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Tom 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.
In his 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.