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They Call Me Coach
Dan Basom
Over two years ago I applied for admission into graduate school at Michigan State University (MSU). During that time period I have gone from being engaged to celebrating my 2nd anniversary. It is hard to believe the time has gone by so fast. One of the requirements for admission into MSU was to write about my professional goals. After re-reading the paper I submitted in April 2010, I realize that I am still striving toward these same goals. Although I have not yet attained all these objectives, the progress I have made through my graduate work has been instrumental in my journey as an educator.
The biggest career goal I had prior to entering the Masters of Arts in Education (MAED) program was to become a varsity basketball coach. Although I have not yet attained this distinction, I have made strides toward doing so. In the last two years I have grown professionally as a coach. I began my graduate work as an 8th grade coach; since then I have been promoted to the role of junior varsity coach. During my time in the MAED program I have taken courses that will help me to become a varsity coach. I completed three required Kinesiology courses to fulfill my concentration for the MAED program, and I also took the only remaining 800 level Kinesiology class as an elective.
The knowledge I gained from these courses has helped me to think differently about my coaching. Prior to beginning graduate school, I saw the role of a coach as being one-dimensional, coaching. Over the last two years I have realized that a coach must wear several different hats: sports nutritionist, youth sports liaison, promoter, safety inspector, etc. The coursework I have completed has given me resources to use with the athletes I coach. For instance, I have developed: a proposal for a youth sports program, a professional network of medical personnel, a nutritional guide, and a strength and conditioning circuit. When I become a varsity coach, these will be valuable resources for my players and their parents.
Another goal I set forth to achieve over two years ago was to take more of a leadership role within my school district. The knowledge I have gained in pedagogy and best practice has helped me to feel more confident in my teaching and in staff meetings with colleagues. I now feel comfortable expressing my opinions, along with being an active member in my professional learning community. I still have not developed an interest in becoming an administrator, though I am actively seeking new leadership roles throughout my school district.
Prior to beginning graduate school, I knew where I wanted to go professionally, but was unsure of how to get there. The MAED program has helped to provide me with the roadmap and tools I need to achieve my goals. The lessons I have learned in the MAED program have helped me become a more effective teacher and coach.
The biggest career goal I had prior to entering the Masters of Arts in Education (MAED) program was to become a varsity basketball coach. Although I have not yet attained this distinction, I have made strides toward doing so. In the last two years I have grown professionally as a coach. I began my graduate work as an 8th grade coach; since then I have been promoted to the role of junior varsity coach. During my time in the MAED program I have taken courses that will help me to become a varsity coach. I completed three required Kinesiology courses to fulfill my concentration for the MAED program, and I also took the only remaining 800 level Kinesiology class as an elective.
The knowledge I gained from these courses has helped me to think differently about my coaching. Prior to beginning graduate school, I saw the role of a coach as being one-dimensional, coaching. Over the last two years I have realized that a coach must wear several different hats: sports nutritionist, youth sports liaison, promoter, safety inspector, etc. The coursework I have completed has given me resources to use with the athletes I coach. For instance, I have developed: a proposal for a youth sports program, a professional network of medical personnel, a nutritional guide, and a strength and conditioning circuit. When I become a varsity coach, these will be valuable resources for my players and their parents.
Another goal I set forth to achieve over two years ago was to take more of a leadership role within my school district. The knowledge I have gained in pedagogy and best practice has helped me to feel more confident in my teaching and in staff meetings with colleagues. I now feel comfortable expressing my opinions, along with being an active member in my professional learning community. I still have not developed an interest in becoming an administrator, though I am actively seeking new leadership roles throughout my school district.
Prior to beginning graduate school, I knew where I wanted to go professionally, but was unsure of how to get there. The MAED program has helped to provide me with the roadmap and tools I need to achieve my goals. The lessons I have learned in the MAED program have helped me become a more effective teacher and coach.