Most educators enter the field because of an innate desire to help others. For Philip Mirci, assistant professor of education at University of Redlands, this is something that is near to his heart.

As ACSA’s 2011 Professor of Education of the Year, Mirci is following a long line of those who sacrificed to help others. His father was an administrator, teacher and coach, and at 84 gets up at 4:30 a.m. to work in a soup kitchen. His mother was a nurse and even after retirement volunteered with the elderly.

“In being the recipient of this award, I feel a sense of gratitude because it honors the contributions my parents made in my life,” Mirci said. “From the examples of their lives, I learned from an early age the importance of having a sense of purpose in life oriented to education and the other helping professions.” 

In fact, even his grandparents and great-grandparents modeled lives of hard work, dedication and the importance of helping others.

“I feel humbled because they instilled the values within me that make me the administrator I am,” he said. “They were my inspiration for earning the degree and becoming an educational administrator. They inspired me and taught me the value of servant-leadership.”

Mirci, who has held his current position since 2008, has a long history of educational leadership behind him. Previously, he worked as director of secondary school reform and student and family advocacy for the San Bernardino County Superintendent of Schools, associate superintendent of educational services at Yucaipa-Calimesa JUSD and coordinator of state and federal categorical programs at Yucaipa-Calimesa.

Mirci is an experienced educator who has dedicated his career to serving public education.

“I trust that being recognized with this honor arises from the alignment of my espoused beliefs and my actions,” he said. “In public education, where we made a commitment to the psychological and physical safety of schools, we must act on this imperative. It must become real, so all students experience the fundamental need for a sense of belonging. … Rejoicing in the learning of others and sharing in the excitement of their accomplishments is genuine for me.”

Like any educator, the best part of the job for Mirci is working for and with students. He said whether working with middle school students, high school students or doctoral students, seeing them succeed is the most rewarding. Mirci said he also enjoys his research work in the areas of transformative learning, social justice, at-risk youth, and addressing the forms of oppression, whether it be racism, sexism, classism, sizeism, ageism or religious intolerance.

“I get excited in encountering students and faculty who possess the intellectual courage to challenge uninformed and unexamined assumptions that advantage some people while disadvantaging others,” he said. “They have helped me in my pursuit of developing intellectual humility, empathy, perseverance, fair-mindedness and courage.”

The profession is not without its challenges, however. Mirci said attaining a sense of balance between his vocations as teacher, counselor and minister with personal time is extremely tough.

“This is not easy because I have devoted myself to education throughout my adulthood,” he said. “I love teaching. It brings me joy and energizes me. … The challenge is in attaining a sense of balance, so there is time for recreation.”

Mirci said he prides himself on his learner-focused view of his work. While research is certainly important, assisting others in coming up the ranks is the greatest priority.

“I enjoy doing research but my first and foremost responsibility is to aspiring administrators, teachers and counselors,” he said. “My view is learner-centered and interacting with them to benefit their aspiration. This is at the heart of what an administrator must negotiate.”

Mirci said he always knew he wanted to be an educator. From the beginning of his career as an elementary teacher, to see how children learn and discover, to his role as a district administrator, working collaboratively with students, teachers, parents and other staff, it was all rewarding in its own way. Now, after joining the doctoral program in social justice, Mirci shifts his focus toward a new direction.

“I think deep down I knew I would end up where I am because more than 30 years ago, my final evaluation in the seminary where I studied to be a priest was that my heart was oriented toward working for social justice in institutions such that all felt a sense of belonging,” he said.

As an ACSA member for more than 25 years, Mirci said the opportunities the association provides for professional learning and networking have been extremely valuable.

“ACSA, as an organization made up of incredible administrators, has been like a friend accompanying me on my journey as an educator,” he said. “ACSA’s commitment to the success of kids, teachers and administrators represents social justice in action.”

Mirci said although he was given the recognition as Professor of Education of the Year, there are many other administrators out there striving to make a positive and profound difference.

“To these colleagues I would like to say we are all Professors of the Year for the difference we make daily,” he said. “Our work reflects integrity and offers hope for the future.”

Mirci, along with all of ACSA’s Administrators of the Year, will be formally honored Nov. 3-5 at the 2011 Leadership Summit in Sacramento. To register, visit www.acsa.org/leadershipsummit.