I have to admit, first of all, that I am an accidental teacher. I certainly never imagined myself back on the same campus I graduated from in 1997. Sixteen years later and I would not change places with anyone. My students today remind me of my classmates from long ago: creative, kind, intelligent, and passionate.
I started my Waterford journey in 1991, a new seventh grader. My parents always emphasized taking advantage of every opportunity, and wanted me to be able to experience a rich liberal arts education. As a strong student, I had grown used to doing the bare minimum and being rewarded. That wasn’t possible at Waterford. The bare minimum would not work with my teachers. They challenged me to reach my potential. They knew me as a person, and as a learner, and pulled the very best out of me. With their guidance, I grew more confident and more capable. I also became more adventurous, trying new things in ways I’d previously avoided. I played the trombone (poorly). I worked on the yearbook. I, a baseball player, became a lacrosse goalie when the coach pulled me aside in February and remarked that, as a catcher, I must not mind getting hit by balls. I learned how to pin a butterfly to foam core without damaging its wings. As I graduated, I knew how lucky I had been to learn all of these dimensions. Even from college in Iowa, I made sure to send a few dollars here and there to show my appreciation.
As I was completing a dissertation on the history of the FBI’s relationship with the U.S. Congress in 2007, I received a phone call from my mother. She apologized and said she had given my phone number to Nancy Heuston, Waterford’s founding Head of School. When Ms. Heuston called, she asked what I was doing and if I’d be interested in applying for a history teacher position at Waterford. Seeing a free trip back home, I said I’d fly out, assuming they’d find someone who had taught 12-year-olds before. Over the two-day interview, I felt like I had indeed returned home. The rhythms felt the same; the students were inquisitive and the teachers were inspiring. On the last afternoon, when I was offered the job, I knew it was something I’d have to seriously consider. And when Ms. Heuston called again, saying she’d put together a position for my wife, we knew we were coming to Utah.
Teaching at Waterford, to me, feels much like learning at Waterford. I’m challenged, but supported by incredible colleagues. I’m allowed to pursue my passions and share those with students. I even get to experience the breadth of the liberal arts and push my own boundaries. I’ve danced in school ballets. I’ve rapped a song from Hamilton for the orchestra. I serve as the public address announcer and live-stream commentator for Waterford Athletics. I’ve led the school’s reaccreditation process and aid my colleagues as an instructional coach. At Waterford, you can try a bit of everything and find new paths to explore.
Perhaps the most rewarding part of my job is its full-circle nature. My daughters attend Waterford, with one almost in Upper School and the other entering Middle School. Seeing them learn many of the same lessons I did is fascinating. I knew my teachers believed in me, and I can see how they believe in my girls. Their friendships are as lasting as the ones I created so long ago. They’ve found their passions and are encouraged to stretch and grow, just as I was. The fact that my entire family gets to enjoy Waterford every day is a testament to its mission and its people. And, we only need to own one car! For an “accidental teacher,” I’ve found my place-with students, at the foot of the Wasatch Mountains, teaching history and developing relationships of trust, curiosity, and respect. Maybe it wasn’t accidental after all.