Priya KennyCo-Director of Diversity, Equity, Inclusion, and Belonging
St. Andrew’s Episcopal School
Austin, Texas
Photo by Mindi Westhoff
During the dry February of 2007, I’d often find myself watering my garden when I should have been lesson planning or doing other work that I’d taken home from my student teaching job at a large public school near my hometown in Texas. It wasn’t going well, or at least it felt that way. The curriculum was rigid and stifling, my lesson plans were usually returned with notes to cut illustrative examples or activities, and I had already received a talking-to for mentioning Darwin.
I was disheartened, disillusioned, and at a breaking point. I had gone into teaching to be an epic storyteller, to delve deeply into subjects, and to plumb topics for the aspects that were interesting and relevant to students. But how could I teach science in a way that was inspiring and would connect with my students if every minute of instruction and activity had to map directly to questions on the state tests by which my students—and my work—would be measured? I knew in my heart I wanted to continue teaching, but if I didn’t find a place that allowed me to be a creative professional, I didn’t see how I could last.
I had applied to seemingly every open science job I could find, but I don’t think I had seriously considered spending my mid-20s as a single woman in Saudi Arabia. And yet, a few weeks later, I was headed to my post at the American International School of Jeddah.
The culture shock was real. But at this new school, an independent school, I found the support and freedom to explore teaching in ways I could only have dreamed. My curriculum and pedagogy were enriched by deep dives into Saudi flora and fauna, sometimes literally, in the nearby Red Sea. I was able to incorporate my personal perspective and connect with my students by sharing stories of my life growing up in India, Kuwait, and the U.S., and I started an unofficial South Asian affinity group. I also engaged outwardly, shifting focus and incorporating topics in response to my students’ interests and learning styles.
Though life circumstances only allowed me to stay three years in Saudi, I knew I had found the learning environment in which I belonged, and back in Texas, I eventually found St. Andrew’s Episcopal School,
where I am now in my ninth year. After eight years of teaching, I recently joined the administration as co-director of diversity, equity, inclusion, and belonging (DEIB).
St. Andrew’s holistic, student-driven approach extends to its commitment to DEIB, investing time and resources into hiring multiple DEIB staff and examining how the DEIB lens should be applied to all aspects of curriculum and administration to create a truly anti-racist community.
This past fall, my oldest child started kindergarten at St. Andrew’s, and the freedom her teachers have to nurture her interests while looking after her personal development is why I think she’ll find it’s the place for her, too.
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