In a landscape where robust advocacy and visionary direction are increasingly vital for the arts, the cultivation of strong leaders within the field of art education has become essential for its sustained growth and relevance. It is within this context that the selection of Professor Tamryn McDermott, a distinguished faculty member in Art Education at Utah State University (USU), for the 2026 cohort of the School for Art Leaders marks a significant recognition of both her individual contributions and the university’s commitment to excellence. This highly selective, nine-month leadership initiative, administered by the National Art Education Association (NAEA), is designed to identify and nurture the next generation of influencers in the field. The program’s rigorous curriculum focuses on fostering advanced skills in leadership, advocacy, and innovation, preparing participants to take on influential roles that will shape the future of art education on a national scale. McDermott’s inclusion in this prestigious group underscores her established expertise and her potential to drive meaningful change.
A Foundation of Interdisciplinary Expertise
Bridging Artistry and Academia
Professor McDermott’s selection for the School for Art Leaders was significantly influenced by her extensive and uniquely interdisciplinary background, which seamlessly merges practical artistry with deep academic and administrative knowledge. Her academic journey is a testament to her comprehensive approach to the arts, holding a Bachelor of Fine Arts and a Master of Fine Arts in studio art, which ground her in the hands-on process of creation. This is complemented by a master’s degree in art history and arts administration, providing a broad understanding of the cultural and organizational frameworks that support the arts. Crowning her qualifications is a Ph.D. in arts administration, education, and policy, which equips her with the theoretical and strategic tools to navigate and influence the complex systems governing arts education. This multifaceted expertise allows her to operate not just as an educator but as what she terms an “art practitioner”—an identity that encompasses her active role as a practicing artist alongside her professional experience in arts administration. This holistic perspective is rare and highly valued, as it enables her to approach challenges in the field with a nuanced understanding that bridges the gap between the studio, the classroom, and the boardroom.
The “Artist Teacher” Philosophy
This rich, multifaceted identity directly informs Professor McDermott’s pedagogical philosophy at Utah State University, where she is dedicated to mentoring the next generation of pre-service educators. She champions the concept of the “artist teacher,” a model that encourages students to cultivate and maintain their identities as both active creators and passionate educators. McDermott’s approach is rooted in the belief that the most effective art teachers are those who remain deeply connected to their own artistic practice, as this connection provides a wellspring of authenticity, inspiration, and resilience that they can, in turn, pass on to their students. Her commitment to this philosophy is already evident in her active involvement with the National Art Education Association, where she regularly presents at national conferences and serves as the co-chair elect for the Seminar for Research in Art Education. This existing leadership within the NAEA demonstrates her long-standing dedication to advancing the field and solidified her candidacy for the School for Art Leaders. Through her teaching, she empowers future educators to see their dual roles not as a conflict but as a powerful synergy that enhances their ability to inspire creativity and advocate for the arts in their communities.
The Path Forward for Leadership and Advocacy
The Structure and Goals of the Program
The School for Art Leaders is a premier professional development initiative meticulously structured to cultivate transformative leadership. The nine-month program is renowned for its experiential learning model, which combines intensive workshops, collaborative projects, and mentorship from established experts in the field of art education. The 2026 cohort will commence its journey with an immersive event at the prestigious Crystal Bridges Museum of American Art, a setting designed to inspire innovative thinking and foster a strong sense of community among the participants. Following this in-person launch, the program will transition to a virtual format, facilitating nine months of sustained collaboration and learning among peers from across the nation. This extended period allows for the deep exploration of complex topics related to policy, advocacy, and strategic planning. The program is designed not only to impart knowledge but also to build a lasting professional network of leaders committed to advancing the arts. The experience will culminate in a capstone presentation at the 2027 NAEA national conference, where participants will share their insights and leadership projects with a national audience, contributing directly to the ongoing dialogue within the art education community.
A Commitment to Future Generations
Professor McDermott’s participation in this national program was viewed as a timely and meaningful opportunity that promised to yield significant benefits far beyond her personal professional development. Her stated commitment was to leverage this experience to directly enrich the educational environment for her students at Utah State University. The plan involved integrating the advanced leadership skills, advocacy strategies, and innovative pedagogical insights gained from the program directly into her curriculum. This infusion of cutting-edge knowledge was intended to equip her students with the tools necessary to become not just effective educators but also powerful advocates for the arts in their future careers. The ultimate goal was to empower a new generation of artist teachers to navigate the challenges facing arts programs and to champion their value within schools and communities. Her involvement in the School for Art Leaders was therefore seen as a strategic investment in enhancing the leadership capacity within the USU art education community, ensuring its students were prepared to contribute to and shape national conversations for years to come.
