Learning With a Purpose as a Lifelong Learner - & Eventually.

As I finish my first master’s degree, I am thinking carefully about how I want my learning to continue. I plan to pursue an EdD in Organizational Leadership (hopefully with Oakland University) and to begin a second master’s program in Teaching English as a Second Language (TESOL) at Western Michigan University. Both of these paths reflect areas where I know my understanding is still developing. I want a deeper grasp of how educational organizations function, how leadership decisions shape classrooms and schools, and how multilingual students are supported (or overlooked) within those systems. These future learning goals focus on the knowledge and skills I still need to build and the ways I plan to continue learning beyond this degree. 

Learning Beyond the Degree: 

One area I plan to continue learning about is Organizational Leadership within educational settings. Schools operate as complex organizations shaped by policies, structures, and human decision-making, and I want to better understand how leadership influences these environments at both the classroom and organizational level. Rather than viewing leadership as something abstract or disconnected from teaching, I am interested in how leadership practices directly shape culture, problem-solving, and equity within schools.

This learning goal focuses on developing stronger organizational thinking, empathy-driven leadership, and an understanding of how change happens within institutions. I want to continue learning how leaders identify problems, center the experiences of those affected, and design solutions that are responsive rather than top-down. These skills are important for navigating educational spaces thoughtfully and responsively.

A key set of resources I plan to carry forward comes from my work at Michigan State University, particularly materials connected to design thinking and human-centered problem solving. One resource I plan to revisit and actively use is the Design Thinking Bootleg from the d.school Hasso Planter Institute of Design at Stanford, which emphasizes empathy, iteration, and collaboration as tools for addressing complex challenges. These materials offer practical frameworks I can apply across educational contexts, helping me approach leadership as a process focused on listening, reflection, and purposeful action.

Building Knowledge to Support Multilingual Learners 

Another major focus of my future learning is developing stronger knowledge of language acquisition and instructional practices for multilingual learners. Working with linguistically diverse students has shown me how closely language is tied to access, confidence, and academic success. I want a deeper understanding of how students learn additional languages and how instruction can support language development alongside academic content.

This goal involves learning more about second language acquisition theory, culturally responsive and sustaining pedagogy, and assessment practices for English learners. I also want to continue developing strategies for designing instruction that values students’ linguistic backgrounds rather than treating language differences as obstacles. Expanding this knowledge will allow me to better support ESL students and contribute more thoughtfully to conversations around equity and access.

To guide this learning, I plan to use resources from TESOL International Association, which provides research-based articles and professional learning materials focused on teaching English learners. I will also use websites such as Colorín Colorado to connect research to classroom-level strategies and instructional examples. Colorín Colorado has numerous resources for creating welcoming classrooms, literacy instruction, and other amazing resources for both teachers and families. 

Strengthening Research and Scholarly Skills 

A third area of continued learning is strengthening my research literacy and scholarly skills. Engaging meaningfully with educational research requires more than reading studies at a surface level. I want to develop stronger skills in analyzing research, recognizing limitations, and synthesizing findings across sources.

This learning goal includes building knowledge of research design, methodology, and academic writing. I want to become more confident exploring scholarly literature and using research as a tool for inquiry and reflection. Strengthening these skills will support my continued learning in leadership and TESOL and allow me to engage more critically with educational issues. I plan to further my skills with APA-style writing and use other websites to assist me with peer review research skills such as ERIC and JSTOR.

Continuing to Learn Over Time

These future learning goals reflect an understanding that learning is ongoing and evolving. While additional graduate study will provide structure, meaningful growth depends on continued engagement, reflection, and curiosity. Leadership, language education, and research all require sustained learning over time. By intentionally pursuing these areas, I aim to continue developing as a learner who remains thoughtful, informed, and responsive as educational contexts change.