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WHAT THE CV-HEC IS HAPPENING GUEST BLOG (January 2023): Master’s Upskill

January 24, 2023

This month’s What The CV-HEC Is Happening guest blog is presented by Ginny Sandhu, an English teacher at Sunnyside High School in Fresno who earned a master’s degree in December, 2021 through CVHEC’s Master’s Upskilling Program. She earned her bachelor’s degree at Fresno State in 2008 (credential 2009) and has been teaching for 13 years. Here Ginny shares the value of the upskilling program and how it will benefit not just her personal and professional advancement but also her students through dual enrollment.

Master’s Upskill Program Leads to Dual Enrollment Courses; Student Benefit

 

BY GINNY SANDHU
Sunnyside High School – Fresno CA

My latest academic journey – obtaining my Master of Arts last summer – officially began at National University in January 2021. But as I reflect on the years past, it really started long before that.

Having taught writing-centered courses like AP Language and Composition and Expository Reading and Writing for many years positioned me perfectly to want to improve my art for a very important reason — my students.

I wanted to pursue a graduate program that helped me become a better writing instructor for students who take high stakes courses like the AP courses I taught. So much of who I was (am) as a professional at the time aligned so well with the courses offered in the program (Master’s of English, specialization in Rhetoric) that once I learned about the opportunity, I happily enrolled immediately.

From the start, the program had many entities that were involved to make the initiative a success for its candidates — the Central Valley Higher Education Consortium, Fresno Unified School District, Fresno County Office of Education and National University — all supported this enormous effort to help individuals like me achieve academic goals without any financial burden.

Once the courses began, I was assigned a wonderful mentor from Fresno City College, a tenured professor, who supported me with various facets of the program. Some of the concerns he assisted me with were academic while others were career-related. I was able to get feedback on major essays and projects and, any time I felt like I was reaching a point of burnout, his wisdom, knowledge, and experience guided me accordingly.

In my courses, I learned about ancient and modern rhetoric. In one class, I was able to develop a revision method using various research-based approaches that we studied in class.

In another class, we delved into education and technology and how the world of writing is changing because of all the technology that is conveniently available to a modern-day student. We even took a course on Noir as a genre and learned about Film Noir and Femme Fatales. Romanticism came close to being one of my favorite courses, but History of Rhetoric took the trophy for being one of the most informative and enjoyable courses for me. I appreciated learning more about Emerson who believed in the importance of receptivity as we interact with the world, with nature, and believed in the complete submission to the sublime experience as a way to a spiritual clearing.

But it was the History of Rhetoric course that took us through the most beautiful journey starting first with the Greeks then the Romans, and onwards to more modern rhetoricians. The course allowed us to see how rhetoric has expanded over the centuries to include broader concerns of epistemology, social construction, ideology and the study and use of symbol systems. It also allowed me to see the power of language and the many facets of rhetoric as an art form. I came to understand the hegemonic power of political structures in creating metanarratives through language that strive for homogenization of people—thereby reducing people to a single story. This led me to study Plato, Cicero, Quintilian, Lyotard, Nietzsche, Goddard, Said, Sartre, Hegel, Freud, and numerous other philosophers who have shed light on the power structures that are constructed through language.

The most gratifying moment in the program for me was my Capstone project in which I rhetorically analyzed Frantz Fanon’s Black Skin, White Masks. While the labor was long and arduous, I felt well-supported by the faculty in charge and the two months allotted to just writing my thesis.

My hope was to understand how language as a power tool operates in our world and Fanon’s psychoanalytic approach to racism and his characterization of psychic violence through his radical stance against established scholarship allowed me to see that it is indeed possible to challenge oppressive systems and language gives you that ability. Personally, this program gave me the tools to deconstruct language around racial conflicts, such as the ones in Punjab, and the Black Lives Matter movement in the United States.

Currently, I am teaching Dual Enrollment English 1A at Sunnyside High School in Fresno. Like the master’s program, I was fortunate to have been assigned a mentor again, and lucky for me, I got to work with the same mentor as my MA program: I gladly call Jeff Tannen a friend now.

I will forever be grateful for the opportunity to get a master’s degree with so much support built around me — and all of this without any financial investment of my own and entirely online, allowing me the flexibility I needed to sustain a full-time teaching position and be there for my family.

https://cvhec.org/wp-content/uploads/2023/01/CVHEC-Blog-banner-SANDHU-v3.png 1429 2000 Tom Uribes https://cvhec.org/wp-content/uploads/2021/10/CVHEC_logo_315.png Tom Uribes2023-01-24 13:22:562023-01-24 23:53:19WHAT THE CV-HEC IS HAPPENING GUEST BLOG (January 2023): Master’s Upskill

WHAT THE CV-HEC IS HAPPENING BLOG (November 2022): The Master’s Upskilling Program

November 18, 2022

Master’s Upskilling Experience

Was a Game-Changer

This month’s guest blog is presented by Chet Frantzich, an English teacher at Buchanan High School in Clovis who earned a master’s degree in June through CVHEC’s Master’s Upskilling Program. Chet earned his bachelor’s degree at Fresno State in 2010 (credential 2012) and has taught at BHS since 2018. He shares the value of the upskilling program and how it will benefit not just his personal and professional advancement but also his students through dual enrollment courses he plans to teach in the near future.

By Chet Frantzich

Buchanan High School

The Master’s Upskilling experience afforded me courtesy of the Central Valley Higher Education Consortium, National University and the Clovis Unified School District was a career altering one.

Not only did achieving my master’s in rhetoric open up pathways for me to teach dual enrollment courses and even courses at my local junior college, but it also impacted the way I teach. Graduating from the program has instilled in me a better sense of what my students need when it comes to functioning in college, yes, but also in life.  The program was a revelation regarding what truly matters in education and regarding how to teach the whole student.

I knew going into the program that it would be demanding — not just the workload each class would require that would make it so, but also balancing teaching and extracurricular responsibilities. However, each class was so organized and each instructor so available and professional that it took hardly any time at all to fall into a kind of groove regarding the work. Before I knew it, the class was over, and hence, the program itself successfully completed.

Each class had a curriculum that was engaging and impactful, relevant to my cohort’s subject area, even to the point where I would read about a strategy or an idea on a Wednesday and apply that idea or enforce that strategy the very next week. It dawned on me early in the program that I was not just earning a postbaccalaureate degree; I was improving as a teacher day-by-day, week-by-week.

Here is an example of what made the program so navigable: from the outset of each class, we (each cohort member) knew exactly what the end goal was we were striving for. From week one on, we would engage with texts and perform activities and interact with one another and building ideas – one upon the other, never in isolation of each other – so that, come the final week of the class, a lot of the work we would have to do for our month’s final project has been completed.

Not only did this help me manage my time and make me feel like my work was consequential, but it also illuminated an idea: why don’t I do this with my students?

And so I did, almost right away. Not long after joining the cohort and being confronted with this realization, my students read a novel where I could show them the result we would be striving for before actually starting the book. This was not something foreign to me. What was new though, was the importance of revealing to people what they are doing, what the end result is, that way how they go about getting to that end destination is of the best quality possible.

The program elevated my teaching abilities in numerous ways, but understanding what my students needed to excel in their next stage of life was the chief way I improved. It is not that I did not know what they needed, but more so that I came to better understand how to get what they needed to them.

My mentor, Jeff Burdick, was a key piece in helping me understand how to help my students. His wisdom and experience in the college classroom revealed some things and affirmed others: that students need to be given a space to be creative, that they need to be shown tough love, that understanding how basic language works is essential to being a great communicator, that writing is the best way to teach people how to think.

Without the program, I think my grasp on those ideas would be decent, vague; graduating from the program, my grasp on those ideas is iron-like.

I cannot wait for the opportunity to teach dual enrollment classes. I have not been granted the chance to teach them yet, but when I do, I know I will be ready, and the Master’s program is a big reason why.

I do not think there is a topic or issue in the English classroom I cannot tackle, so expansive was the breadth of my experience earning my master’s. Going through the program is an experience I will never forget, and it is one I will forever be grateful for. There is no question that the program has made me a better, more well-rounded teacher, and it has inspired me to keep learning about my craft, that way my students get the best version of me year-to-year, month-to-month, week-to-week, day-to-day.

More specifically, I am confident they will find inspiration in the taking dual enrollment courses I hope to soon teach that will lay a foundation for a successful and meaningful higher education experience.

See Mr. Frantzich communicating with his student’s parents for Back to School Night 2021.

https://cvhec.org/wp-content/uploads/2022/11/CVHEC-Blog-banner-Frantzich-v4.png 1428 2000 Tom Uribes https://cvhec.org/wp-content/uploads/2021/10/CVHEC_logo_315.png Tom Uribes2022-11-18 09:40:152022-11-30 23:34:28WHAT THE CV-HEC IS HAPPENING BLOG (November 2022): The Master’s Upskilling Program

CVHEC IN THE NEWS: KBAK features Kern Master’s Upskill Program

November 17, 2022

 

CVHEC’s Kern Master’s Teacher Upskilling Pathway for English and Mathematics was featured on KBAK’s Eyewitness Mornings with host Tony Salazar interviewing project coordinator Tom Burke and Dr. Krista Herrera, director of the Kern K-16 Collaborative.

The program is currently recruiting South Valley math and English teachers for the cohorts to be presented next spring.

See: KBAK interview  (Oct. 19, 2022).

 

https://cvhec.org/wp-content/uploads/2022/11/SS-KBAK-2-scaled.jpg 1588 2560 Tom Uribes https://cvhec.org/wp-content/uploads/2021/10/CVHEC_logo_315.png Tom Uribes2022-11-17 11:43:112022-11-30 23:47:33CVHEC IN THE NEWS: KBAK features Kern Master’s Upskill Program

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