From Second Career to Going First: A Louisiana Principal’s Story

Caption: D.C. Reeves Elementary Principal Tamara Whittington (Center) with students.

Even though teaching wasn’t initially the plan for Tamara Whittington during her first professional path out of college, she always knew it was in her soul. 

After graduating and working in public administration everywhere from government to hospitals, it was an opportunity to serve as a substitute teacher that propelled her into the world of education and eventually leadership - a path she now knows is her calling. 

Now, Whittington’s staff and students at D.C. Reeves Elementary in Tangipahoa Parish (LA) have much to celebrate. The school, having undergone a turnaround in both teacher leadership and strategy, has been recognized by the district for its growth within its third-grade ELA scores. The school was also named the National Beta Club School of Distinction for the 2023-24 school year.

“My accomplishments are based on our accomplishments,” Whittington said. “I believe in building capacity with my staff.” 

After Whittington broke into the education field through her subbing position, she quickly accepted a first-grade teaching position and eventually social studies at the junior high level. Her next step in her career would be her biggest, most daunting challenge yet: Math. 

Accepting the Challenge by Going First

Math - the one subject Whittington had hoped to avoid. 

“Oh, no,” Whittington thought. “What if I can't do it? I cannot hinder students because I remember what it was like to have an ineffective math teacher.” 

She gave herself an ultimatum - she would try her hardest for six weeks and see if she could do it, and accepted the challenge. 

Six weeks turned into two months, then a semester, then a year - but it wasn’t without support along the way. Whittington’s school days were abundant with intermissions to her partner math teacher across the hall to ask questions, work out math problems, and review instructional strategies to best teach her students.

Whittington’s growth extended beyond the school walls - she took home notes and studied as if she were taking the class herself, pouring over flashcards to better her instruction. She knew the teacher's adage well - you can’t teach what you don’t know.

“I told the students, we're learning together,” Whittington said. “I said what I meant. I meant what I said. And I had expectations across the board.”

Considering Whittington’s sudden debut into the subject of math, the results began to show quickly - first in the form of confidence within herself, then through trusted and reliable relationships with her students, and finally in the form of test scores. By her third year of teaching math, Whittington’s students were outscoring her partner teacher’s students across the hall on the statewide LEAP Test. She went on to become a certified math teacher. 

“And so I began to love math,” Whittington said with a smile. 

The Power of Stepping Into Shoes

Because Whittington had been through the successes and challenges that come with being a teacher on multiple fronts - a second-career teacher, a teacher teaching a new subject area, a teacher transitioning through different school cultures - her experiences and mentors along the way helped shape her into the principal she is today. Much of this development she credits to a fellow educator, Ms. Hamilton. 

“The first time we spoke before I knew it, I had missed my lunch break, my fifth and sixth period. She had so much information. I was just intrigued by this woman that was coming into our district,” Whittington explained. “I knew that I wanted to pattern myself after her. She is the reason that my faculty meetings transformed and always had a purpose. And I kind of stole that from her. She is my Shero.”

Hamilton challenged Whittington to find the right principal position, which she had begun hungering for, at the right school. She encouraged Whittington to see her worth in her positions and pushed her personally and professionally. 

The mentorship she received along the way helped prepare her to support teachers once she eventually took her position at D.C. Reeves Elementary - including her support for a teacher who used to be her student. Despite being a diligent and meticulous teacher, this teacher faced challenges with navigating communication and conflict. Together, Whittington and the teacher worked on her challenges. 

“That year was a year of growth for her, a year of reflection. When I would do my walkthroughs and my learning walks in her classroom, her students knew exactly what to do. Her planning was immaculate and I could see it transfer into the classroom. So what we had to do was work on her delivery,” Whittington said. “It took some courageous conversations and not having a culture of ‘nice.’ But through my delivery and showing her kindness, I am very proud because not only did she have a shift in her mindset about professionalism, but in turn, she's impacting student achievement even more effectively.”

Inspect What You Expect

By investing in her teachers and actively supporting them in growing professionally, bolstered by her journey through a second-career shift and going first in moments like her introduction to teaching math, Whittington brings her all to the table to support her teachers and her students. 

There’s no doubt she puts everything back into her community, too - from volunteering at the soup kitchen when she’s not in her office to making time for photos with students and celebrating teachers on social media. Staying present and always holding her go-first mentality, as a teacher or a principal, helps her lead. 

“I would advise a new principal to inspect what you expect. Don’t be afraid to do what you’re asking your teachers to do, because when they see you in the trenches then they're going to buy into what you are encouraging, and leadership for me is getting people to go where they normally wouldn’t go,” Whittington said. “Ultimately, make your people feel valued. I think about me and where I started, and it's all because somebody gave me a chance.”

Looking ahead, Whittington plans to continue to lead by being active and engaged with her teachers - and remains mindful of the ways she can grow passionate, driven educators in the name of her students’ achievement and success.