With a career spanning more than two decades at Blackman High School in Murfreesboro, Tenn., Justin Smith’s journey from English teacher to principal has been fulfilling and unexpected. He had initially envisioned a career in ministry and chose to get his teaching license as a backup plan.
“I thought teaching would be a one-year thing before heading to seminary. That one year turned into two, and then seven, and now it’s been 24 years,” Smith said.
Starting as a first-year English teacher in 2001, Smith spent 17 of those years in the classroom, where he discovered his passion for mentoring and instructional support. He then transitioned into roles as an instructional coach and assistant principal before taking on the role of principal.
“I was very resistant to moving into administration. It wasn’t something I had aspired to,” Smith said. “But after our principal encouraged me to consider it, I knew I needed to get the necessary licensure, and I found myself enrolled in Trevecca’s education specialist degree (Ed.S.) program.”
The Ed.S degree is designed for educators looking to advance their careers and pursue administrative leadership. Equipping them to be experts in research, leadership styles, data and accountability, they graduate with the tools to help a school or district thrive.
Trevecca's program was the perfect fit for Smith's busy life during the pandemic. Balancing his new role as an administrator with family responsibilities, he appreciated the flexibility of the online format.
“The program was manageable, even though it involved late nights and early mornings. The fact that it was fully online was crucial for me,” Smith said.
One of the most impactful aspects of the Ed.S. program for Smith was the research component. He focused his research on teacher mentorship throughout his degree journey, and that led to significant changes at Blackman that Smith was able to implement in leadership.
“I stayed on that same topic through various projects and just continued digging deeper into it. And that directly resulted in a shift in our mentoring program at our school,” Smith said. “The research highlighted the importance of a two-year mentoring program for new teachers. I don't know of any other school in our area that has done that, but we adjusted our mentoring model and it’s been very successful.”
After completing his degree in December 2021, Smith’s principal retired, and a new opportunity presented itself. Despite his initial hesitation, Smith accepted the role, driven by his deep connection to the school and its community.
“It’s a place that has been very good to me and my family. With my own daughters attending the school, it felt right to step up and serve in a different capacity,” Smith said.
Under Smith’s leadership, the high school has continued to grow and produce successful graduates. His commitment to service continues to be a key priority as he structures his life and job responsibilities.
Smith’s positive experience in the Ed.S. program has also prompted him to encourage his colleagues to consider getting their degrees at Trevecca.
“Several of my assistant principals and other staff members have pursued their degrees through Trevecca as well. It’s a testament to the program’s effectiveness and the way it can fit into our busy lives,” Smith said.
Although Smith did not pursue vocational ministry as he expected, he continues to take the same selfless posture towards service and caring for others.
“My calling, whether in teaching or leadership, is to serve others. This is a people business,” Smith said. ”It’s an opportunity to invest, to care for, to shepherd the adults and students in the building. That's an important role.”
Ever since Smith's calling took an unexpected turn into education decades ago, he has embraced each opportunity to serve his school, equip his teachers and prepare the next generation.
“I view my role as a lead servant. It’s about how I can support our teachers and help them succeed,” Smith says. “I truly believe that the most important thing that happens on a school campus is what happens in the classroom between a teacher and a student.”