As I near completion of my master's degree at Michigan State, I know that it is not the end of my learning journey, but the foundation for a lifelong pursuit of knowledge that will help me create more equitable, student-centered, and transformative educational systems. In the fall, I will be a candidate for a PhD in Educational Leadership, Policy, and Law at Alabama State University. This is a part of my commitment to growth and becoming my most educated self to be able to apply what I learn and expand upon to actually provide the help that I want to give. The goals outlined below reflect the deep learning I believe is necessary to meaningfully support students, disrupt inequitable systems, and lead with vision, strategy, and care. These goals are not just about accumulating knowledge, they are about reshaping my thinking and practice to align with liberatory leadership.

1. Deepen My Understanding of Critical Policy Analysis

To influence education systems in meaningful ways, it is crucial that I continuously study the structures, ideologies, and power dynamics that shape educational policy. While I have built a foundation through passion and graduate coursework, I want to expand my understanding of critical policy studies, especially those informed by Critical Race Theory (CRT), abolitionist pedagogy, and anti-colonial frameworks. My goal is to learn how to identify the hidden values and assumptions embedded in policy and how to craft counter-narratives that advocate for just, community-rooted solutions.

Knowledge and Skills Needed:

• Critical discourse analysis
  
  

• Historical and legal literacy regarding education policy
  
  

• Theoretical grounding in CRT, abolitionist and anti-colonial thought
  
  

Resource:
Education for Liberation Network 

This is a platform offering readings, webinars, and toolkits focused on justice-centered education policy and practice.

2. Develop Research Skills in Portraiture and Narrative Inquiry

As someone interested in leading in higher education and supporting future teachers, I want to continue developing qualitative research skills that center the voices, identities, and lived experiences of students, particularly Black students. I’m especially drawn to portraiture as a method that blends storytelling with rigorous inquiry, and to narrative inquiry as a way to document and honor educational journeys. My learning goal is to study and practice these methods so I can use them to inform teacher preparation, program design, and policy recommendations rooted in human experience.

Knowledge and Skills Needed:

• Methodological grounding in qualitative research, especially portraiture and narrative inquiry
  
  

• Techniques for ethical and collaborative storytelling
  
  

• Practice in data collection and interpretive writing
  
  

Resource:
Sara Lawrence-Lightfoot’s book The Art and Science of Portraiture provides both theoretical and practical insight into this unique methodology. Link to book

3. Explore the History and Culture of HBCUs; More Deeply and Intentionally

As an HBCU graduate and future doctoral student at another HBCU, I am deeply committed to honoring and advancing the legacy of these institutions. My own educational journey has been shaped by the cultural pride, academic excellence, and communal care that HBCUs uniquely provide. To build a college prep program that uplifts and prepares students for these spaces, I want to further explore the rich history, mission-driven leadership, and evolving challenges facing HBCUs today. This learning isn’t just academic, it’s personal. My goal is to understand the full scope of HBCUs’ contributions and complexities so I can design programs that reflect their legacy and serve future generations with intentionality and truth.

Knowledge and Skills Needed:

• Deeper historical study of HBCUs across regions and time periods
  
  

• Critical engagement with funding, policy, and access issues impacting HBCUs today
  
  

• Conversations and oral histories with HBCU leaders, alumni, and students

Resource:
The HistoryMakers Digital Archive – An extensive oral history collection that includes stories from HBCU alumni and leaders.

These learning goals are rooted in my belief that leadership should never be divorced from learning. As I continue to grow, I know that books, communities, stories, and critical dialogue will shape how I lead and advocate. My journey is not about becoming an expert, it’s about remaining open, curious, and committed to learning that serves liberation. These goals are not a checklist, but a compass. They remind me that the work of transformation, whether in policy, research, or institutions, begins with the willingness to learn, unlearn, and learn again.