Molly-Jo Tilton: First, I just want our listeners to get to know you a little bit. Tell us about yourself.
Dr. Tiffany Spicer: Okay. All right. So, I am a military child. So I was born in Bryan/College Station. But then, I lived in California, lived in Texas after that. And then I lived in Virginia, Hampton, Virginia, after that. We lived in New Mexico. I think I got them all, and then, I graduated out there, and then I went to UT and then Texas State and then Texas A&M.
Tilton: Did you always know that you wanted to be a teacher?
Spicer: I did not want to be a teacher, if I'm very blunt about it. I did want to help people.
So my first degree from UT was social work. I love people, love supporting, and just, you know, how I can help, you know, people have, mental, physical, all kinds of different needs. And so I just knew I was going to be that person.
However, when I was in school at UT, my mom said, go and get your certification. I was like, no, ma'am, I'm good. So I didn't listen, and I probably should have because guess who went back and got certified? Me.
So, I went back, got certified, and then, the rest is kind of history. So it's like, you know that you're supposed to do something, but you're just, like, stubborn. And like mom said, it so I'm really not going to do it. I was that kid. Don't tell nobody.
But, you know, I made the decision, but I wouldn't trade it. I think it's been life changing for me, but also for the people I get to kind of serve and support and my different roles that I've had. So, yeah, didn't want to do it, but I'm glad I did.
Tilton: So how long did you do that social work field before you went into teaching?
Spicer: So, I didn't practice social work at all. I had a family. And so I was a stay-at-home mom. I had two little girls, and, we lived in Round Rock at the time, and so I was like, let me go and get this certification. And so I did. And then, I went straight into teaching. So that was my first, I'll say, job if you will.
So I didn't use my social work degree. However, I tell people I use it in my career, whether that was a classroom teacher or an administrator. Because that's just some, I'll say, some skills that you need, because you are still serving people. Yes, you're teaching, but, if you pay attention to education we're not just teachers, we're nurses or counselors, we're safety people. We're everything to everyone all the time. Like, I think that those skills have kind of been put to good use over the years.
Tilton: My mom was an elementary teacher, so I understand. So when you were teaching, how long before you decided you wanted to make the transition from being a teacher, then to be an administrator, and then after that, from being an administrator to being a, superintendent?
Spicer: Absolutely. So, when I started teaching, I knew, I want to be a high school administrator. That was the plan. I was like, okay, so we're going to teach, and then we're going to go, we're going to be an administrator. I didn't have my master's yet. I only had my bachelor's degree. And so while I was teaching, I started working on my master's degree at Texas State.
And so, doing that, I was like, high school principal. That's good. Right. When I was associate principal, this was in, Round Rock ISD, my head principal was like "you need to get your doctorate." I said, "no, I don't." And he said, "yes, you do." And so, he said, "you need to be a superintendent." And matter of fact, the superintendent at the time, Doctor Flores, he called me to his office and he was like, "listen, you need to be a superintendent. I'm going to introduce you to some women's superintendents that are doing the work, and they're doing a good job and kind of like, you know, blazing the trail."
And so meeting with them, learning from them, I was just like, I can do this. And so again, not what I wanted to do. I was going to be a high school principal, and I was going to be good. But it's one of those like when somebody put something in your mind, you say, let me think about that. And then I'm seeing that, you know, I can do that. I might not think I can even do it better. Let me see. Right. And so I was just like, let's go and started work on my doctorate. Got that degree. And then I kind of moved up to administration and became a superintendent.
And I wouldn't trade it for the world. You know, I wouldn't trade it. I didn't want to, but it's like, well, I needed to be there. That's where I'm being called to be. And for me, I'm a systems thinker and so I think my lens is you look at the whole system and see how to make it kind of all the pieces in the puzzle to kind of come together, to make it work for your students, for your staff, for your families, for your community. And so I'm like, let's go. And so that's kind of how all of this kind of came to be.
Tilton: You had a lot of admin roles, you moved out over to Buna and became the superintendent there. What made you want to come to Waco in this role?
Spicer: I had been watching Waco for a very long time. I had saw them through some different transitions, and when I was in Leander, I was like, I would love to work there. And so I kept my eyes on it [since] about 2019, if you will. And so I was like, I'm just, you know, I'm a keep my good eye [on it], you know, I'm doing my work here. I'm doing all that, you know.
But when the retirement of Doctor Kincannon was announced, I was like, should I consider it. And I was like, you know what? I think I'm going to put my name in all they can tell me is no, right? And so I think I also felt comfortable because I had saw that when she got here. She did some great work. And like the district is kind of has this upward trajectory, if you will. And so when you're considering, you know, moving to a different district or going somewhere, you got to pay attention to those things as well. And so I was like, let me go. Let me see. And even after the first interview with the board, I was like, okay, the board is solid. They work together. They have the common goal of educating our students and taking care of the community.
So I was like, okay, I'm sold. And so I'm like, okay, if I get it, great. And if I don't, I'm still I'm still good because Buna has been so good to me. They loved on me. I've loved on them. And [they're] like my family, you know. And so, when the news came, I was like, wait a minute. This is about to happen, you know? And so, you kind of go in and you're like, let's go. And so I'm here. I'm excited. We have work to do, but it's going to be the right work. It's going to be good work, and our kids are going to benefit from it. And our staff and our families and our community also benefit from it.
Tilton: Tell me a little bit about how you want to build on the legacy of Dr. Kincannon. And what do you want to change? What do you want to do?
Spicer: There's sort of a couple things that we have to do that are coming. We're under construction, right? So we have some, schools that are going to open or reopen, if you will in '25/'26. Right. So some of those are just some non-negotiables. We have attendance, zoning and boundaries that we're going to be looking at some of. That's again non-negotiable.
But for me I'm not coming in with a, a say a cookie cutter plan. We're going to do this to this turn left and right. We're not doing that. But when I am going to commit to doing and what I've shared and what I will share with our community engagement plan is meeting with all the different stakeholders. So whether you're a teacher in the system, principals, I'm going to have some focus group with our students and our parents. And there's some people in the community, whether you're elected officials or not, right. There's just different people who have different perspectives. So my job is to listen, to learn and then from there take all that feedback, synthesize it, and say, these are some things that we've heard.
These are some quick wins that we can get based off the need. These are some things that we think we should do, but we're gonna have to prioritize them, if you will, so we can get them done. So for me, it's about listening and learning right now, but also kind of just making sure we take everything in so we can make some informed decisions, not just, you know, I want to, I feel like this today. That's not what we're doing here. You've got to just take our time and make sure we do it right, because our kiddos, their lives depend on it, right? And we want to make sure they have the right opportunities and experiences while they're here in our school.
Tilton: And so that sort of thing takes time. How do you get the boards, the community, the information, the students, all on board with something that takes that long, especially when they may not be seeing results right away?
Spicer: Right. I think it's about building those relationships. The best example I can give you is when you go to the bank, you need to make deposits before you can make a withdrawal. If there's no deposits and you have a zero balance, you're going to be drawn on a deficit, right? And so my belief is this you go in, you listen, you make deposits, you learn. But as you do, then when it's time to say, okay, we're going to make this decision, this is the why behind that decision, people might be like, you know what? I'm gonna give it a shot. Let me give her a chance. Because she did. Listen, she did ask us before we did X, and so I think that's important to kind of make those deposits and have those, you know, listening opportunities and focus groups.
I think that will help. And then we'll have to make some decisions, you know, and it's like the Titanic, you can't just say, hey, turn right on a dime. It cannot move that fast. Right? So yes, are we going to try to get some quick wins? Absolutely. But there's some things going to take time. Yeah. But if you invest and build relationships, people will support you and they'll rally around you and they'll commit to making that progress over time.
Tilton: So can you tell me a little bit about your own experience as a student that has influenced the way that you carry yourself now as an educator, as a leader?
Spicer: So growing up in the military, we moved about every four years. I went to a couple elementary schools. I went to three middle schools. And I went to one high school. And so I had teachers in the different states. Right. And different experiences. Some of our schooling that we had, we were on the base military bases, other ones we were in, and that was public school, too, but we were like in the community, right? So I think the different teachers that I've had and even my classmates kind of shaped who I am. My experiences were all good. I mean, it wasn't like everything is perfect and rosy, but I had great experiences, not just in Texas, though. So think about it. We lived in different states that had different experience in different states.
So to take what I've learned there and to put it into the work that I lead here in Texas and Texas schools, right. I think it's powerful, and I think I've had the opportunity to learn from different perspectives, different experiences. So if you think about our military bases, we were Air Force. So you have people coming from different countries, sometimes in different states. But we're all in this space learning together. But we valued each other's perspectives and experiences.
So that's kind of how I live my life personally and professionally. And I think that kind of lends itself to the work I do. And so I get the opportunity to, like I hear all kinds of perspectives and I'm open minded. I'm going to listen because I don't know, I've had experiences going through school, right, but not experiences in this day and age. I've never been a student in school in 2024. That experience is different, right? But that's two different experiences. So with me, it's like listening. I have my student ambassadors group and we're going to do something similar here. Kiddos will tell you what they want, tell you what they need. You know. And so we kind of didn't use our voices like that back in the day here. They do. Right. And so it's one of those like I have the opportunity to kind of listen and kind of capitalize on that. But like it's my experience was great. I'll say, but just kind of, I'll say replicate that and make that happen for our kiddos and staff today.
Tilton: You've been in education for almost 20 years. What are the biggest changes you've seen? How has that affected the way you see it now?
Spicer: Okay. A couple things. The political climate has changed about education. I think, we were it was public, you support it period. There's no conversation or debate. Right. So that's something that has changed. So it's like I think we as whether you're superintendent or different district leaders, we're now public education champions, right. And so I don't think that used to be a thing that when I was, you know, different roles, that just wasn't a thing. We just knew that they'd take care of it in legislature, they'd take care of us. Right. And so just dealing with that.
Also, I think the pandemic has played a lot into all of this as well. And that has not just academically for our students, but for our staff. It's been harder on them since those days, if you will. And I also think that has impacted our, retention and our people who want to be in education. People aren't signing up anymore just to be educators. Like, the classes, they're not full like they used to be. The programs aren't as strong as they used to be. So some kind of way we have work to do to get people to even want to be educators, which to me is is heartbreaking because this is to me, this is the profession of all professions.
I think those few things are making us a perfect storm for us. And so it's like, how are we going to be resilient and kind of fight past that or through that to make sure we take care of kids.
Tilton: What are some of the ways that you have as a former superintendent, as a principal fought and led through that?
Spicer: Be a champion in my district. Be a champion. I'm in several professional organizations where we, we advocate for public school. For me, what I tell my staff and I'll even tell our staff here, our job has not changed. Our job is to take care of our students, keep the focus the focus, the main thing the main thing. The students are the main thing. No exceptions. So I think keep everybody's focus on the work and the advocating. All that stuff that we have to do we'll take care of that. But like don't lose focus. It's about our students. And so if we do that, we'll be good.
So I think my job is, I'll say, multifaceted, if you will. Yes, partner with the board to advocate a public good, but also make sure that we as a system are focused on educating students regardless of the noise that we hear around us.
Tilton: You're in a new district, how do you go about learning the intricacies of the new district, of the people, of the schools?
Spicer: Okay. So you have to go and listen. I take notes and I listen to people like I truly listen. And so as I'm listening to that, board members because I ask, you know what they're proud about and like what they're seeking. And the word community kept coming up with like a theme that I kind of made note of.
And so I created a community engagement plan, and we'll share that with the community. But I think it's about taking the time to listen, but not to one stakeholder group either, to multiple stakeholder groups, because people who have grown up in Waco their whole lives will have maybe a different perspective than somebody who just got here ten years ago, right? You know, we have just different districts within our, our system. So again, like getting a lens and feedback from all the different groups so we can say, hey, how can we come together? And sure there are 1 million a common goal for our student success. So I think we're going to work the plan. We're going to listen. And then after that we'll be able to make some informed decisions to make sure we elevate not only the district, but the community.
Tilton: Day one, October 15, where are you gonna be?
Spicer: Going to see, kids. It's all about our students. I will be in somebody's classroom. Just seeing kiddos, seeing our teachers, seeing the work. That's my happy place. You know what I mean? Yes. You have board meetings. You have other meetings with elected officials and all the the stuff that you're supposed to do as a superintendent. But my happy place is in classrooms. My happy place is, you know, seeing our kids, whether they're singing and doing their one act play or our welders or whatever, seeing our kids in that space, doing the work. So first day, that's where I'm going to be. And so I'm so excited just to get to meet some of our students.
Tilton: Absolutely. I was looking over your resume. You've worked in a lot of different places. A lot of different backgrounds of students. Tell me a little bit about how that has shaped you and kind of led you to here?
Spicer: Absolutely. I think just the diverse districts, you know, Round Rock was different from Leander. Beeville had about we had about 85% of our population was Hispanic. Buna about 93% of our population was, white students, SES low socioeconomic status. And, you know, almost about 50%. But in Beeville, it was a high 80%, right. And so in Round Rock it was like 20-30%, you know, Leander, it was like more 20%, right. So all the just different experiences, and I'll say, learning opportunities have shaped me and kind of actually poured into me and created what you see now, Dr. Tiffany Spicer. Right? So I think just having those different experiences has given me different lenses to like, look at things and see things.
And so I think it'd be hopefully added value to serving here in Waco because I'll, I'll take the time to kind of learn our demographics, learn our community, learn our family, and make sure that I understand. And for me, there's a statement I say all the time: 'seek to understand.' And so that's important to me because it tells a story. If you ask questions and you just listen, you'll learn so much. And then when you make a decision, it will be the right decision. Because you took the time and invested. And so I think just the varied experiences have shaped me into the the woman I am today, but also the educator I am today.
Tilton: How do you keep it separate? How do you when you go home. For schools you know if you have a tough job you have a lot to do. How do you handle that work life balance?
Spicer: Yeah. I've learned to have boundaries. So when I'm at work I'm at work. Even if it's a night event, I'm at work. Friday night football, I'm at work, right. But I enjoy my work. Now, when I go home, I'm at home. You know, I try to make sure I read a book or read something or binge watch, I don't know, Abbott Elementary because it's about education and it's funny, right? So I try to make sure I have time for me and my family.
In the mornings I work out faithfully wether I'm lifting weights, whether I'm running, whatever I do, I do something to just kind of get the stress relief off, but also just take care of myself. So that's my time. And so I'm very clear. I don't take calls at four and five in the morning because I'm working out right. But when I get here, I'm here. And I think that's helped me over my career. I was not always good at balancing and setting boundaries, but I have gotten better. And so, over the last, I'll say 4 or 5 years. And so that's helped me to be, I think, a better leader, because I do know how to set boundaries. I know how to take care of myself and make sure my cup is full so I can pour into other people and it's working. So, I intend to do that here, so I'll have to do that and you'll see me running in the community or walking, because if I'm tired, I'm going to walk. Or you'll see me at the gym. You know what I mean? My daughter's like, mom, they have a YMCA, go swimming, you know what I mean? So I'm going to make sure I'm still taking care of myself, because that's important. So I can take care of other people. You know, the better I am here, the better I can be out there.
Tilton: As a leader, how do you define success and how do you get your team on board with that definition?
Spicer: I think it's about setting a goal, right, because everyone has different ones. And once you master that goal, to me, that success, I don't think there's one, I'll say, generic definition of that. But once we say this is the goal, this is what we aspire to do and once that's defined meaning that and everything we do has to be about that. A lot of times we'll [say], I want to, I don't know, have an "A" campus, you know, don't get distracted or detour trying to do all these other things. If we say we're going to improve literacy and that's going to help us get the results we need because it's going to hit all the different content areas, focus on literacy, go get it. It'll take care of itself. You know? I mean, don't squirrel, you know, like the movie don't, don't don't do that. You know, just focus. Same thing. If you say, I'm going to lose 10 pounds, okay, I got to change my eating habits. I need to drink my water. I need to exercise, keep the main thing, the main thing, keep it focused and go.
And then when you achieve that, to me, it's not-I don't see that as success. It's like you achieve that goal because what happens is in my mind, you create another goal that takes you to the next level. So yes, you get to success, but to me, not fully. Because even after that win or that success, you still have another opportunity to go to a higher level.
Tilton: So what else does Waco's community need to know about Dr. Tiffany Spicer?
Spicer: I am looking forward to meeting everybody so they can do me a favor. If you see me speak and I'm going to ask your name. If you've told me before, forgive me, but for me it's about building relationships. Whether you're inside of Waco Independent School District or you're outside and you're a community member or a business partner, if you see me speak, I don't meet a stranger. And then let's partner and let's see what we can do to help not only the district, but our entire community. So that's what I would say.
