As I passed 5th grade teacher Katie Brennan in the hall during one of my regular visits to Carrie E. Tompkins Elementary School, her words both unsettled and intrigued me. “I have a great project for you,” she said. “I know you'll love it!” A few weeks later, true to her word, she and her colleague Maureen Dillon sent me an exciting proposal:We are ready to begin work on Student Inquiry Projects. The children are excited about having a mentor in the field of their chosen study. As you know, the 5th grade curriculum focuses on research and writing skills. The purpose of the Inquiry Project is to use the research skills to deepen students' understanding of one subject of interest.
Excitement and anxiety rapidly arose in me. As Superintendent of Schools in the Croton-Harmon School District, I had communicated to both faculty and parents that the time I spent in schools and classrooms was crucial to my remaining a well-informed and effective education leader. Our school board was aware of my belief and supported it fully. I had learned that maintaining a close connection to students, teachers, and all aspects of learning was essential not only to my own growth in the field, but also to my professional and personal happiness. I still saw myself as a teacher first, and as classroom teachers became acquainted with me and my regular visits, they began to put me to work, assigning me responsibility for a group or a student during the class period. This often resulted in a longer visit than initially planned. “Oh great, Dr. Castro's here,” I recall a kindergarten teacher exclaiming, “and we don't have a parent volunteer today. She'll work with the mapmaking group.” And before I knew it, I'd be back doing what I loved best: working with students.
I quickly scanned the list of topics at the end of the memo: government, acid rain, invertebrates, mythology. I certainly didn't consider myself an expert on any of these topics and foremost in my mind were the words “mentor in the field of their chosen study.” I continued to scan the list: Latin America, civil war, architecture, business, bridges. My eyes returned to “architecture.” Our district was involved in the early stages of a major building project, and I dealt regularly with architects and architectural decisions. But this certainly didn't make me an expert on the topic.
I thought about the teachers' proposal for a day or two, realizing in a moment of honesty that it was the unknown time commitment that scared me. They had anticipated that issue, however, stating thatWe plan to meet once a week during April and May and then twice a week in June. We realize that you have a very busy schedule and may not be able to attend each week. . . . Please let us know if it is still possible for you to mentor a team.
The moment of truth had come. I wrote back to Katie and Maureen,I can't say I'm an expert in any of the areas listed but would be happy to help students with their research. Would any of them be interested in our building project? I have some knowledge in this area and access to architects.
Within the week, I received a list of the topics that students had chosen, along with their assigned mentors. Six students had chosen architecture for their topic. The weight of responsibility one feels as a teacher returned to me as I read the students' names: Gisela, Ruth, Devin, Josh, Frank, and Dina. This was a far greater commitment than my occasional class visits had required of me. Despite my anxiety, however, I was eager to meet the students.
First Steps
We held our first meeting, a brainstorming session, in one of the 5th grade classrooms. The students were on their best behavior, and I found it difficult at first to draw them out. Ruth had plenty to say, but the others remained quiet. It was apparent that they considered having the superintendent as their teacher both an honor and a burden. I wondered whether their teacher or parents had given them instructions on how to behave.
During this initial session, we discussed the goals of the project and began to develop a unifying topic to focus the students' research. Toward the end of our meeting, I asked the students where they thought we should meet next time. Devin, who had seemed interested but quiet that first day, immediately answered, “I think we should meet in your office.” The students all agreed enthusiastically before I could say a word.
After that first meeting, I found myself thinking a great deal about our next session, wondering if the students would become more relaxed, how much research they would do in the interim, and whether we would be able to decide on a unifying theme. Although the teachers didn't expect me to be available for every scheduled date, my secretary and I managed to move or cancel a number of commitments on my calendar that conflicted with the project meeting dates.
- How do architects design buildings in unusual places, such as on water or cliffs?
- How do architects make decisions about the shapes of buildings?
- What do buildings tell us about different cultures?
During the weeks that followed, I often thought about the students, the project, and my own teaching. I stopped at the public library on my way home to find more books for the students. I considered ways for Ruth and Dina to narrow their research on culture and architecture—and to ensure that Devin and Frank did enough research to support their ambitious plan to build a model of a house constructed on posts in the water.
An Expert Opinion
As time went on, the students' research led them in new directions. They had many questions about architects who had captured their interest, especially Frank Lloyd Wright. I decided it was time to seek some expert help. I called Bob Larsen, an architect who lived in our community, explaining that I had reached my limit as the students' expert source on architects and asking whether he would allow the students to interview him. He not only agreed to the interview, but also invited us to visit his home, which had been designed by Frank Lloyd Wright.
Our spirits were high the morning of the interview. Each student was prepared with a clipboard and a list of questions for Mr. Larsen, who had delayed his commute to New York City to spend time with us. He invited the students to make use of his reference books and the architectural design programs on his computer, as well as to explore his home. As soon as we arrived, he took us on a tour of the outside of the house, which was built on posts high above a stream. He noted the challenges of building a home in such a location and the measures required to strengthen the structure's supporting beams, and he also described how Frank Lloyd Wright designed his buildings to become integral parts of nature.
After they had toured the inside of the house and experimented with his computer, the students sat with Mr. Larsen in the living room, asking questions and taking notes about his experiences as an architect. He loaned the students books, provided them with drafting paper, and encouraged them to design their own buildings. Two students who had been fully engrossed in the research from the beginning shared their emerging desires to become architects. Mr. Larsen told them about the education required and encouraged them to pursue their dreams.
The Presentation
As the weeks flew by, I found myself looking forward to the group's Wednesday morning meetings. I grew to know each student as we developed a comfortable working relationship. The six weeks passed quickly as we prepared for the students' presentation on their research. On the morning of our group's presentation to the class, Mr. Larsen, our expert architect, arrived to join the audience. The students were thrilled.
The pride that I felt as the students presented their work that morning brought back the thrill that all teachers experience as their students grow as learners. Gisela, the shyest member of the group, introduced the presentation, giving an overview of our approach to the research and what we had learned about the work and education of architects. Josh followed, discussing how geometric shapes are used in architecture and why architects select them. Devin and Frank then entered, dramatically carrying the model they had created of a house built on stilts. They explained why someone might want to build such a structure in this unusual place and how an architect would go about designing the building both to withstand the natural elements and to appear as a natural part of its environment. Finally, Dina and Ruth presented their research on the theme of culture and architecture. They displayed a wide array of pictures and written descriptions of famous and unusual buildings reflecting cultures around the world.
All the students spoke intelligently and kept the attention of the audience. As for me, I felt exuberant but a little sad as I realized that our time together was coming to a close. I felt like a teacher at the end of the school year whose students are ready to move on.
During the next week, the students often stopped by my office to return a book, and they always stayed to chat for a while. On one occasion, as Frank and Devin turned to leave, Devin looked at me with a big smile and said, “Thank you for being our teacher, Dr. Castro.”
His words made me realize how essential it is that school leaders make time to teach. I feel fortunate to have been uprooted from my daily routine by two dedicated and creative teachers. Their idea resulted in a positive experience for the students and a profound one for me—a superintendent who still loves to teach.
