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My journey through the English Education Program at Â鶹¹ÙÍø is a memorable experience. Before I joined the program, I was overwhelmed with the fear of failing. The high demands and expectations of the program were challenging. After all my contemplation, I decided to enter the prestigious program. From my undergraduate coursework to the Texas Examinations of Educator Standards (TExES), I no longer had the fear of failing. The professors helped me to believe in myself, and I began to develop a new form of confidence.

The courses and projects expanded my English language arts and literacy education, and I have a new perspective on what it is to become a language arts teacher in the 21^st century. My experience with the state teacher certification exams was also challenging, but thanks to the workshops and resources from the Department of English, I passed both the ELAR and PPR exams on my first attempt. As graduate of the English Education Program, I am now prepared to enter the public school English language arts and reading classroom.

As a preservice teacher in the English Education Program, I met dedicated and talented professors who wanted me to thrive as an English teacher. With their guidance, I learned the principles and skills of teaching reading and writing in secondary education. I learned that teaching English coincides with a students’ social and cultural life. This connection is valuable within the English language arts classroom.

Along with my undergraduate English courses and the test preparation workshops for the Texas Examinations of Educator Standards (TExES), my success in the program was possible with the dedication and support I received. Overall, the English Education Program has given me a limitless perspective on how reading and writing could be taught to create a caring and qualified teacher in me. I am prepared and supported in my academic journey.