My career in education began with the Houston Independent School District teaching at Westbury High School. Though I had no credentials to teach, the district was allowing for people with experience to enter the classroom through an alternative certification program, trusting that they would get their credentials within the year.
Westbury was the stuff of movies at that time, and I loved every moment of it. I was amazed at the obstacles my students overcame on a daily basis, facing issues far beyond their years. Teaching public speaking, I had an opportunity to learn about their lives and perspectives. I quickly realized that I was not there to teach a curriculum, but that the curriculum was a reason to teach young men and women. The difference may sound subtle but it allowed me to be more responsive, and allowed them to teach me just as much as I taught them.
After a year and a half, the religious community I was associated with asked if I would be willing to teach at their Catholic High School in inner city Detroit. Again, it was the stuff of movies; and again, I loved every moment of it. The school was located in Mexicantown within the core of Detroit. Though we were surrounded by ruin, Mexicantown was/is a tight-knit community where I learned a lot about sustainable communities. Families kept their money in the community by supporting small businesses. Loyalty defined every movement and conversation, which translated into respect. People looked out for each other. Underneath the dirt and grit, was a whole lot of heart. There I taught English literature, public speaking, world geography, coached track and cross-country and advised the yearbook club. My assignment was for one year before I was asked to continue my studies.
After my studies were complete, I was assigned to teach at Catholic Central High School in the suburbs of Detroit. It was a far different experience as this school is designed for high-performing boys bound for college, many of whom were also quite privileged. There I began to think about the origins of Catholic Education as providing for those who did not have access to education. I began to ask myself now that there is quality public education where every child has access (though I am all too aware access is not equal), what is the role of Catholic Education today? How is it meant to be different? Who is it meant to serve? Are schools today perpetuating a heritage, or creating a culture?
After one year, the need arose for me to travel across the Detroit River to work at Assumption University and Assumption Parish. Alongside those assignments, I served as a consultant for the Windsor-Essex Catholic District School Board. Much of my work was focused on assessing and improving outputs of the schools. It was complex and data-driven work that required us to write new training programs for faculty, staff and administration. Much of my work also focused on mediating conversations about living out our authentic selves as teachers and administrators, which translated into a great deal of coaching, personal and professional development. Our work produced sweeping changes at a system level, but the real success occurred one person at a time. At the same time, I designed programs for aspiring teachers who were seeking employment in the Catholic board.
After three years in Windsor, I was asked to serve as the Pastor of the Collegiate Church at the University of St. Michael’s College at the University of Toronto. There my experience in education was put to service on the Board of Directors at the University. The relationships of colleges and universities in Canada are often different than those in the United States; however, the business of higher education is slowing seeping its way into the Canadian models. As a result, I participated in many conversations concerning mission and identity, which also translate into enrollment and retention solutions. During my tenure, we also experienced a presidential search and transition; as well as many other challenges, mostly around the roles, and separation, of governance and administration.
After four years, I was asked to go back to my hometown of Houston to serve as the Director for the Center of Faith and Culture at the University of St. Thomas. My work at the University evolved in the time that I was there, often serving on committees to complete special projects. Most significantly, those projects included an evaluation and redesign of the core curriculum to meet the needs of non-traditional and under-served student populations. I often worked alongside other faculty and staff to help the university adapt to the changing realities of our day. We created more robust first-year student courses to better prepare them for university work; focused on campus culture so that students would remain on campus rather than go home; offer classes at non-traditional hours and make more classes available online so that students could work while they were enrolled. Service-learning, internships and other programs associated with Career Services became a strong focus since many of our students did not take advantage of these opportunities to enhance their education.
The transformation that was needed also required us to address those caused by the structure and culture of the university itself: promotion and tenure; the dignity of staff and adjunct professors along-side tenured faculty; the importance of student affairs and the student experience alongside academics; course creation and curriculum approval; shared governance; cross-curricular collaborations and the breaking down of departmental silos; the inclusion of experiential-learning and service-learning as a content-driver, and other related issues all kept us thinking outside the box.
Lastly, we had to re-think alumni relations and fund-development. Universities will continue to evolve, but they will always look to their alumni for support. Greater attention should be given to students today, recognizing that they are future donors. If the mission is to continue, the creating memories that can be retold and relived is essential to both the student and the institution. This challenge becomes even greater as more coursework is completed online.
Perhaps most defining of my work in education is understanding the transitions from high school to university and/or career. My own life has been filled with transitions, so I often draw on my own experience. Success is found through intentionality, time, mentors and guides. These days, often because of technology, we too often move into something new without ever leaving what is now old. As educators, we have a responsibility to help students hold on to the lessons and memories while also learning how to let go. You cannot open your mind, heart and hands to that which is being offered, unless you first let go of that which you have been holding for so long. There are structures for this, but we must also realize that there are cultural barriers which we must overcome as well – in our families as well as in our society at large. My belief is that transitioning, for students and families today; as well as all the facets of it, is one of the most important skills we can teach our students today.