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MSU alumna goes above and beyond

September 6, 2022 by Savannah A. Keller

Christy Osborne's award.

Christy Osborne, a recent graduate of Missouri State University who teaches at Central Park Elementary, was recognized for her outstanding teaching.  

She was awarded the Teacher of the Year for the Monett School District.  

Osborne graduated from Missouri State in May 2022 with a master’s in elementary education and a graduate certificate in dyslexia. She is currently in her 10th year of teaching third grade.   

Osborne’s colleagues nominated her for the award because she goes above and beyond for her students.  

Using her passion to help others 

Several years into her teaching career, Osborne believed she had more to learn to be the best teacher for her students. She enrolled in the master’s program while teaching full-time. 

However, during the beginning of her coursework, she did not feel driven. She felt that her priorities needed to be fully on her teaching career, so she put the program on hold.  

She later noticed that some of her students were showing dyslexic qualities and realized she did not have the training to teach them.  

“The students felt dumb, and they thought something was wrong with them,” Osborne said. “I knew I needed more specialized training on how to help these students realize that they are smart and help them succeed academically.” 

When she discovered that Missouri State had a graduate certificate in dyslexia, she rejoined the program. She thought it was what she needed to help the struggling readers she sees every day.  

“Once I heard about the dyslexia certificate, I knew I had chosen the right college and picked up right where I left off,” Osborne said.  

During the last year of her program, she put what she learned from her studies into practice and won Monett Teacher of the Year.   

Asking for help to become a better teacher  

Throughout Osborne’s teaching career, she learned the importance of asking questions. 

“One of the most challenging aspects when I began teaching was asking for help,” Christy said.  

“Once I got my degree, I thought I should know exactly what I needed to do. I thought that if I asked too many questions, it meant that I was not a good teacher.”  

Osborne started talking with other teachers a few weeks into her first year of teaching and admitted that she felt overwhelmed. She discovered that she was not alone in her struggles.  

“After seeing teachers with years of experience still asking questions, I realized that in order to learn, you must continue to ask questions.”

Osborne’s ability to ask questions and admit when she needs help has allowed her to develop extraordinary teaching skills.   

She uses these teaching skills to help her students thrive in their academic and personal lives.  

“Making a difference in the day-to-day lives of my students is the most rewarding part of being a teacher,” Osborne said. 

“But to say that teaching is rewarding is not enough. Teaching students to be the best person they can be is the most important task teachers face.”  

As a recipient of the Monett Teacher of the Year award, Osborne has learned how to help students be the best version of themselves.  

Advice for future teachers 

Osborne advises future teachers to stick with their career through the difficult times. She said that teaching will be hard, physically and emotionally, and they will be thoroughly exhausted.  

But the challenges will be worth it. 

“The sparkle in the student’s eye when they overcome a struggle to understand something, the voice of confidence when the quiet student raises a hand to give an insightful answer and the smile on the students’ faces make the difficult parts of teaching seem so unimportant,” Osborn said. 

“These children are the future of our world. We make today better for our students; they make tomorrow better for all of us.”

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Filed Under: COE Alumni, Elementary Education Tagged With: alumni, college of education, Elementary Education, Springfield Public Schools, Teacher of the Year

Seven students commit to teach local

August 25, 2022 by Savannah A. Keller

First class of the Future Educators Program.

The Future Educators Program is underway as seven students join the first class.  

Each student will complete an education program at Missouri State University. Upon graduation, they will begin their teaching career in Springfield Public Schools.  

The Future Educators Program helps students from underrepresented and under-resourced backgrounds become educators.  

Students in the program will receive financial aid, mentor support and additional teacher training. 

Cass Cavanaugh, future educator, said, “I chose to become a teacher because teaching is what I love most, and I can’t wait to see the next generation grow and change the world.” 

About the Future Educators Program 

Meet the students 

Anusha Chakraborty 

Chakraborty is an elementary education major and expects to graduate in May 2024. 

She graduated from Kickapoo High School and was an A+ tutor. She competed on the debate team and was in orchestra and on the girl’s tennis team. 

Drew Irwin 

Irwin is studying elementary education and expects to graduate in December 2023. 

He is a post-baccalaureate student with a background in theater. He currently substitutes for Springfield Public Schools.  

Joshua Tofflemire 

Tofflemire is studying elementary education and is an incoming first-year student. 

He graduated from Kickapoo High School and participated in marching and concert band.  

Brandon Huddleston 

Huddleston is studying elementary or middle school education and is a post-baccalaureate student. 

He graduated with a bachelor’s in electronic arts from MSU. He volunteered as a teacher for the Black History Summer Academy. He is currently a paraprofessional for Springfield Public Schools.   

Cass Cavanaugh 

Cavanaugh is studying elementary education and expects to graduate in May 2024. 

They are the president of Bears Teach Elementary and are in the accelerated master’s program at Missouri State. 

Samantha Johnson 

Johnson is studying early childhood education and expects to graduate in May 2023.  

She is a pre-school teacher and was formerly a pre-medical student.  

Maddison Songer 

Songer is studying elementary education and expects to graduate in May 2024. 

She recently served as a mentor for the Bears Teach summer program.  

Join the Future Educators Program 

Students may apply to join the next class of the Future Educators Program in spring of 2023. 

Current high school seniors and Missouri State sophomores and juniors who are education majors may be eligible.  

For more information, contact Dr. Chloe Bolyard, assistant professor of elementary education at Missouri State University.  

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Filed Under: COE Students Tagged With: college of education, Future Educators Program, Springfield Public Schools

What to know about the Teacher Pathways program

March 28, 2022 by Strategic Communication

Markers, pencils, and crayons in an early childhood classroom.

Opportunities to earn college credit for general education courses in high school classrooms have been around for many years.  

Missouri State University’s College of Education (COE) and Springfield Public Schools (SPS) recently partnered to give high school students college credit for classes and experiences to prepare them to be teachers.  

“Students are able to explore the field of education through the regular classroom setting, guest speakers, field trips and practicum placements,” said Katie Kensinger, coordinator of college and career readiness at SPS.  

“The Teacher Pathways program allows high school students to understand much more about the profession. This is essential for them to truly know if teaching is what they want to pursue after graduation.”  

In the classroom  

Students enrolled in dual credit courses take the classes at their high school.  

The high school teachers offering the courses work with Dr. Denise Cunningham, head of the childhood education and family studies department, and the dual credit office to make sure their syllabi align with MSU course requirements.  

“I worked on aligning the coursework that they are offering with the standards required by the Missouri Department of Elementary and Secondary Education (DESE),” Cunningham noted.  

“Now, each program has its own introductory course – early childhood, elementary, and combined middle and secondary.”  

High school students can take up to two courses in education at a reduced fee per credit hour. Students who qualify for free and reduced lunches can earn dual credit free of charge. All credits transfer into an MSU education program.  

“Partnering with MSU strengthens our SPS curriculum and ensures it is more relevant,” Kensinger remarked.  

“Beginning college with a clear vision and applicable credits may help some students graduate within four years.” 

The future of teaching 

Teacher Pathways can help high school students finalize their decision about wanting to pursue teaching as a career.  

“I’ve learned how to write a proper lesson plan and introduce lessons to students in an engaging way,” said Michelle Dobre, a senior at Hillcrest High School. “The practicum gave me an opportunity to see what it’s actually like being a teacher.”  

Cunningham explained that an early practicum gives high school students a peek into a profession that has so many rewarding qualities, even when there are tough times.  

“We need our best and brightest to become teachers. They’re the ones who can inspire the lives of everyone else.”   

Explore degrees in education 

Filed Under: Early Childhood and Family Development, Elementary Education, Secondary Education Tagged With: childhood education and family studies, education, Springfield Public Schools

Helping students SHINE

March 2, 2022 by Strategic Communication

Parent work schedules and school schedules do not always match up perfectly. This can leave some families in a sticky situation.  

To resolve this struggle, Springfield Public Schools (SPS) joined local organizations to provide quality before and after school care through the SHINE program.  

Students pursuing a degree in elementary education at Missouri State University can complete a 30-hour practicum (that is required in the early stages of their degree program) while working at the YMCA.  

“Many of our students work to support themselves through school. Their schedules are very tight, so this opportunity is a win-win,” said Rhonda Bishop, clinical instructor in the department of childhood education and family studies.  

“It provides the necessary workforce for SHINE, and our students are getting paid while they satisfy a requirement for their class.” 

Working in after-school care 

Most early practicum experiences involve observing a certified teacher and taking on a few lessons or tasks in the classroom.  

In the SHINE program, students are immersed in classroom skills from the start – planning activities, working with students in small groups and managing the after-school schedule.  

“Each day, we do a math activity and a literacy activity,” said Sophia Crabtree, an MSU elementary education major and YMCA employee.  

“You have to plan ahead, and you learn classroom management skills when you’re working with the kids.”  

Having experience working with children is an important part of building your resume as an education major.  

“It’s always helpful on your resume if you can show experience working with children,” Bishop said. “I encourage my students to start gaining that experience as soon as possible, and the SHINE program provides that for them.”  

Closing the gap 

The recent pandemic conditions caused some students to return to school in-person with some additional needs.  

“Teachers are realizing that there are some educational gaps for their students,” Bishop said. “So, schools are implementing strategies to lessen that gap. After school care is one of the ways kids can get extra support outside of the typical school day.”  

Employees working in the SHINE program can build relationships with students and address needs that may not be met in the classroom that day.  

“I can connect with students and give them the attention they need when they have something they want to talk about,” Crabtree said.  

“It’s rewarding seeing them progress throughout the year and maybe even handling situations differently because you talked with them about it.” 

Explore a degree in elementary education

Rhonda Bishop with an award plaque for distinguished clinician.Distinguished clinician award 

Bishop was recently awarded the Distinguished Clinician in Teacher Education Award from the Association of Teacher Educators.  

This award was granted in recognition of her support of students in and out of the classroom.  

Bishop’s work to find creative solutions for students to complete their programs, such as the SHINE program, is a valuable part of her contribution as an educator.  

Congratulations, Dr. Bishop!  

 

Filed Under: COE Faculty, Elementary Education Tagged With: childhood education and family studies, education, Rhonda Bishop, Springfield Public Schools

Supporting English language learners

September 30, 2021 by Strategic Communication

When Dr. Kennedy Ongaga, assistant professor in the department of counseling, leadership and special education, found out he won the Spencer Foundation research grant, he ran to his front yard and shouted, “Thank you, God!”  

“When we have a crisis, marginalized students and English learners are always left behind,” Ongaga said. “During COVID-19, our homes, our students’ homes, became the schools when schools moved to remote. The question becomes, what resources are available or did schools leverage to support student learning?” 

Ongaga’s research seeks to assess the education of English language learners (ELL) in Springfield Public Schools (SPS) during the pandemic. 

The data he collects will serve as a foundation for improving and creating support services for ELLs in times of crisis.  

Working in social justice 

Ongaga’s work in SPS specifically addresses ELLs. Many of them are refugees from around the world including Afghanistan, Congo, Iraq, Malawi and Tanzania.  

“I try to acculturate them and help them to understand what life is like in America,” Ongaga said. “I also do interpretation for students who don’t speak English for the K-12 schools within this region.” 

The pandemic caused transitions in class delivery, communication and the structure of school. Ongaga’s research questions address how accommodations were made to assist ELLs during this transition and the ongoing pandemic.  

Asking the right questions  

Ongaga will officially begin this research project in October 2021 and plans to conclude it in September 2023. 

The data collection will occur in four phases: 

  • Surveying students, administrators, EL specialists, teachers and other staff members.  
  • Interviews with counselors, school nurses, social workers and psychologists.
  • Focus groups with parents, teachers and students.
  • Secondary data including assessment results and test scores from DESE. 

“Using secondary data, in connection with the qualitative data that we’ll get from the participants, we should be able to make evidence-based projections of what is going on,” Ongaga said. 

He hopes this data will help answer questions such as:  

  1. What services, strategies and special accommodations did SPS implement to support ELLs learning during the pandemic? 
  2. To what extent do ELLs perceive that their academic needs were actually met during the pandemic? 
  3. What is communication like between the school, teachers and parents to keep the momentum of student learning going? 
  4. What guidance and supports are educators provided with to address EL learning needs?   

“For some students, school is where they take their breakfast, their lunch and sometimes that’s where they get that sandwich that they take home for dinner,” Ongaga said. “I want to know what services and programs have been used to mitigate the impact of the pandemic on the ELL’s social-emotional development and their family’s wellbeing.” 

Ongaga hopes to make research-based recommendations for SPS and other K-12 districts so they can be more specific in addressing the needs of such sub-groups and marginalized students.  

“We have a lot of resources to rehumanize education in times of crises – if only we can know how to leverage those resources to reach students,” Ongaga said. 

Spencer Foundation Funding  

Ongaga’s research is funded in part by the Spencer Foundation research grant that he won this fall. The Spencer Foundation awards grants nationally and applicants have only a 5% chance of receiving funding.  

Ongaga submitted the application himself, but he is grateful for the support he found in his department. 

“Dr. Reesha Adamson, who was my answering department head, was absolutely helpful in calming me down,” Ongaga said. “She’s very good with grant writing and shared sort of a toolbox of what I needed to do.” 

The pandemic continues to reveal inequities that ELLs and children from immigrant families experience in U.S. schools and their communities.  

Support from the Spencer Foundation is an acknowledgment of how important this kind of work is in making a difference in the lives of students.  

“I’m very sure, through these small grants, we will be able to make an impact and meaningfully partner with our K-12 school districts in addressing challenges of reaching vulnerable populations,” Ongaga said. 

Making a difference 

Ongaga’s research connects to the ways Missouri State is working to improve the community through the public affairs mission. Ongaga hopes the work he is doing will inspire others.  

He referenced a well-known quote: “You don’t get harmony when everyone sings the same note. Only notes that are different can harmonize. The same is true of people.”  

Ongaga encourages people to find their own ways to help the people around them.  

“When you look at what’s going on around the world and see what people are going through – they’re not worse than me and you. They’re just human beings caught up in some kind of mess,” Ongaga said. “We have a moral responsibility to be our brother’s keeper, and I’m very sure we can do it.” 

Learn more about the public affairs mission   

Filed Under: COE Faculty Tagged With: counseling leadership and special education, diversity, education, grant, research, Springfield Public Schools

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