Nicole Schrock ’94

Communication

Biography

Following my graduation from Taylor I worked as a classroom teacher, primarily in high school ELA classrooms, with the majority of my teaching experience at Pettisville High School in NW Ohio. During this time I earned my Masters in English at Bowling Green State University. In 2007, our family relocated to Plain City, Ohio, for my husband's job and with the intention of planting a church. Our family of 5 at the time consisted of my husband Doug ('92 grad) three boys: Cole ('22 grad), Alec ('24 grad), and Jace, who at the time of our move were 8, 4, and 1 years old. I taught adjunct for Capital University in person and Northwest State Community college online teaching Composition classes. About a year after our move, I started teaching full time high school English completely online, while still doing the adjunct work. In 2010, I was assigned a teaching partner, and together, we grew an idea of starting a consultation business for schools to help support teachers intentionally integrate technology into their classes, especially in the context of blended learning. In doing so we built a relationship with University of Cincinnati where we onboarded as instructors and helped design online classes for teachers wishing to implement blended learning strategies. In 2015 the consultation work grew into a full time offer at my children's school district, Jonathan Alder as the district's first Technology Integration Specialist. It was also during the 2015-2016 school year that we brought home our daughter from Ethiopia. She was 3 years old at the time. In 2019 I completed my principal's license, and in 2020 I completed my superintendent's license. In 2020, just weeks before school closures, I was named the Director of Instructional Technology for Jonathan Alder schools. I am currently working on my EdD in Educational Leadership from Ashland University.

What were some of your most valuable experiences at Taylor?

My most valuable experiences at Taylor were first the community of other students and the friendships I made while at Taylor. Faith integration through my classes, chapels, speakers, small group studies, and just the overall context for working out my faith as a young adult. Being a PA and a Student Ambassador helped me to form my leadership style. Singing in Chorale and Taylor Sounds was another valuable part of my Taylor experience, and the events like 80's Night and Nostalgia Night were some of my favorite campus events.

How did your classes or interactions with professors at Taylor impact your growth?

As a senior in college, an education professor called me in following a paper that I struggled to find adequate research to support my thesis. She praised my work and suggested that we could work together to get my ideas published, which we did in the Indiana Reading Quarterly. Interactions with this professor helped me to grow my confidence as an academic and as a person. She also influenced my journey as a teacher when during my evaluation of student teaching recognized my planning style as effective even though it didn't fit into the prescribed format. In another moment between my junior and senior years, one of my Communication Department professors gave me permission to continue in Taylor Sounds during my student teaching with the comment "who knows, that might get you a job." My first teaching job included teaching vocal music, and it was my ability to do so that helped me to land the job.

How can Taylor graduates use their unique Taylor education and its liberal arts foundational core as an asset in your discipline?

The more I study educational leadership, the more I see the significance of the unique way that my Taylor education is an asset to my discipline. First, the rigor of the coursework for my degree has prepared me to the point that I have never felt in over my head as I have continued my education. In fact, I have had other students in my masters program ask me how I figured out professor expectations, and my experience at Taylor was largely to credit. More significantly, though, is the training and mentorship I received at Taylor. Servant-leadership, treating others as image-bearers of God, and loving in a Christ-like manner, even when those I am working with are "unlovable" were lessons I began developing while at Taylor, and that I now see as central to conversations about culture and climate in learning organizations, as well as Social Emotional Learning in the classroom. I see my role as a school administrator as being salt and light in my public school district.

What advice or encouragement could you provide for Taylor students in your vocational discipline?

The encouragement and advice I have to offer is to focus more on "who" you want to become than "what" you want to become by the time you graduate. I am definitely not doing the "what" I thought I would be doing, but the "who" I am that started developing at Taylor is what I take with me in every role. Take advantage of every opportunity to develop your "who" and build relationships with your professors. I actually emailed several of mine over 20 years after I graduated to ask advice on my post grad education, and they remembered me. I was shocked. But these amazing humans continue to be a resource, long after you graduate. Take time to tap into what they have to offer. Education is hurting right now with record numbers of teachers voicing a desire to leave it and fewer than ever enrolled in education programs. Schools need godly servant-leaders who are willing to roll up their sleeves, serve, and mentor students and lead educational organizations.