FALLSBURG- School administrators play a significant role when it comes to the efficiency of the
education system. They’re responsible for providing resources for teachers, promoting an inclusive school environment, and improving the quality of education. However, in recent years, districts throughout the Hudson Valley region have seen a decline in certified and available school administrator candidates. With this becoming a significant concern among many districts, school leaders are left to their own devices to figure out ways to reverse the issue. Some have implemented their own initiatives with the hope that they can incentivize teachers to pursue certification. But there’s one district that has seen signs of optimism with their efforts to increase the number of administrators, and that is the Fallsburg Central School District.
Fallsburg’s “Grow Our Own” administrative internship program, sponsored in part by the Mid-Hudson School Study Council and supported by SUNY New Paltz, is the district’s newest initiative to encourage more teachers to pursue an administrative role. Each intern is assigned to work under the guidance of an administrator and take on a variety of tasks related to the administrative position they are interested in pursuing.
The first slate of interns for this program consists of six teachers, Carlye Bertholf, Anthony Cordero, Laura DeGraw, Regina Giordano, Isabel Mejia, Daniel Redmond, and Jaime Walsh, and one high school speech-language pathologist, Jessica Scanna. These interns are mentored under current administrators; elementary principal Mary Kate Stinehour, high school principal Shana Bruestle, and Director of Pupil Personnel Services Leighanne Russell.
One of the program’s primary goals is to ensure that interns are comfortable enough in the role of an administrator before officially deciding to pursue a job in administration. The interns can pursue certification but are not obligated to finish the entire process, as it can be an overwhelming experience for teachers to make the leap from leading in a classroom to leading in a building.
“I believe the challenges of recruiting staff for administrative roles are the same as when I started. Some may lack confidence in moving into this type of position, others have young children or family commitments, which make it more difficult to devote the time needed to be an administrator,” said Mary Kate Stinehour.
The program has been designed to accommodate the intern’s busy schedules and be cost-effective. It consists of Certificate of Advanced Study (CAS) courses that last four semesters, with two classes required per semester. Interns typically meet with their supervisor two to three times per week and have the opportunity to work on their own time.
The Grow Our Own initiative has also allowed interns to gain a well-rounded understanding of the education system and its challenges. This is especially true for Ms. Giordano, a high school special education teacher, who has experienced some of those challenges while working with Ms. Russell and the Pupil Personnel office.
One of Ms. Giordano’s primary responsibilities was to help place students needing an alternative education outside of the district. She would seek out a suitable school for the student and attempt the
transitioning process. But certain circumstances, like arranging transportation and connecting with family members, have been challenging to navigate.
“We have not been all that successful in placing these students yet,” said Ms. Giordano. “But, it’s insightful to see how many steps are needed just to do one thing that sounds so simple.”
Despite the challenges, the interns have found this program extremely valuable for their professional development. Even if they do not plan to become an administrator soon, the experience has made them more prepared for the role and better educators overall.
“Taking all of these classes has been helpful in teaching me to see the other side of the coin that I don’t always see as a teacher,” said Regina Giordano. “It has made me a better teacher because I have a better understanding of the whole system instead of just my classroom system.”
The Fallsburg Central School District plans to continue the program with hopes of inspiring more teachers to take on an opportunity that could change their future career paths.
