Annotated Transcript
This annotated transcript provides an overview of the coursework I completed as part of my Master’s program at Michigan State University. The courses included in this program explore a range of topics related to teaching practice, literacy instruction, educational inquiry, creativity, and the evolving role of technology in education. Throughout the program, I engaged with research-based practices and reflected on how theory connects to real classroom experiences. Some of these courses were completed during my internship year, allowing me to directly apply new ideas and strategies to the beginning of teaching practice. The other classes were taken as I worked full time in my current classroom, allowing me to directly influence my work with my studies. Together, these courses represent my ongoing development as an educator committed to thoughtful inquiry, reflective practice, and supporting diverse learners.
ED= Education
EAD= Educational Administration
CEP= Counseling, Educational Psychology, and Special Education
TE = Teacher Education
Fall 2022
Mary Juzwik
TE 802 – Reflection and Inquiry in Teaching Practice I
This course introduced foundational qualitative and quantitative research methods used to study teaching and learning. Through course readings and discussions, we examined how research-based knowledge is generated and evaluated, focusing on criteria used to determine the validity and applicability of educational research. The course emphasized framing meaningful problems of practice within educational settings and designing inquiries that address those challenges. Assignments involved analyzing existing research and developing questions relevant to classroom practice. Taken during my internship year, the course helped me begin thinking critically about how research can inform my own teaching decisions and classroom inquiry.
Fall 2022
Travon Jefferson
TE 803 – Professional Roles and Teaching Practice II
This course explored the broader professional responsibilities of educators beyond classroom instruction. Particular emphasis was placed on building partnerships between schools, families, and community organizations to better support student learning. Through case studies and discussion, we examined strategies for collaborating with families and community groups to make curriculum more responsive to students’ needs and experiences. The course also highlighted the importance of advocacy and the teacher’s role in promoting equitable opportunities for students both inside and outside the classroom. Taken during my internship year, the course encouraged me to think more deeply about my role as an advocate and collaborator within my school community.
Spring 2023
Joanne Marciano
TE 804 – Reflection and Inquiry in Teaching Practice II
This course expanded upon the research foundations introduced in TE 802 by focusing on the processes of collecting, analyzing, and interpreting educational data. We examined various methods used to investigate teaching practice, student learning, and educational policy. The course also addressed ethical considerations and dilemmas that can arise when conducting research within educational settings. Assignments required evaluating data and communicating findings in ways that are meaningful to educators and stakeholders. Through this work, I developed a stronger understanding of how reflective inquiry can inform ongoing improvements in teaching practice.
Fall 2024
Raven Jones
TE 846 – Accommodating Differences in Literacy Learners
This course focused on understanding the diverse developmental processes involved in learning to read and write. We examined instructional practices and assessment strategies that support literacy development across a range of learners and learning needs. Particular attention was given to differentiated instruction and strategies that help teachers respond to varying student abilities, backgrounds, and learning styles. Through coursework and discussion, we explored methods for designing literacy instruction that is inclusive and accessible. The course strengthened my ability to adapt reading and writing instruction to support diverse learners in the secondary classroom.
Fall 2024
Riyad Shahjahan
EAD 878 – Education in the Digital Age
This course examined the technological transformation of education through historical, philosophical, and critical perspectives. We explored how digital technologies shape educational practices, access to information, and the structure of learning environments. Discussions focused on both the opportunities and challenges created by increasing technological integration in schools and higher education. The course encouraged critical reflection on issues such as digital equity, access, and the evolving role of educators in technology-rich environments. Through this work, I developed a deeper understanding of how technology influences teaching, learning, and educational systems.
Spring 2025
Darreth Rice and
Curtis Lewis
TE 843 – Secondary Reading Assessment and Instruction
This course focused on strategies for teaching reading and literacy skills within secondary content areas. We examined methods for supporting students’ comprehension, critical thinking, and disciplinary literacy across subjects. Coursework emphasized the importance of assessment in identifying students’ reading needs and guiding instructional decisions. Through practical assignments, we explored approaches for integrating literacy instruction into subject-area teaching. The course strengthened my ability to support reading development while helping students engage more deeply with complex texts.
Spring 2025
Janine Certo and
Curtis Lewis
TE 848 – Writing Assessment and Instruction
This course explored writing theory, research, and instructional practices designed to support writers across grade levels. We examined the stages of the writing process, including prewriting, drafting, revising, editing, and publishing. Particular attention was given to strategies for assessing writing and providing meaningful feedback that helps students develop as writers. The course also addressed teaching multiple genres, including expository, narrative, and poetic writing. Through this work, I developed a stronger understanding of how to design writing instruction that supports diverse learners and encourages effective communication.
Fall 2025
Anne Heintz
CEP 818 – Creativity in Education
This course examined the role of creativity in teaching and learning across educational settings. We explored psychological, motivational, and environmental factors that influence creative thinking and expression. Through readings and discussions, we analyzed how creativity can be fostered in classrooms and how teachers can design learning environments that encourage innovation and problem-solving. The course also emphasized recognizing creativity in multiple contexts and supporting students’ creative development. This experience helped me reflect on ways to incorporate creativity more intentionally into my own instructional practices.
Spring 2026
Gerardo Lopez
ED 800 – Concepts of Educational Inquiry
This course examined major theoretical and methodological approaches to inquiry in education. We explored philosophical, psychological, historical, and ethnographic perspectives that shape how educational research is conducted and interpreted. Particular attention was given to understanding how inquiry can address practical problems in teaching, leadership, and educational policy. The course also highlighted the role of information and communication technologies in supporting research and knowledge sharing. Through this work, I strengthened my ability to critically evaluate research and apply inquiry-based thinking to educational practice.
Spring 2026
Matthew Koehler
ED 870 – Capstone Seminar
The capstone seminar serves as a culminating experience for the online master’s program. The course focuses on reflecting upon and synthesizing learning from across the program. Students design and develop a professional electronic portfolio that highlights key projects, research, and learning experiences. Through peer discussion and feedback, the course encourages thoughtful reflection on personal and professional growth. This capstone experience allows me to connect the knowledge and skills developed throughout the program while presenting them in a cohesive digital format.