“My first day in the classroom at Trinity-Pawling does not seem like it was thirty years ago—not even close,” says Headmaster Bill Taylor. “Perhaps this memory is so fresh in my mind because it has always been galvanized by the awareness of the faith and trust that a Headmaster saw in a young man who decided he wanted to be a teacher.”
Taylor knows first-hand what it’s like to be a first-year teacher so he advises new teachers at Trinity-Pawling to look at their work as a journey and reassures them that they will learn by doing. “The first year is like trying to drink from a fire hose,” says Taylor. “There is simply too much to try to absorb. I advise them to be flexible, patient, and forgiving. I also encourage them to develop their own style of teaching that is based on their strengths, rather than trying to force a style that is not genuine to them. I encourage them to try to maintain a healthy sense of humor and perspective. Finally, I advise them to maintain a positive attitude, as negativity is a disease that can infect all teachers and it is contagious.”
Research shows that the most important school-based factor impacting a child’s academic success is the quality of the classroom teacher, followed closely by the strength of the school leader. Taylor emphasizes the importance of helping teachers improve their methods through a commitment to professional growth and development. “Our newly created teaching excellence instrument is an evaluation process designed to help teachers focus on certain key areas of excellent teaching, such as communication, preparation, and collaboration,” explains Taylor.
It is said that nearly half of individuals who begin a career in teaching leave the profession within the first five years. Taylor believes the best way to motivate and retain good teachers is emphasizing that effective teachers are effective because they are effective students. “Good teaching comes from good learning and teachers must find time for their own professional growth. This can be demanding in a boarding school environment.” Taylor knows the importance of having a strong mentoring program for new teachers so that they can work with seasoned teachers in an informal way to learn more about teaching and about the school environment. “I have had several mentors who have helped shape and guide my personal and professional life. I count myself fortunate to have had the opportunity to work with two Headmaster Smiths at Trinity-Pawling,” Taylor recalls. “New teachers need encouragement and patience if they are to learn and grow as professionals,” continues Taylor.
Preparing students to be engaged citizens and meet the demands of an increasingly complex world is Trinity-Pawling’s mission, therefore it is crucial to recruit, prepare, support, retain, and reward outstanding teachers. Taylor looks carefully for the traits he believes are indicative of highly effective teachers, and this informs the way he hires new teachers. “A desire to work with young people is the most important characteristic,” states Taylor. “This may seem obvious, but it is not always the case. Some teachers love their subject matter more than working with kids. I try to find those who want to share their passion for learning with young people to help them grow.”
Taylor asks every candidate to describe a teacher who made a positive impact on them as a student. “In my experience, those who have had teachers as mentors, will in turn make a meaningful impact in the lives of their students,” shares Taylor. “I look for illustrations that point to how a teacher will work to develop positive relationships with students. Beyond that, I look for examples of resiliency, continuity, preparation, and a sense of humor,” says Taylor.
Trinity-Pawling boasts twenty faculty & staff members who have worked at the School for over fifteen years. Seasoned teachers shape the culture of the School by being effective mentors and being student-centered. Their positive, forward-oriented attitude is invaluable, especially when facing challenges. Taylor aims to empower teachers to become leaders by giving them the freedom to grow and develop as professionals. “By creating a committee-based approach, faculty have the opportunity to promote growth for the School and for themselves as professionals. They have more of a voice toward School development through the work of committees. I also encourage teachers, like students, to take healthy risks,” explains Taylor. Taylor often discusses the importance of developing a growth mindset. Keeping the faculty exposed to new ideas and methodologies allows teachers to learn new approaches to pedagogy, and helps them set goals for their own growth each year.
“Former Headmaster Phil Smith took a risk in hiring me. I had never taught before. I was a graduate of public school, not prep school. Aside from a ten-month jaunt selling shirts at Macy’s before graduate school, I was not career tested. I was therefore grateful when he called me in the spring of 1988 and offered me a job to teach history. I honor the Headmaster who launched my career,” concludes Taylor.