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Dr. Trenton Watson’s 25 years in education go beyond a career — it’s a passion that drives him every day. As a husband, father of four, and principal of Westwood High School in Memphis, Tennessee, he strives to motivate others to learn and grow.

With a quarter century of experience under his belt, it may come as a surprise that the Tennessee native had no intention of entering academia, but he found his calling in the last place he expected during his college internship: a classroom.

“My journey is different because I did not want to be an educator,” he admits. “My mother was an educator for 30 years, and because she was an educator, I never thought that education would be something I would do. Fortunately, it turned out differently for me.”

Before pursuing his Doctor of Philosophy in Education at the University of Arizona Global Campus (UAGC), Trenton graduated from Tennessee State University and entered the field of Public Relations, but this profession was not as fulfilling as he expected. So, he reached out to an old friend who helped him land his first job in the school system, transitioning him from public relations to education. He taught high school English for 10 years before he got a “bug” for an administrative role. Then, he took the fast track from teacher to administration to principal in an alternative school.

“I started teaching English and coaching basketball, and I loved every minute of it,” he says. “It was rewarding to see kids come back and tell me what I said or what my example did for them. This is where I belong.”

A Promise Fulfilled

Trenton once promised his mother and grandmother that he would push his education to its fullest potential, and it was a promise he kept. Once he knew academic leadership was his life’s purpose, he returned to college to work toward his doctoral degree at a different institution. The degree was not a strict requirement for his desired career, but he knew earning it would demonstrate his dedication to his field. With his dissertation chairs continuously changing and his terminal degree nearing completion, his frustration increased to the point where he considered quitting and took a break. However, he eventually found a lifeline in UAGC, which offered him the chance to transfer some credits and complete the remaining requirements to finish the doctoral program.

“I appreciate UAGC,” Trenton says. “The people I’ve met at UAGC have been phenomenal to me. The degree helped me because it showed how committed I was. The dissertation isn’t going to automatically fall in your lap. It takes a high level of commitment.”

Through his UAGC program, Trenton studied leadership at educational institutions, interviewing 15 educators for his thesis and uncovering why teachers and staff left their workplaces. He discovered most educators do not quit their jobs; they quit their supervisors. According to Trenton’s research, the most important thing a school administrator can do is show appreciation for their team.

“When people feel valued, they put value back into what they do,” Trenton says. “They want to feel like they’re part of the process, and when they feel like they are part of it, it means more to them.”

During his program, one of Trenton’s greatest challenges was himself. In high school, he was told he was a prolific writer, but at the doctoral level, he quickly realized he had to put his ego aside. Luckily, he had supportive mentors along the way who taught him how to adopt a growth mindset. With a fresh perspective, he redefines what intelligence means to him.

“I had to understand that I don’t know everything, and that means that being intelligent is not about having all the answers; it’s about asking the right questions and seeking the right information,” he explains. “When I think I have all the answers and that I’m the smartest person in the room, I’m definitely in the wrong room.”

From Mentee to Mentor

Trenton’s educational journey affected him deeply. So much so, in fact, that he remembers every teacher’s name who had a positive impact on him from kindergarten to twelfth grade. He even has two of them to thank for his career. Afterall, the principal and assistant principal from his high school gave him his first job in the education industry.

He recalls one mentor’s sage advice that he refers to today when someone asks him for guidance.

“It’s just like a good bowl of grits; you just have to give it a little time, and it’ll be ready, but you have to be patient. Even instant grits take a little time,” he says.

It was advice like this, coupled with the skills he gleaned from his doctoral degree journey, that shaped his leadership methods. Trenton applied what he learned from his dissertation by finding creative ways to integrate talents from his teachers into their daily operations. This altered the way the people he worked with perceived their jobs, encouraging them to be their most authentic selves.

“I found out about teachers that can sing, that can draw, teachers that can cook, all because they’re able to use their talents to the fullest,” he says. “I wanted every part of them to be elevated in their work. I wanted them to be completely fulfilled.”

It All Comes Full Circle

When Trenton interviewed for a position at two different institutions, he chose the one that held more personal significance for him. It did not matter how affluent or prestigious the establishment appeared in the books. It was about belonging to a community that was supportive and the opportunity to make a difference every day.

“The fact that the person who helped me to get into teaching in the first place was the principal, who is still beloved in this neighborhood, that’s what really makes it special,” he explains. “It’s important because this school means the world to that neighborhood. Because if this school is gone, so is the neighborhood.”

Outside of the classroom, Trenton enjoys exercising, cooking, and even managing services for a local funeral home. In this latter role, he oversees all funeral arrangements to ensure they are respectful and align with the family’s wishes.

Trenton is a prime example that it is never too late to pursue your purpose with passion. Career goals may shift as a person progresses through their education, but that doesn’t mean they can’t pave a new way. Despite the setbacks and challenges he faced, his academic journey ultimately came full circle.

“I often think about the person who helped me land my first job as a kid. He used to tell me I’d end up being a student at his school, and I would always laugh, thinking, ‘No way am I ever going to that school,’” he says. “Ironically, I ended up becoming the principal of that very same school.”

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The Doctor of Philosophy in Education program at the University of Arizona Global Campus (UAGC) is not designed to meet the state educational requirements for teacher licensure or certification in any state. Students seeking teacher licensure shall carefully research their state's requirements prior to enrollment and regularly review the requirements as they are subject to change. Requirements vary by state. Graduates will be subject to additional requirements on a state-by-state basis that will include one or more of the following: student teaching or practicum experience, additional coursework, additional testing, or, if the state requires a specific type of degree, earning an additional degree. None of the University of Arizona Global Campus online education programs are accredited by the Council for the Accreditation of Educator Preparation (CAEP), which is a requirement for certification in some states. Other factors, such as a student’s criminal history, may prevent an applicant from obtaining licensure, certification, or employment in their field of study.

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