Jimmy McCue
“(I am most likely to succeed) anywhere when psychological safety and radical trust are present with those with a similar sense of passion, vulnerable courage, and unrelenting collaborative spirit.”
Q: Name | Location | Years in Education
Jimmy McCue | Denver, CO | 8 Years
Q: Tell us the story of your journey to becoming an educator. What are the significant waypoints along that path?
I started as an educator in Canton, MS after starting my professional career in the finance industry. I realized that - although I enjoyed studying economics - there was both a personal calling and urgent health realization to leave investments and return to working with students as I did during my college years. My time in the South was deeply illuminating for me and built the foundation for my time in education that I am grateful for continuing in today.
Q: Who inspired you (friend, family, coach, mentor, guide, sponsor, advisor) to become an educator, and/or get involved in education?
My first teacher was my mother, so naturally, my mind went to her immediately in responding to this prompt. Yet, largely speaking, the service-learning and cultural immersion characteristics of a Jesuit education brought me to teaching, as the memories and experiences of my time in Philadelphia during college were top of mind when reflecting on where I hoped my career would pivot after several years working elsewhere. Other friends, mentors, and informal advisors (not exhaustive, but to remain brief): Chris Unger, Lisa Griffin, Ben Owens, Mike & Sarah Strong, John Santos, Brian Hyosaka, Kristen Danusis, Adam Haigler, Megan Kizer, and Emily Liebtag & Kaleb Rashad. Can I also say Mel Ching and Josh Reppun?
Q: When (and where) do you feel you are most likely to succeed as you practice your educational art, and your educational craft?
“This question feels abstract, so I’ll respond with that assumption: anywhere when psychological safety and radical trust are present with those with a similar sense of passion, vulnerable courage, and unrelenting collaborative spirit. ”
Q: What are the skills you feel most confident using in your life, and work in education?
Active listening, relationship building, and co-creation.
Q: What are the most significant challenges you are working to overcome as you define what school could be?
Bridging gaps in language with inclusive dialogue and overcoming perceived positions that polarize us with meeting others with commonality. Also, when there isn’t enough coffee!
Q: Describe some of the most rewarding moments in your time in education; those crazy days when you knew you were having an impact...and it felt really good.
Running a half marathon from Arkansas to Mississippi with the Canton Cross Country Team!
Being in attendance for the graduation of my first class of students from my first teaching experience in Canton, MS.
Building a community of runners that went beyond competition and towards friendship development & holistic positive behavior change while at High Tech High.
Facilitating a group of mathematical revolutionaries (i.e. students) to integrate mathematics into project-based learning at High Tech High.
Co-facilitating workshops with U.S. researchers on improving student engagement with educators throughout Nepal.
Facilitating the delivery of high-quality products and public exhibitions for learners at Embark Education by incorporating the Design Process to encourage learners to bring in new school merchandise, improve our coffee shop’s mocha recipe, and express their most authentic senses of self through the narrative of their family culinary heritages.
Q: What do you most want to learn from this global online community of your fellow educator-leaders?
I want to learn how others collaborate with their colleagues, where they seek continued inspiration especially when motivation is low, and when they best balance work and personal life.
Q: What is something quirky that you love about yourself and would help other community members to get to know you?
Perhaps, because it has become an accepted and encouraged peculiarity of mine at Embark Education, I enjoy brief runs between meetings and at lunch during the school day. I usually wear my running shorts under my work attire and will take a mental health break at lunch for a quick loop of our Denver neighborhood. I’ve even incorporated an even quicker 15-minute romp between the end of the school day and our occasional afternoon meeting in order to reset and re-engage as my best self. It’s a great way for community members to get to know me since I have found this hobby to be both physically and mentally therapeutic.
Q: Ben Franklin supposedly said, "Early to bed, early to rise makes a man healthy, wealthy, and wise." You might think Ben was full of baloney, but we are wondering when YOU are most awake, alive, productive, creative, and/or reflective. Early morning, late at night, some other time?
Oh, early (early, early, early) morning, which is not always my choice, but my body’s inability to stay in bed. It allows me time to think, read, create, and reflect before the rest of the world is up. I wish I was a night owl sometimes, but for now, this seems to be working.
Q: Cold night, snow out, warm fire, hot beverage, or hot day, white sand beach, shorts and slippers, cold beverage?
I’m gonna break the rules, but responding with sunny day, snow capped mountains in view, cold west coast ipa, and without a doubt, with my siblings and my niece and nephew.
Q: The coolest thing that happened to me today (the day I am filling out this form) was…
I got to see my cousin, which is perfect timing as I am having a bit of family withdrawal after spending a week with them during Spring Break.
Q: And finally, what do you think is the purpose of education? (Clearly not a small question, but we hope you enjoy responding!)
This depends on the person and their differential identities, perspectives, and cultures. A generational ticket to greater wealth and lifelong happiness? Yes. An exploration of ideas and exposure to civic debate and argumentation? Yes. A means for belonging, authenticity, and achievement? Yes. Time to think, write, reflect, and go slow to go fast? Yes. Development of specific skills to become more employable? Yes. Space to fail, learn, fall in love, fall out of love, and make friends? Yes.