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Becoming a Literacy Leader: Marie’s Story
Early in my teaching career, I was certain I would spend my entire professional life in my own classroom. Even after nineteen years, what I cherish most are the relationships I build with students, especially the moments when they begin to see themselves as confident readers. Those breakthrough moments still mean everything to me, and for a long time, I believed my professional path would always stay rooted there.
Over time, however, I found myself reflecting more deeply on my practice and my students who showed up eager to learn but weren’t experiencing breakthroughs. I wanted to understand why. That curiosity led me into searching for answers in articles and books, and I began questioning my own instruction. Without fully realizing it, I was beginning to grow beyond the walls of my classroom, which ultimately led me to seek out a master’s degree program.
When I chose to pursue the Master of Education with a concentration in Literacy program at Furman University, I was drawn to its strong reputation in education and literacy. I wanted a program that was practical and meaningful, one that honored the realities of today’s classrooms while also challenging me to grow. I was seeking a deeper understanding, but also clarity and confidence in my instructional decisions. From the first course, I immediately applied what I was learning directly to my classroom. The strategies we discussed immediately strengthened my instruction and the way I analyzed student work.
The most valuable part of the program was its emphasis on reflection paired with real world application. I wasn’t just learning theory, I was living it daily. The program deepened my understanding of how literacy develops and how to support diverse learners with intention. The relationships I built with professors and classmates also shaped me in lasting ways, pushing my thinking and helping me see myself as a leader.
The impact continued beyond graduation, eventually leading me to pursue a doctorate. Furman gave me the confidence to support colleagues, lead instructional conversations, and advocate for evidence-based practices. Returning as an adjunct instructor in the MA.Ed. program at Furman was a full-circle moment, moving from student to guiding other educators as they grow into literacy leaders.
For anyone considering this program, I can confidently say it will not only strengthen your practice, but transform the way you think about teaching, learning, and leading meaningful change.
Marie Havran, Ed.D., is a Literacy Specialist at Brook Glenn Elementary in Greenville County. She also serves as an Adjunct Professor in Literacy at Furman University.