How many years have you been working at UNI?
Going on my third year

Briefly describe your educational background.
I graduated from the University of Northern Iowa (2006) with an EdD in curriculum and instruction. My research (dissertation) was in special education exiting practices entitled, “IEP team decision-making process in the reintegration of special education students: A qualitative analysis of exiting decisions.” Prior to my doctoral studies, I received a bachelor’s degree in business education from Northwestern College in Orange City and a master’s degree in PK-12 administration from the University of Iowa (2000). After my doctoral studies at UNI, I returned to school to gain my superintendent/AEA/special education director endorsement in a specialist degree program from Drake University (2010).

Briefly describe your career background.
I have been in education for 30 years. I started as a high school/middle school business teacher at North Cedar Community Schools from 1992-2000. Then I began my first administrative position as the high school principal at East Marshall High School in LeGrand, Iowa (2000-2004). To experience a more diverse and larger experience, I joined the high school administrative team at Marshalltown High School as an assistant principal (2004-2016). As the assistant principal, I supervised the special education department and managed the school's master schedule. In 2016, I returned to a head high school principal position at Fort Dodge High School. I served as the principal from 2016-2019. Now, as faculty at the University of Northern Iowa, I prepare educational leaders for principalship, leadership, and educational reform as the program coordinator/Instructor for the principal preparation program (2019-present).

Why did you choose this career path?
I wanted to provide an impactful experience for young adults. I wanted to make sure that young adults received a great education AND enjoyed their experiences through school! I wanted a career that would help young adults discover their dreams and help them set a path toward achieving those dreams. I wanted a career that had value where I was able to invest in young adults.

What brought you to UNI?
An opportunity to make a difference in a bigger way—first the classroom, then a building administrator and now at the university. At UNI, I get the opportunity to "pay-it-forward" and help aspiring administrators reach their potential as educational leaders. I love the opportunity to work with a dynamic team that encourages each other each day and has a vision to serve our state leaders as we prepare them for school administration. 

What's your favorite part about UNI?
Teaching! I love the opportunity to pass along my experiences to our aspiring administrators. They are so eager to learn and appreciate the real-world applications that I strive to give them throughout the courses that I teach. I went into the profession because of my love for teaching—now I get to do that again! 

What is your greatest professional accomplishment?
I never went into this career thinking that I would one day be "Dr. Hayes," so completing a doctorate program at UNI is one of the greatest professional accomplishments. I would also have to say that the impact I have had on so many young adults—the lasting relationships that I have with many of my past students. It is a joy to see their successes and dreams come true and that they are willing to reach out and share those moments with me even after the many years that have passed since having them in the classroom/building. Lastly, I consider working at UNI one of my greatest professional accomplishments. It is a thrill to be working with our team and to be a colleague with those that were my professors during my doctorial studies. We truly have a dynamic team and I am in awe each day I come to work. I am blessed indeed! 

If involved in research, what is your area(s) of interest, and what drove your interest in this area?
My position doesn't require me to do research—however, I am most interested in teacher evaluation, educational leadership, school culture and climate, mental health, and mentoring. I currently have a journal article in review with Educational Leadership on the importance of extra-curricular activities for young adults struggling with mental health and disconnectedness. This fall, I plan to collect survey data from Iowa school administrators on the impact faith has on school leadership.

What does being student-focused mean to you?
It means that we are constantly thinking about the student and making decisions for what is best for our students. Whether it is instruction or assessments, we consider what the student needs to know and how they can demonstrate their learning. We consider the student's lens when we write a syllabus, develop norms or discuss sensitive topics. Student-focused is doing what's best for students! 

We talk about helping students realize or even exceed their expectations and potential. What does it mean to you to be part of that process and see the outcome?
I have always told students, "Don't let anybody ever tell you who you are!" I think that relates here—when we don't put boundaries on students and are willing to support them unconditionally, they will set high expectations for themselves. I love to be visionary with students and help them develop action steps. If students can visually see themselves succeeding, then nine out of 10 times they will! Being part of that process is energizing and rewarding, especially when students do exceed their own expectations! 

What do you hope students learn from you?
First and foremost, self-love! I want my students to know that it is OK not to be like others and to love themselves. I want my students to know that their unique talents and skills are valued and needed in society. We all want to be valued and have a sense of worthiness. My hope is that my students are guided closer to the understanding that they have purpose and value no matter what degree they have, what job they secure or how other people perceive them. 

What advice do you have for prospective/current students to make the most of their time at UNI?
Get uncomfortable—try something outside your comfort zone! Do intramurals! Audition for a part. Join the choir. Go watch an athletic game. Have people over for cards or a board game. Say hello to the next person that walks by you on campus. Participate in a community service project. Join a campus club. Consider mentoring somebody younger than you. Volunteer in the local schools/community. Whatever you do—go beyond attending classes. Make an effort to meet other people and to share your own talents with them. You have 4 years of being in college—make the most of it! You will have plenty of time to work and be a "grown-up" after you leave UNI!