Eismeier’s classroom experience includes teaching in an elementary school in
south Chicago, a school for the gifted in Brooklyn, and rural schools in
Vermont. He has also been a teaching principal and a principal in Vermont and
Maine. His background as an administrator includes involvement with staff
development, curriculum, assessment, and long-range planning. His studies in
educational leadership, systems theory, and school culture have led him to
believe that informed teacher involvement and decision-making should be at the
heart of school planning and improvement efforts.
role as principal, he has been active in exploring the concept of distributed
leadership and promoting the development of learning communities, or
communities of practice.