, they are also spared two-times the rate of undergrad tuition, along with a year’s advancement into teaching. A master’s degree automatically increases annual salary between 5 and 8 thousand dollars for elementary school teachers, depending on the state and school you choose to teach at. The track also fully prepares a student to be able to begin teaching right after graduation, by requiring completion of the GRE and both necessary certifications for teaching in Florida. One possible reason a student would not be able to begin work right after school is if they choose to work outside of Florida, where some other certifications/testing are required. However, for Florida, this combined major allows a student to begin teaching right away without having to jump through any other hoops (Amidon). After I concluded my interview with Mr. Amidon, he left me with his personal email and phone number, so I could reach out if need be. He was incredibly professional and helpful to the success and my understanding of this program. This combined 5-year program is new to Florida State, and has hopes of growing into a larger program for elementary education majors, by increasing the number of admitted students from 30 to 60 in the following year.

            A master’s degree is also incredibly beneficial to the student, as it allows for a deeper understanding of the concepts they must teach, but also of the philosophies and theories of teaching that will impact their ability to run a successful classroom in the future. Additionally, a master’s degree is slowly becoming a requirement for new teachers in certain states and is expected to be required of all new teachers in the coming years (Amidon). This degree makes an applicant to a school more desirable in the hiring process, increasing the chance of being hired over someone without a master’s degree. A master’s degree also makes for more flexible, skilled, and knowledgeable teachers, which increases the ability for a successful classroom and pupil retention of material (Blackwell 6).

            After my interview with Frank Amidon, he left me with two booklets about the college of education, and the admission to teacher education combined Bachelor’s/Master’s programs. These two texts outline the general admissions requirements, program specific requirements, particular classes taken and received passing grades in, and other information about the program. These booklets are very informative and make the program seem like the best choice, and something guaranteed for every elementary education major. However, there lies a problem, not explaining that only 30 students were chosen for the first year of the accelerated program. This fact would likely deter many students from this major in fear they do not get admitted to the program and then are left scrambling to find a different major. This made me question my own desire for this major, because if I am not admitted into this track, I will be forced to change my major for the third time and scramble to make up for lost time. Adding the number of admitted students would greatly impact the number of students who make elementary education their major. Along with these two booklets, I was also given the link to the college of education website. When exploring this web page, I noticed most of the information given is rather vague and makes the accelerated elementary education combined major seem great, and again, does not show the downfalls of the major, such as the low admittance number. The web page is rather plain, it opens up to a color image of a teacher and student working together, but the information given is displayed in an ineffective manner. Simple bullet points make this track seem inviting and promising with bolded words such as inspire, enjoy, receive and engage. Designed to draw students in, these all sound great and grand but in reality, it isn’t all fun and games with only positive experiences. Being a student is a roller coaster-you have great days and terrible ones. Lacking in color, only the opening heading “Elementary Education” is written in garnet, but everything else on the page is black text on white background. If more color were introduced, I feel it would attract more students and give a stronger desire to continue reading. Also, the page reads directly straight up and down, and by using a bulleted list to provide all of the information, too much scrolling is required for the lack of information you gain in a single swipe. A colored infographic displaying the bullets on color or with more photographs would be much more interesting and would draw a bigger audience-what they are trying to do with the overly dramatic word choice. The website also fails to mention the fact that only 30 students are actually admitted into this track once per academic year.  I think if this information was explicitly mentioned, there would be a much lower desire for this major.

            In further analyzing the pieces of texts Mr. Amidon provided me, I have found many flaws in them that make the program seem too perfect. The garnet booklet given to me is about 17 pages long, is printed on shiny cardstock paper, and looks very professional. It is decently heavy, so it feels nice in hand, and the cover page has four simple words that make it incredibly enticing, “Inspire today. Transform tomorrow.” These all seem like a great way to advertise the programs the college of education provides, however, the main issue with this booklet is the lack of the presentation that only 30 students are admitted into the accelerated BA/M program for elementary education. On the pages dedicated to elementary education, information is presented in a glorified manner, capital headers with attractive wording, color images of smiling students, and quotes from current students in the elementary education track. The opening paragraph for this section is almost comical with its choice of wording and excessive imagery. A succession of three rhetorical questions about seeing children grow academically, this opening sounds too much like an advertisement and not an informational booklet. Nowhere in this booklet does it explain that this is the most desired major in the college or that of the thousands of students majoring in elementary education that only 30 are actually admitted into this fast-track program. These bits of information would greatly impact the decision of students who believe they want to major in elementary education. Admittance into this major is not formally declared until a student’s junior year, when they have completed all necessary general admittance requirements, which is a very late turning point for those who are not granted admission into the program. This could greatly alter a student’s graduation time and leave them scrambling to find a different major that hopefully takes some of the class credits they have already taken. This red booklet also discusses the other majors offered through the college of education, but again, lacks the information about the number of admitted students compared to the total number of education majors. Towards the back of the booklet, it even discusses the city of Tallahassee in general such as things to do and why it is a good choice for beginning your life here. The back cover of the booklet repeats the same four words printed on the front cover “Inspire today. Transform tomorrow” in an even larger font. This booklet is entirely too optimistic and flashy to its unknowing spectators who would likely be deterred from this college as a whole due to its small number of admitted students. Something like this should explicitly lay out the facts, but this book raises more questions than answers them and seems to function more as a promotional gimmick.

            However, in analyzing the white flyer given to me, I find it functions better in listing requirements and admission information. Not only is the information organized well, but the paper itself is semi-glossy with lots of color. It is very pleasing to look at, with a garnet border, FSU seal, and color image of a teacher smiling, this text is very informational on only one sheet of paper. It lists the general admissions requirements, including specific classes needed, tests passed, and instruction on how and when to apply for the program. This one piece of paper answered more questions than the 17-page book did. Despite this information given, the most important bit is still left out. Nowhere does it explain that only thirty of the top preforming students are admitted.

            After reading and analyzing these texts, I have found that my meeting with Mr. Amidon was the most beneficial. He was the most informational while still being real. He did not crowd his information with fancy enticing words like the website and garnet booklet did, and answered my questions to the best of his ability. When I asked about the problems within the program, he clearly explained its downfalls without becoming defensive. Only here did I discover the tiny admittance rate-the programs biggest flaw. Based on the website and other texts in this community, an incoming freshman to Florida State would likely be misled into believing admittance is guaranteed to any student with an elementary education major, and the texts circulating do not allow for proper understanding. Meeting with Mr. Amidon I was able to ask questions and find answers I would not have been able to find without my interview.

            I can understand why the college of education chose to leave out this bit of information about the number of admitted students despite its importance. The fact that only 30 students are actually admitted into this track is intimidating and something that would cause a lot of students to choose a different major or education type through the university or the college of education. Also, because this program is so new, the university has hopes of expanding the number of admitted students by doubling the current number of admitted students in coming years. This is the first year that this program is available, so the current students are the “guinea pigs” of the program and will tell a lot about the success or lack thereof of the track and its ability to produce effective teachers. So, their choice to leave this piece of information out could be to keep the number of students interested in the track up, so there will actually be at least 30 students who will be ready to be admitted. I am very happy I went to Mr. Frank Amidon to learn more details about this major, as he really helped me understand and formally decide if this was something I was interested in regardless of the number of admitted students. I would not have been aware of this issue and it would have come to me as a big shock if it was something I found out after I formally switched my major.

            Despite the lack of information in the booklet about its few admitted students, it does advertise the major effectively. This accelerated program is an interesting opportunity for students, as teaching with a master’s degree increases salary, and opens other doors of opportunity, such as reading endorsements, and the English for Speakers of Other Languages (ESOL) Endorsement. These are a few examples of the benefits graduating immediately with a master’s that the college of education at Florida State can do for you in a year’s less time, and in a closely-knit community of students and professors who are dedicated to developing effective, knowledgeable teachers. This program does not lose any of its initial attraction to me despite the problems I have found with the texts circulating the community. A master’s degree is a great option for elementary education majors, as they are becoming increasingly important and even a requirement for new teachers in certain states, and is predicted to be the new norm for all teachers in coming years. The program offered here at Florida State is still incredibly attractive and allows students to graduate with their master’s degree in teaching in a single year, saving them time, money, and expanding their knowledge and experience. However, altering the available texts could communicate the desire for a strong program but with the necessary information of the few admitted.

            Despite the problems I have encountered with the texts in the community of elementary education, I still feel this program is incredibly innovative and gives students the best opportunity for their own education before they embark on their own teaching journey. However, this community could do a much better job delivering the necessary piece of information about the admittance rate, and in an aesthetically pleasing manner. Doing away with the plain website of 50 bullet points and creating some type of colorful infographic would be a start, and not leaving out the possible deciding factor for interested students would make for a much more effective way to advertise the major but in a legitimate fact-forward manner. The number of admitted students does not change the fact that this is an innovative program, however it would likely deter some students from choosing this as their major. The issues in these texts does not constitute the complete invalidation of the opportunity this track provides, but it would likely alter the audience. As I begin my introduction into this community, I am very glad and thankful that this project warned me of the possible “what ifs” and flaws of this seemingly flawless program.

 

 

 

 

 

 

 

Works Cited

Amidon, Frank. “Combined BA/M Program.” 23 Feb. 2018.

“Best Accredited Master's in Education Degrees 2018.” Teacher Certification Degrees, www.teachercertificationdegrees.com/degrees/masters-degree/.

Blackwell, Peggy J.|Diez Mary. “Toward a New Vision of Master's Education for Teachers.”ERIC - Education Resources Information Center, National Council for Accreditation of Teacher Education, 2010 Massachusetts Avenue, N.W., Suite 500, Washington, DC 20036-1023 ($10). Tel: 202-466-7496; Fax: 202-296-6620; e-Mail: Ncate@Ncate.org; Web Site: Http://Www.ncate.org., 30 Nov. 1997, eric.ed.gov/?id=ED438258.

 

 

 

 

 

 

 

 

 

 

Annotated Bibliography

Amidon, Frank. “Combined BA/M Program.” 23 Feb. 2018.

During this interview, I was provided with general information about this program, how it functions, its requirements, and its benefits. I was able to ask the questions I had about it, and was given a deeper understanding of the program. This interview gave me a lot of information I needed for my paper to be successful, and I plan on using a lot of the information from this interview in my paper when I introduce the program itself and the benefits it provides its students. This source is going to be very important in the success of my paper, as I learned everything about the program from Mr. Amidon. This interview allowed me to fully understand the program, so I could choose what I wanted to talk about in my paper. I plan on using most of the information I learned in this interview in my paper when I discuss the track exclusive to FSU.

Amirian, Seyed Mohammad Reza1 and Azam1 Behshad. "Emotional Intelligence and Self-Efficacy of Iranian Teachers: A Research Study on University Degree and Teaching Experience." Journal of Language Teaching & Research, vol. 7, no. 3, May 2016, pp. 548-558. EBSCOhost, doi:10.17507/jltr.0703.16.

This is a study on the level of emotional intelligence in teachers with varying university degrees to see if there is a direct relationship between schooling and effectiveness of teaching. Teachers with varied levels of education were asked to complete two tests that scaled their emotional intelligence to understand the relationship between the two. This source is helpful for my paper because it will provide more reason in attaining a master’s degree. I am not entirely sure if I will use this source in my final paper, however it was interesting to learn that a higher level of emotional intelligence accompanies those teachers who are more experienced.

“Best Accredited Master's in Education Degrees 2018.” Teacher Certification Degrees, www.teachercertificationdegrees.com/degrees/masters-degree/.

This source describes reasons for attaining a master’s degree in education. This is vital to my paper, because I need a source that outlines the states requiring this degree and other information about the benefits of a master’s degree.

Blackwell, Peggy J.|Diez Mary. “Toward a New Vision of Master's Education for Teachers.”ERIC - Education Resources Information Center, National Council for Accreditation of Teacher Education, 2010 Massachusetts Avenue, N.W., Suite 500, Washington, DC 20036-1023 ($10). Tel: 202-466-7496; Fax: 202-296-6620; e-Mail: Ncate@Ncate.org; Web Site: Http://Www.ncate.org., 30 Nov. 1997, eric.ed.gov/?id=ED438258.

            This source discusses the advantages teachers gain from having a master’s degree not only in the classroom but outside the school as well. Schools today require more knowledgeable, skilled, and flexible teachers, attributes that are gained through higher education, i.e. a master’s degree. It continues to provide information about how teachers with a master’s degree in education or something close to education are more effective via their teaching methods, and how having this degree also gives a teacher opportunities beyond the classroom. More professions are beginning to require a masters or higher degree of education in the hiring process, so having one makes you more desirable and more likely to be chosen over someone who only has a bachelor’s degree. This source will be helpful for reasoning why a master’s degree is more desirable, and its advantages outside of a school. Not to mention the increased salary a teacher makes simply by having a higher degree. The master’s degree has benefits that I did not think of until I read this source.

EDIGER, MARLOW. "The Master's Degree in Education." College Student Journal, vol. 45, no. 4, Dec. 2011, pp. 847-850. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=s3h&AN=77305735&site=ehost-live.

            This source discusses the master’s degree and its place in teaching. It analyzes the pros and cons of a teacher having a master’s degree rather than just a bachelors. It also talks about how schools that offer a master’s degree program emphasize training and experiences which are beneficial to the teacher. This translates to how the last year of the track at FSU you are student teaching, so it is greatly focused on experience and training at a hands-on level. This portion of the article will fit in well to back up the importance of learning from being an active participant in the classroom. It also discusses how teachers must be well informed to teach students, so having a master’s degree ensures a high level of education.

Goldhaber, Dan D.|Brewer Dominic J. “Evaluating the Effect of Teacher Degree Level on Educational Performance.” ERIC - Education Resources Information Center, 30 Nov. 1996, eric.ed.gov/?id=ED406400.

            This source evaluates the connection between teacher education and student performance in math, science, English, and history. This is interesting and useful to my paper as it proves that students perform better in these subject areas with teachers that have a higher education than just a Bachelor’s degree.

Goldhaber, Dan. “The Mystery of Good Teaching.” Education Next, 6 July 2011, educationnext.org/the-mystery-of-good-teaching/.

            This source attempts to answer the questions-or at least try to answer the question of who should be teaching today’s youth. Quality of teachers is something very important to the development and learning abilities in a classroom. This source details the benefits a teacher with a higher education has versus someone who simply met the requirements and passed the tests necessary for a teaching license. This source explains it is not simply the degree that makes for a better teacher, however what it does is allows for a deeper understanding of the topics that need to be taught, which theoretically means better teaching. This will be very helpful in my paper when explaining what a master’s degree does for the effectiveness and high-held standards of teaching.

Lelis, Catarina. "Participation Ahead: Perceptions of Masters Degree Students on Reciprocal Peer Learning Activities." Journal of Learning Design, vol. 10, no. 2, 01 Jan. 2017, pp. 14-24. EBSCOhost, login.proxy.lib.fsu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1134637&site=eds-live.

            This source discusses how master’s degree students perceive and engage in peer learning activities compared to those without. However, it also discusses the master’s degree in general and how it effects learning and teaching styles. The amount of time you are in school, and the more you know about a topic has a great impact on the way you chose to teach a specific topic or subject. That information is what I plan on incorporating into my paper. The way you teach has a huge impact on your students, and your school, so gaining as much knowledge as possible is beneficial to your future students. This will be helpful for my paper in detailing how a master’s degree also effects your students, not only the teacher.

Levine, Arthur. “Educating School Teachers.” ERIC, Sept. 2006, eric.ed.gov/?id=ED504144.

            This source talks about teacher education programs and how they affect the teacher and their ability in the classroom. It talks about the visions of teacher education and how they are changing to favor higher education than the teaching programs the states require. This will be helpful in my paper when I discuss how the norms are moving toward higher education requirements for teachers.

“Personal Benefits of Earning a Masters in Education.” Masters in Education | Advancing the Skills of Educators, www.masters-education.com/personal-benefits-of-earning-a-masters-in-education/.                                          

            This source analyzes the personal benefits of having a master’s degree in education. It provides a lot of information regarding salary increase, better teaching methods/practices, the increased opportunity for leadership, and how a master’s degree increases your respect in the school and profession. This source seems to be very beneficial for my paper when I discuss how the advantages of a master’s degree go much further than academics. This source has biases towards a master’s degree, considering the website, and how the article only discusses the benefits of the degree. I will consider these biases before I make any concrete remarks in my final paper. However, I still think the information provided is helpful, interesting, and relevant to my topic.

Woolcock, Michael. “Higher Education, Policy Schools, and Development Studies: What Should Masters Degree Students Be Taught?” Wiley Online Library, 30 May 2006, onlinelibrary.wiley.com/doi/10.1002/jid.1300/full.

            This source explores the definition of a master’s degree and attempts to ask the question of what topics students in this program should be taught. I am not entirely sure I will use this source for my paper, however it was interesting to read and know what kinds of things students learn in varying levels of education.