Smart Goal Assignment Final Project Milestone One: Goal Stat

Smart Goal Assignment Final Project Milestone One: Goal Statement

My goal is to graduate with my BA.GS with a concentration in Child and Adolescent Development from SNHU. This degree will help me determine if I want to be a full-time teacher (committing 30 years) and pursue the option of opening up a facility that allows kids with disabilities to transition from school into adulthood. What is driving me to succeed in accomplishing this goal is my younger brother. He has special needs (EBD, OHI, and MOID), and I believe he was mishandled in school. His learning needs weren’t met, and he wasn’t given a transition plan as he should have received before completing high school in 2017.

To achieve my goal of becoming a full-time teacher and possibly opening a transitional facility, I have prepared a detailed academic plan rooted in five strategic steps. This plan involves categorizing my tasks, setting schedules, prioritizing based on importance and deadlines, and establishing specific timelines for each activity. I am committed to completing my coursework consistently and on time, managing my physical and mental health to sustain my efforts, especially during challenging periods.

My motivation to pursue a BA in General Studies centers on facilitating better educational and transitional support for children with disabilities. I believe these children have been neglected in our societal educational frameworks. Schools need to understand their unique needs, which fuels my desire to become an educator capable of providing the necessary care and understanding.

To measure my progress, I have identified both short-term and long-term success indicators. Short-term measures include maintaining a planner to ensure assignment completion between Tuesday and Thursday each week until Fall 2021 and passing this course with a B average by April 2020. Long-term measures comprise becoming a certified teacher in Georgia by May 2022 and graduating with my bachelor’s degree in October 2021. Achieving these goals requires consistent effort, resource management, and timely completion of all academic tasks.

The resources essential for my success include financial support for tuition and supplies, as well as personal discipline. Promptness in completing assignments and preparation for assessments are critical behaviors that influence my future as an educator. My passion for studying BA.GS aligns with my career aspirations and personal motivations rooted in my experiences with my brother and my desire to make a positive impact in children’s lives.

I estimate that I will need approximately two years and four months to reach my goal of becoming an educator specializing in children with disabilities. This timeframe considers the necessary coursework, certification requirements, and my personal circumstances.

---

Paper For Above instruction

Introduction

Achieving educational and professional goals requires deliberate planning, focus, and motivation. For my career path, I have set a clear goal of obtaining a Bachelor of Arts in General Studies with a concentration in Child and Adolescent Development from Southern New Hampshire University (SNHU). This goal is driven by a personal commitment to improve the lives of children with special needs, inspired by my younger brother’s experiences. In this paper, I will defend my choice of concentration, outline my coursework plan, and demonstrate how this academic pathway will facilitate my goal of becoming a special needs educator and possibly opening a transitional facility.

Concentration Selection and Rationale

The concentration I have chosen is Child and Adolescent Development, a specialization that aligns directly with my aspirations to support children with disabilities. The knowledge I expect to acquire includes developmental psychology, educational strategies for special needs students, behavioral management techniques, and inclusive teaching methodologies. This content is vital for equipping me with the understanding and skills necessary to address diverse learning needs, create adaptive educational plans, and foster supportive learning environments.

Supporting research indicates that specialization in child development enhances educators’ ability to tailor instruction to individual needs, resulting in improved academic and social outcomes for students with disabilities (Guralnick, 2011). Furthermore, knowledge in developmental stages and behavioral theories can empower future educators to implement evidence-based practices, crucial for successful interventions (Shonkoff & Phillips, 2000). My assertion that this concentration will help me reach my personal and professional goals is grounded in these research findings, emphasizing the importance of specialized training in fostering inclusive education.

Coursework Outline and Planning

To complete my degree, I have carefully mapped out the required coursework based on SNHU’s curriculum and my academic progress. The program requires approximately 120 credits, including foundational courses, major courses in child and adolescent development, and elective classes aligned with my concentration.

Completed Courses:

- Introduction to Academic Writing (60 credits overall, including this course)

- Introduction to Psychology (completed, provides foundational understanding of human behavior)

- Educational Psychology (anticipated, relevant for understanding learning processes)

Planned Course Sequence:

- 200-level Courses:

- Child Development Theories (3 credits): This course will deepen my understanding of developmental milestones and learning differences.

- Educational Psychology (3 credits): Enhances knowledge in how children learn and how to design effective instructional strategies.

- 300-level Courses:

- Adolescent Development (3 credits): Focuses on teenagers’ behavioral and emotional changes.

- Inclusive Education Strategies (3 credits): Teaches adaptive teaching methods for diverse learners.

- 400-level Courses:

- Capstone in Child Development (3 credits): Integrates all accumulated knowledge into practical applications.

- Transition Planning and Support (3 credits): Specifically addresses facilitating successful transitions for students with disabilities.

Course Annotations:

Each course has been selected purposefully—for example, the Course on Inclusive Education Strategies directly applies to my goal of becoming a prepared, inclusive educator. The Capstone project will allow me to synthesize my learning with real-world applications, essential in designing programs for children with disabilities. Completing these courses will give me comprehensive expertise in child development theories, inclusive practices, and transition planning, directly supporting my career aspirations.

Conclusion

Strategic academic planning, guided by a focused concentration in Child and Adolescent Development, is essential for achieving my goal of becoming a specialized educator and advocate for children with disabilities. The coursework, supported by research and aligned with my personal motivations, prepares me to meet the academic requirements and develop essential skills. With disciplined effort, resource management, and consistent progress, I am confident that I will realize my vision within the estimated timeframe of two years and four months, ultimately making a meaningful difference in the lives of children who need it most.

References

  • Guralnick, M. J. (2011). Why early intervention works: A systems perspective. Journal of Early Intervention, 33(4), 211-217.
  • Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods: The science of early childhood development. National Academies Press.
  • National Association for the Education of Young Children (NAEYC). (2010). Developmentally appropriate practice in early childhood programs serving children from birth through age 8.
  • Pianta, R. C., & Stuhlman, M. W. (2004). Family, teacher, and student learning environment factors contributing to children's achievement growth in preschool. Journal of Educational Psychology, 96(2), 235-252.
  • Brown, A. L. (2015). Inclusive education: Strategies for including students with disabilities. Sage Publications.
  • Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners, 2nd Edition. ASCD.
  • Shin, H., & Sutherland, K. (2019). Preparing teachers for inclusive classrooms: Practices and challenges. Journal of Special Education Leadership, 32(1), 13-21.
  • Foster, S., & Brown, S. (2018). Transition planning for students with disabilities: Current practices and future directions. Journal of Transition and Special Education, 22(3), 85-93.
  • McIntyre, J., & Byrnes, D. (2019). Supporting children with disabilities: Approaches and interventions. Routledge.
  • Jackson, S. (2020). Preparing educators for inclusive classrooms: An evidence-based review. Teachers College Record, 122(4), 1-36.

Related Assignments