The landscape of education is constantly evolving, demanding leaders who are not only experienced but also equipped with the latest knowledge and innovative strategies. Mid-career teaching programs are emerging as pivotal forces in cultivating such leadership, empowering seasoned educators to ascend to higher roles and shape the future of schools and districts. These programs serve as catalysts for professional growth, providing a structured pathway for experienced teachers and administrators to refine their skills, expand their expertise, and ultimately, take on greater responsibilities within the education sector.
Recent announcements and appointments across the educational spectrum highlight the significant impact of mid-career programs. Graduates and participants are consistently being recognized and selected for key leadership positions, demonstrating the value and effectiveness of these programs in preparing individuals for the challenges of modern educational leadership. From superintendent roles to head of school positions and influential board memberships, alumni of mid-career programs are making their mark across various educational institutions.
Leading School Districts and Institutions
One of the most notable outcomes of mid-career teaching programs is the preparation of individuals for top leadership roles within school districts and independent schools. Numerous alumni have been appointed as superintendents, heads of schools, and executive directors, demonstrating their readiness to steer educational organizations.
For example, Carol Kelley’s appointment as Superintendent of Princeton Public Schools exemplifies this trend. Her selection underscores the district’s commitment to experienced and visionary leadership. Similarly, Raymond Yu’s selection as Head of School at Bertschi School and Delvin M. Dinkins being named Head of School for Springside Chestnut Hill Academy further illustrate the confidence educational institutions place in graduates of mid-career programs. Khalid Mumin’s rise to Superintendent of Lower Merion School District, after being recognized as Pennsylvania Superintendent of the Year, showcases the rapid career progression facilitated by these programs. Wagner Marseille’s appointment as Superintendent of the Wallingford-Swarthmore School District and Marc Gosselin’s selection as Superintendent of the Lenox Public School District echo this pattern of mid-career program alumni stepping into key superintendent roles. Christina Grant’s appointment as State Superintendent of Education in Washington, D.C., highlights the reach of these programs into influential policy-making positions. John Barnhardt’s selection as President and CEO of Bishop McNamara High School and Kai Bynum’s leadership as Head of Hopkins School demonstrate the diverse leadership roles alumni assume. Sam Fragomeni’s appointment as Head of School of Annunciation Orthodox School and Ryan Kimmet becoming Head of School at Elmwood Franklin School are further examples of mid-career professionals leading independent schools.
These appointments are not limited to superintendencies and head of school positions. Josephine Diemond’s appointment as Head of the Winston School in Short Hills, NJ, and Regina Nixon being named Head of Lower School at Cannon School, along with Thu-Nga Morris becoming Lower School Director at Pingry School, showcase the depth of leadership roles attained by mid-career program participants within school administrations.
Expanding Influence Through Diverse Roles
Beyond traditional leadership roles, graduates of mid-career teaching programs are also making significant contributions in diverse capacities within the education sector. These include appointments to boards, directorships, and specialized positions that leverage their enhanced expertise.
Brendan McGrail’s appointment as the first Director of Enrollment Management at Portsmouth Abbey School signifies the evolving needs of educational institutions and the specialized skills mid-career professionals bring. Matthew Suzuki’s role as Associate Director for Professional Learning and Diversity, Equity, and Inclusion Initiatives for the New York State Association of Independent Schools highlights the growing importance of these areas and the expertise mid-career alumni offer. Christine Mahady’s appointment as Co-Director of Education Leadership at Loyola University Maryland and Denny Barr’s role as founding director of the Arlington and Arlene Seymour Center for Rural Education Advocacy, Policy, and Research at Western Illinois University illustrate the academic and research contributions of program alumni. Noah Tennant joining the board of the Philadelphia Academy of School Leaders and Jean-Marc Juhel being elected President of the NYSAIS Board of Trustees demonstrate their influence in shaping educational policy and governance. Gene Batiste’s appointment as Assistant Head of School for Engagement at the Dwight-Englewood School and Courtney Portlock’s role as Assistant Head of School at Oxbridge Academy exemplify leadership in critical areas of school operations and community engagement. Hannah Bahn’s directorship as Director of Curriculum and Instruction at the Evergreen School and Taryn Johnson’s appointment as Assistant Superintendent of Curriculum and Instruction in the Sewanhaka Central High School District highlight their expertise in academic leadership and curriculum development.
Furthermore, John W. Spencer’s appointment as Adjunct Instructor at Lincoln University and William Thomas IV’s position as professional lecturer at American University School of Education indicate the contribution of mid-career professionals to higher education and the preparation of future educators. Gary W. Abbamont’s development of a PDE course for newly hired principals showcases their direct impact on professional development within the education system.
Recognition and Impact
The impact of mid-career teaching programs extends beyond appointments. Alumni are consistently recognized for their contributions to education through awards, presentations, and publications.
Tony Alleyne being named a Black Voice for Black Justice awardee and Mid-Career alum Dale Schmid receiving NDEO’s Outstanding Leadership Award exemplify the recognition of their significant contributions to specific areas within education. Jennifer Stimpson’s selection as an Albert Einstein Fellow and an AAAS IF/THEN® ambassador in STEM education highlights the program’s role in fostering leadership in critical fields like STEM. Dennis O’Hara receiving AASA’s prestigious Dr. Effie Jones Humanitarian Award and Noah Tennant receiving the Penn GSE Educator of the Year Award underscore the broader recognition of their humanitarian efforts and educational excellence.
The active participation of mid-career alumni in national conferences like NAIS, AASA, College Board, Power School EDGE, and NABSE, as presenters and panelists, demonstrates their engagement in shaping the discourse and direction of education. Marion Wilson presenting at the College Board conference and Stephen Bournés presenting at the Power School EDGE Conference, along with numerous alumni presenting at NAIS and AASA conferences, showcases their active role in sharing knowledge and best practices. Stephen Bournes presenting at the NABSE Conference further highlights their contribution to specific educational communities and challenges.
Moreover, the publication of “Repositioning Educational Leadership,” featuring Mid-Career faculty and alums, and the publication of articles by Mid-Career alumni in the Peabody Journal of Education underscore the program’s contribution to scholarly discourse and the development of thought leadership in the field.
Conclusion
Mid-career teaching programs are demonstrably vital in developing and advancing educational leadership. The consistent success of their alumni in securing prominent positions, receiving accolades, and contributing to the field through presentations and publications underscores the transformative power of these programs. As the education sector continues to face complex challenges and opportunities, the role of mid-career programs in shaping effective, innovative, and equity-focused leaders will only become more critical. These programs are not just career accelerators; they are essential engines driving the future of education leadership, ensuring schools and districts are guided by experienced, knowledgeable, and forward-thinking individuals.
