Assistant Principal Jon Schultz Featured Interview

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Kayln Barr, Journalism I

When Associate Principal Jon Schultz took over July 1, work needed to be done. Schultz had readied for this position his whole life.  

 

“Both of my parents were teachers. My dad was a math teacher, and my mom was a P.E teacher and counselor. When I entered college I was dead set on not being a teacher, but then I learned that I didn’t want to sit behind a desk all day. So I took a couple education classes and really liked them. Even from the beginning, I had always wanted to be in a leadership role,” Schultz said. 

 

Schultz’s surroundings impacted his choices when it came to career paths and future goals. These choices would lead him to teaching in Illinois. 

 

“I taught in Illinois for two years, but then there was a reduction force as a result of a bond issue that didn’t pass. Twenty-five percent of the teaching staff was reduced in that district.” Schultz said. “My wife and I were both reduced, which led me to get a job teaching math at Berkeley High School. I started a wrestling program there and also coached football. I was at Berkeley for five years, and it was super rewarding.”

 

Even now, as an Associate Principal, Schultz is still developing new skills.

 

“I’m new to the role of associate principal, so I am still learning. I am spending a good amount of time in front of the computer, which is more time than I would like. I would prefer to be in the building and classrooms a little more. The main role of my job is to do a lot of academic leadership, and so I would like to spend more time doing that. Right now I’m learning about the tutoring budget and the professional development budget,” Schultz said. 

 

Schultz is consuming current information every day in order to give students the best learning environment and to perform in his job. He enjoys interactive activities and loves going to supervise classes throughout the day, sometimes aiding. 

 

“A typical day for me would probably look like morning supervision at 7 a.m., at 7:30, I get on the computer for an hour or so in order to check up on school improvement planning, then I try to get into at least one or two classrooms a day,” Schultz said. “Afterwards, I will have lunch supervision, which takes up about an hour of my day. I typically work till 4:30 or 5 p.m. on other computer-based work.”