How Robyn Griffin’s Paraprofessional Foundations Supports Her Leadership as Chief Academic Officer

When Robyn Griffin graduated with a bachelor’s in education, she entered a tough market for teachers.

“There were a lot of people and not that many positions, basically the opposite of what we have now,” said Bound Brook School District’s Chief Academic Officer.

Griffin needed another route to gain experience and get her foot into a school district, so she looked into becoming a paraprofessional. While she admits the choice was “a little disheartening,” it was an inspiring interview, a helpful teacher and a supportive school that reframed the opportunity.

“I wound up having such an amazing experience because I was able to go in other classrooms and learn about the school as a whole,” Griffin said. “Really quickly, I was able to see the benefits.”

Paired with a veteran educator, Griffin could observe an expert while working on her teaching skills in a hands-on environment. Through this teacher’s mentorship, Griffin learned how to treat paraprofessionals as partners—something she emphasizes in her leadership roles today.

“I’m so thankful I started my career that way,” she said. “I try to remain humble and appreciate the path, growth and experience at different levels. The path doesn't always go the way you plan but you learn some good things.”
 

Taking the next step

Eventually, Griffin reached her goal of becoming a full-time teacher, never forgetting the lessons learned as a paraprofessional.

“If I ever had paraprofessionals or student teachers in my room, I always treated them in a way I would want to be treated in that role—because I knew what it was like,” she said. “As a teacher, I made sure the students knew  we were partners.”

The time spent in a classroom as a paraprofessional allowed her to be a sponge. She could absorb new strategies and immediately put them into practice. Her experience as a paraprofessional also gave her a foundational knowledge base that she used to support her peers.

“You're living, breathing and doing the craft in real life,” she said. “You’re watching it happen and testing and trying things you’ve learned.”

Drawing on her education and experience, Griffin stepped in to provide teachers mentorship. A natural helper, she works with a servant mentality.

“My master’s degree is in educational leadership but my philosophy is servant leadership,” she said. “I am here to serve others.”

When new teachers joined the school, Griffin gave them a heartfelt welcome. And if those teachers had questions, they knew where to turn.

“I believe I am a person anyone can come to. No matter where I am, I try to be out and about for people to see and talk to.”

As she got deeper into her craft, Griffin considered how she could expand her reach.

“I wanted to be that person who, from a bigger standpoint, could support more people,” Griffin said. “Naturally, the next step was leadership.”
 

Watching the magic happen

Griffin stepped into an elementary supervisor role for four years and saw success from her teacher-first approach to the work. Her priority was to support educators, especially new ones.

“I took a whole team approach: we’re partners, I can support you,” she said. “Together, our common goal is to do our best for the students.”

Being a supervisor also gave Griffin a big-picture view, allowing her to show deeper appreciation toward the school’s staff.

“Seeing people perform their magic all day long is so cool,” she said. “I never was able to see that.”

Teacher support is still a huge focus in Griffin’s current role as Chief Academic Officer, a role she enters with humility. Surrounding herself with people she can learn from is a priority and she is quick to admit when someone is an expert in their area.

“You can always learn something new. No person is better than someone else.”

So, when it comes to school staff and their needs, Griffin is all ears.

“No matter what, you will never know everything,” Griffin said. You always have to keep learning and reflecting and trying to make yourself better. When you stop that, you stop your growth.”
 

Preparing substitute teachers and paraprofessionals for their next step
 

We know paraprofessionals and substitute teachers make great full-time teachers, and, like Griffin, educational leaders. Now, the path to career growth is easier.

ParaPreppED is an NJDOE-funded teacher apprenticeship initiative that helps districts support college-degree-holding paraprofessionals and substitutes in becoming full-time licensed K-12 teachers.

Resources from the Teacher Apprenticeship Network provide additional support for Rutgers Graduate School of Education to partner with districts to promote the apprenticeship, establish new USDOL-approved teacher registered teacher apprenticeship programs, and recruit talent.

Overall, the program aims to:

• Increase the number of Registered Teacher Apprenticeships in the state;
• Expand the teacher pipeline, leveraging the existing district talent;
• Address barriers for aspiring teachers through targeted support like Praxis prep; and
• Conduct and disseminate ongoing research on the implementation and impact of the initiative.

ParaPreppED is driven by the expressed interests of district leaders who wish to identify overlooked or hidden teaching talent among eligible paraprofessionals and substitutes the district can support to fill teaching vacancies, including those in Special Education, Science and Math, and English as a Second Language or Bilingual Education.

If you’re considering following your dream of teaching, Rutgers Alternate Route can offer you the support and training you need to succeed. Be sure to follow Rutgers Alternate Route on Twitter and sign up for Alternate Route’s monthly newsletter for more information and stories from the field of education.