For Teachers Considering A Doctoral Degree

By Author: Kathleen
Total Articles: 56
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What I have gained in the exchange is the ability to learn more about myself as a teacher—the strategies that would have helped me engage my students in more meaningful practice. . . . There is energy, possibility, and vigor in both scenarios, (in press)
Another contributor and now English education professor Robert Rozema says, "Now I teach pre-service teachers, which I enjoy tremendously. I sometimes miss the immersion in the literature and the interaction with Links Of London Bracelets high school kids, but I absolutely love working with college age students. The stress here is different, coming more in big waves than the constant water torture of high school teaching (‘what did I miss yesterday? Was it important? Can I go to the bathroom? Why are we reading this stupid book?'). But for me, this feels like the right fit" (in press).

For teachers considering a doctoral degree, it is also a good idea to talk to professors of English education or attend meetings or panel sessions of the Conference on English Education (CEE) held at NCTE ...
... Annual Conventions. (The CEE is an NCTE constituent organization primarily for professors of English education.) Doctoral programs usually look for teachers with a master's degree and at least three or more years of experience. Some programs allow teachers to work on their degree while they are still in the classroom. As I mentioned, typically doctoral programs offer teaching assistantships or fellowships where doctoral students attend full-time and teach a university course each semester, or collaborate closely with a professor on a course or grant research. While there are programs in English and in education departments called "English Education," there are also programs preparing English teacher educators and fostering research in the teaching of English under many names, including "Literacy Studies," "Literature," "Curriculum and Instruction," "Rhetoric and Composition," "Adolescent Literacy," "Reading," and so on. Talking, perhaps by phone or email, to professors at institutions you are interested in is the best way to find a program that is right for you.

Clearly, outstanding K—12 teachers do not have to leave their classroom to play an important role in the preparation of new teachers and the future of the profession. Schools need master teachers, modeling reflective practice, fostering new teachers and junior colleagues, and providing much-needed Links Of London Charms leadership in their buildings, districts, and state and national organizations. At the same time, there is a pressing need for some outstanding teachers to earn PhDs, take positions at colleges or universities in education or English departments, and become professors and English teacher educators.