Today’s blogger is Dr. Kirstin Pesola McEachern, Curriculum and Instruction Director at The Summit Country Day School in Cincinnati, Ohio. Read her full article, “Developing a Research Identity: Promoting a Research Mindset Among Faculty and Students” (coauthored by Dr. Jessica L. Horton), in The Educational Forum.
A few years ago, I moved to an administrative position at the private school at which I had been teaching high school English for more than 10 years.
I had long wanted to be in a position to change the problems I and other teachers lamented over in the lunchroom, but it wasn’t until the assistant principal role opened unexpectedly and others encouraged me that I threw my hat in the ring.
When the school announced my appointment, colleagues’ responses took one of two forms, sometimes both: delight that I was bringing my teaching experience to the job, and disappointment that I was joining “the dark side”—the place where administrators forget what teaching is all about and make decisions that leave faculty scratching their heads.
Fellow teachers even gifted me with a Darth Vader Mr. Potato Head, which still sits in my office.
Some might have perceived this change as abandoning one world in favor of another.
However, such transitions often grant us opportunities to draw from past experience to improve our future practice.
While teaching, I had gone back to school for my master’s and doctorate degrees, and being a student again made me a better teacher. My classroom assignments were more intentional, as I didn’t want my students questioning a lesson’s purpose like I sometimes did in the courses I took. My methods were more varied, as I was learning new approaches from my professors. And I better understood the realities of being a student with seemingly impossible homework loads and teachers who thought their class was the only content occupying my headspace.
Much like being a student made me a better teacher, being a teacher made me a better administrator because I knew firsthand the implications for the decisions I made.
For instance, as a teacher of freshmen, I believed the timeframe in which I had to recommend their level for sophomore year was too short; students often didn’t hit their stride until after Christmas, yet I had to decide whether they were honors material when half the year was still ahead of us. As a teacher, I did my best and crossed my fingers, but as an administrator, that deadline was one of the first policy changes I made—much to the satisfaction of my colleagues.
Another important transition I had to negotiate when becoming an administrator was what it meant for my identity as a researcher of my own practice. Did I have to give that up? As I describe in my article in The Educational Forum, teacher research was an empowering force when I was in the classroom, and encouraging teachers at my school to embrace a research mindset remains a passion of mine as an administrator. It requires cultivating a culture of trust and risk-taking, and doing so communicates to faculty that administrators understand and respect their teachers’ knowledge and contributions to the larger learning community.
My identities as a teacher and researcher strengthen my work as an administrator, and I remain confident that others can find similar benefits when facing transitions between what might appear, at first, to be different worlds.
KDP is proud to partner with Routledge to share Dr. McEachern and Dr. Horton’s article free with the education community through November 30, 2016. Read the full article here.