If you’re finally ready to go back to school after gaining years of valuable experience in the workforce, you want to make sure your education lives up to your high goals and standards. Not all online degrees are created equal so it’s imperative to do your research.
While many institutions have recently made hasty transitions into the online learning space, University of Massachusetts Global is no stranger to the world of distance learning. In fact, our programs are backed by more than 20 years of experience providing quality online education to busy working professionals.
We enlisted Jennifer Murphy, Ed.D., associate vice chancellor of instructional innovation at UMass Global, to help us highlight some of the ways we stand out in the crowded field of online education.
Our curricula is specifically designed for online learning and is constantly evolving
Formerly Brandman University, UMass Global has long been a pioneer in distance education. We recognized decades ago that applying an in-person class syllabus to a virtual learning environment does not create an enjoyable student experience.
Today, our online classes are developed to be rigorous, yet accessible. During the course planning stage, faculty collect input from diverse groups of experts. The inclusion of multiple perspectives, experiences and leading industry insights ensures curriculum is highly valuable to our students.
“We want to honor our students’ time, because they’re busy,” Murphy explains. “They want to come to class and learn about things that are relevant to exactly what they’re doing now in the profession.”
At UMass Global, we remain committed to continual curriculum improvement in order to ensure our students acquire skills that can be directly applied to their careers. We are constantly reviewing and assessing our courses to improve them based on input from students, instructors and industry experts.
Our faculty members are extensively trained in online teaching technology
Being a student in a class where the instructor doesn’t know how to effectively utilize their tools can be frustrating and demotivating. Even if the educator is highly skilled in their field, a lack of technological proficiency can undermine their best efforts.
UMass Global faculty members are not only highly experienced leaders in their fields, but they are also highly skilled in leveraging effective online instruction methods. This is the result of extensive training programs and support from the university.
“All of our instructors are educated on the best practices for instructing in the online environment,” Murphy explains.
You shouldn’t be spending the bulk of your time trying to figure out how to use a learning platform – or helping your professor to do so. We are intentional about choosing the right technology for the task and making sure students have access to all the training and tutorials needed to become proficient quickly.
“Students find out pretty quickly that once they are in the course, the content becomes front and center rather than the technology,” Murphy says.
We work hard to ensure that technology is as seamless as possible for our students and faculty, but if you are having issues, we have a dedicated team of IT experts on hand to help you troubleshoot.
Our personalized approach allows you to customize your learning experience
UMass Global knows that adult learners lead busy lives and have many obligations outside of school. That’s why we offer two flexible learning options – online and competency-based education (MyPath) – so you can choose the option that works best for you.
“If you’re looking for a cookie-cutter degree program that is just going to get you a piece of paper at the end, this isn’t the university for you,” Murphy shares. UMass Global provides students with the support they need to make choices about their education and tailor their learning experience. She explains,
We create courses that have options, with multiple modalities for delivering information.
For example, perhaps you’re a working mom who doesn’t have time to sit down and read a textbook. Instead, you might choose to listen to an audio version of that textbook during your morning walk or while watching soccer practice. UMass Global gives you those options.
Our emphasis on hands-on learning develops skills that you can put to use immediately
We know our students are hardworking and ambitious. In fact, 90 percent of UMass Global students work while earning their degree. Many of them come into the program with the hopes of earning a promotion from their current employer or finding a new, higher-paying position.
That’s why we build our courses with your end goal in mind. We strive to create an educational environment where whatever you learn in class today, you can start applying it at work tomorrow.
“Adult learners need to have applicable knowledge. They’re not interested in busy work,” Murphy explains. “We try to make sure that every learning experience and every interaction they’re making is meaningful and transferrable immediately to what they’re doing at work.”
Our dedicated student support services can help you succeed
Often people assume as an online student you’ll be stuck going at it alone, but this couldn’t be further from the truth at UMass Global. Our student support services are comprised of dedicated professionals who are committed to assisting you every step of the way.
“Our mission is centered on student support, and that doesn’t change at all in an online setting,” Murphy says.
Even before you fill out an application, an enrollment coach will provide personalized support to help guide you through the process. Once you’re accepted, you’ll be matched with an academic advisor to develop a personalized education plan that fits your post-graduation goals. When you’re ready to advance your career or search for a new job, you’ll get expert advice from a career development specialist.
Our commitment to student support throughout the entire education journey is reflected by our positive student success rates.
“We offer constant support to students when they need it,” Murphy explains. “I think this is part of what makes us unique.”
Earn a better online degree with UMass Global
University of Massachusetts Global has a longstanding tradition of making high-quality online education accessible for working adults. With this in mind, you may be starting to see your educational goals come into focus.
Envision yourself among our community of likeminded learners by reading our article “8 Signs you belong at UMass Global.”
We often hear that it takes a special type of person to thrive as a teacher. The most effective educators seem to have continuous streams of compassion and vast supplies of patience embedded in their DNA. And that doesn’t even cover the impeccable planning and organizational skills they draw upon to craft engaging, informative lesson plans.
But not every educator wants to teach in the classroom for their entire life. If you’re interested in moving beyond being a teacher leader and taking your career to the next level, you may want to consider a position as a school administrator.
Generally speaking, administrative positions in schools afford you the opportunity to take on a leadership role, impacting organizational decisions related to hiring, budget allocation, policy and more. If that piques your interest, read on as we sift through some of the job titles within school administration. We’ll also cover the typical duties a school administrator may encounter and the educational requirements you’ll need to get there.
What is a school administrator? A look at the career options
School administration encompasses career paths ranging from the primary school level all the way to the collegiate system. While daily duties may vary depending on the job title, these professionals share some common overarching responsibilities: assisting students, supporting faculty, maintaining academic records and more.
School administrators typically work a 12-month year. During the summers, their efforts may focus more on hiring new teachers, coordinating infrastructure maintenance or managing curriculum development.
Different job titles may require different skills, but the best candidates for most school administrator positions are typically compassionate, adaptable, patient and organized. They must also be well-versed in collaboration and negotiation in order to effectively advocate for policies that benefit the school.
What does a school administrator do?
Now that you’re familiar with some of the different positions available within school administration, you’re likely curious about their day-to-day duties. It’s easiest to separate them into a few categories.
At the primary and secondary school levels
You’ll find principals, assistant principals and superintendents in elementary, middle and high schools. Principals manage all school operations. This can include overseeing daily school activities, coordinating curricula, providing a safe and productive learning environment for students, and more.
School principals also evaluate teachers’ performance and manage budgets. While the principal typically handles issues related to the school and its personnel, assistant principals — also referred to as vice principals — help with student discipline, scheduling and other day-to-day issues.
What does a school administrator do if they don’t fit into those roles? Consider superintendents, who are responsible for overseeing an entire school district. You might consider these professionals the CEOs of their districts. Not only are superintendents responsible for hiring, supervising and managing the central staff and principals, but they also respond to the demands of other parties within the district — people like parents, advocates and the community at large.
At the postsecondary school level
Deans, provosts and department chairs are some of the educational leaders you’ll find at the collegiate level. A dean of students is responsible for overseeing the conduct and general well-being of a college or university’s student body. They meet with students and advise them on personal problems, academics or housing. In this role, administrators may also create and oversee student services and campus life activities.
Deans of admissions can also be responsible for deciding whether prospective students should be admitted to their college or university. The details of this task include determining how many new students can be admitted, reviewing applications and analyzing data about applicants and admitted students.
Provosts — also called chief academic officers — assist college presidents and chancellors in making faculty hiring and tenure decisions, developing academic policies and managing budgets. They may also be responsible for overseeing faculty research.
The collegiate school administrator role that many of us are most familiar with is the department chair, referred to as associate dean at some schools. One faculty member from each department fills this role. Department chairs and associate deans act as liaisons between students and faculty in their respective departments, assisting with things like student complaints about professors, disputed grades, or allegations of harassment or discrimination.
How to become an administrator
So how can you pursue one of these school administrator roles? It depends on the education level in which you’re involved.
At the primary and secondary school levels
To become a principal, you’ll first need to garner several years of work experience as a teacher. Principals also typically require a master’s degree in educational leadership or educational administration and state-specific principal licensure. Candidates who have a diverse range of experiences as well as expertise in topics like public safety and security are especially in demand.
Vice principals also begin their careers as baccalaureate-qualified teachers. After garnering some classroom experience, educators with their sights set on assistant principal positions will want to pursue a master’s degree in educational leadership or educational administration.
While it’s not required, many administrators find that the most effective path toward becoming a superintendent is to first serve as a principal. This would require a master’s degree in an appropriate field. Most candidates work as a principal for 5 to 10 years before pursuing a superintendent position. In competitive markets, a doctoral degree in education can give hopefuls a leg up.
At the postsecondary school level
In general, administrative positions in schools at the college level require at least a master’s degree in a field like educational leadership or educational administration. That said, some small colleges or community colleges consider a bachelor’s degree sufficient.
The outliers are provost and dean positions, which often seek candidates with doctoral degrees. The U.S. Bureau of Labor Statistics reports those who began their careers as professors may possess a doctorate in the field they taught while other provosts and deans will have earned a Ph.D. in higher education or a related subject.
Department chairs are required to hold full-time faculty status as an assistant or associate professor to be eligible for appointment. Most of the successful department chair candidates have at least five years of experience along with graduate degrees in their fields.
While many college administrator roles require several years of experience in a postsecondary administrative setting, some positions — such as roles in admissions or student affairs — are less dependent on prior administrative experience.
Work your way toward a role in educational leadership
If you’ve been considering the idea of advancing to a school administrator position, now you have a better idea of how to make it happen. In all likelihood, you’ll want to consider advancing your education.
To learn more about your options for school admin programs, take a look at University of Massachusetts Global’s master’s in educational leadership and administration, which includes a California-approved preliminary administrative services credential.
When you think about best teachers you’ve had in your life, there are likely a handful of fundamental traits they had in common. These instructors were probably adept at classroom instruction and verbal communication. Perhaps they were also organized, creative and great listeners.
We’ve come to expect these competencies from the educators in our lives. But when it comes to the truly outstanding teachers — the ones who go above and beyond to make lasting impacts on each of their students — what is it that sets them apart?
We collected a group of seasoned education professionals to glean their insights on some unexpected characteristics of a good teacher. See if their wisdom can help inform your own career as an educator.
5 of the best teacher qualities you might not know about
Every instructor is different, but the most impactful ones often share some similar traits. Keep reading to discover if you possess some of the common qualities of a great teacher.
They promote a growth mindset
The ways we learn to confront challenges when we’re young can have an important impact on the way we view obstacles as adults. Psychologist and researcher Dr. Carol Dweck wrote a book on the concept that explains people develop either a “growth mindset” or a “fixed mindset” in their youth.
According to Dr. Dweck, those who shrink in the face of challenges have a fixed mindset and may view intelligence, creativity and personality as elements that are set in stone at birth. For this reason, simply encountering obstacles can be enough to convince people with a fixed mindset that they’re incapable of overcoming them.
The best educators help foster a growth mindset. Students with growth mindsets view the same elements (intelligence, creativity and personality) as characteristics that can be cultivated over time. As such, they don’t see failure as an option. They perceive obstacles as opportunities to improve and learn — they may even pursue challenges and become more engaged when facing them.
They’re able to meet students where they are
Every student is different, and teachers need to accommodate that. This is something Steve Sonntag, part-time teacher at Connecting Waters Charter School and Spanish and English tutor for Wyzant, feels strongly about.
In addition to fundamentals like continually encouraging students and praising them regularly for accomplishments, Sonntag emphasizes the importance of teaching to different levels within the same classroom. He explains that effective teachers will understand that students naturally learn at variable paces and that being flexible is key.
“Teachers need to be patient because all students don’t necessarily learn as quickly the first time they are introduced to new information,” Sonntag explains.
They understand the importance of cross-curricular teaching
When it comes to effective teaching, University of Massachusetts Global professor of education Dr. Kimberly Greene warns against the natural tendency many of us have to silo different subjects. She says viewing everything students need to learn as separate, unrelated disciplines is counterintuitive to how things actually work in the real world. And great teachers realize this.
Dr. Greene believes cross-curricular teaching to be among the best teacher qualities — especially with young students. She explains that “Developmentally, young children are constantly trying to make sense of the world around them.” Dr. Green goes on to say,
By infusing any particular topic of study with another, we give students a greater opportunity to make genuine connections to their authentically lived experiences.
Cross-curricular instruction draws upon content and skills from numerous areas to create one cohesive learning experience. This can help students learn how to connect what they know with what they are learning, a skill that has become increasingly important.
In fact, cross-curricular instruction is at the center of the Common Core State Standards for teaching — a set of high-quality academic standards that education programs like the ones at University of Massachusetts Global align their goals to. According to Dr. Greene, “Math and history and science and literature are all a beautiful combination of each other. This leads us into the unmitigated value of cross-curricular learning.”
They’re committed to lifelong learning
Learning how to be a good teacher is a lifelong commitment. “When teachers improve upon their practice with new knowledge and skills based upon best practices, student achievement will inevitably increase,” offers Erica Leahy, director of K-12 programs at University of Massachusetts Global’s School of Extended Education. She adds that continued education helps teachers mitigate the barriers and challenges that students face and creates an environment that supports all learning styles.
Professional-development options for educators could include attending a workshop or seminar, pursuing additional certifications, and enrolling in a degree program. Leahy advises, “Gaining new skills and understanding is important — but so is the reflection side of it.”
In your pursuit of continual improvement, it may be helpful to invite a peer or a mentor to observe you and offer suggestions. “The teachers who stand out to me are the ones who are willing to say, ‘I still have work to do. I still have something to learn,’” Leahy offers. “If a teacher is in discovery mode, it can be contagious.”
They have a future-forward outlook
Ample time spent in the education industry has enabled Dr. Keith Larick, chair of University of Massachusetts Global’s Doctor of Education (Ed.D) in Organizational Leadership program, to zoom out and examine the bigger picture of education. “We have been making incredibly slow, frustrating progress,” he says of the industry at large. “Things we were doing 15 years ago still haven’t bubbled up as general practices. We’re still tied to the textbook.”
His forward-thinking mindset is one reason Dr. Larick has played such a pivotal role in the design of the Ed.D. program at University of Massachusetts Global. Technology, for example, is something he feels should be incorporated heavily in every school, district, college and university. This is true even for students entering kindergarten.
“For them, the written word is too slow,” Dr. Larick explains. “That drives the structure that should go on in classrooms.”
What kind of teacher do you want to be?
Now that you’re familiar with some of the overlooked — but still essential — qualities of a great teacher, take some time to reflect on your own strengths, interests and skills that could be honed. These are important things to ask yourself on your journey to becoming an educator.
As you evaluate what type of teacher you’d like to become, you’ll need to start researching degree programs and useful certification options. Teaching credential specifications vary; be sure you’re committing to a program that fulfills all the requirements for getting licensed to teach where you live.
For aspiring educators in California, refer to University of Massachusetts Global’s Guide to California Teaching Credentials for more information on the path ahead.