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- Dr. Don Orlosky
College of Education Faculty Oral Histories
Dr. Don Orlosky
LB: So all of these programs, including the LTI, were funded federally during that period of time?
DO: Yes, that’s correct.
LB: What are some of the things that stand out in your mind during those years, or beyond, about the College of Education that makes it different, makes it noticeable here on campus or nationwide?
DO: I will respond to that question in terms of the Educational Leadership Department. I was a member of that department from 1969 until 1995 and was chair from 1985 until I retired in 1995. One of the distinguishing features that permeated the College was the interest of the faculty in being responsive to the students. The department upheld this high standard with faculty whose student ratings were top drawer. It is unfair to single out individuals since the student ratings of almost the entire faculty were extremely high, but a few good examples would be Dr. Dan Purdom, Dr. Les Tuttle, and Dr. Don Peterson. Dr. Purdom received the USF outstanding teacher award, and his ratings typified the ratings received by a majority of the members of the department. We also had a critical mass of very bright faculty members who were extremely productive. For example, Dr. Bill Benjamin is a uniquely gifted person who is fluent in five languages and has had so many international experiences and scholarly opportunities that he is one of those rare people who can discuss topics in a variety of disciplines in depth. His father, Harold, was also the most influential consultant to the USF College of Education when the College began in the early 1960s. Another example would be Dr. Arthur Shapiro, who earned three degrees at the University of Chicago, whose faculty at that time included many of the outstanding scholars of the nation. He absorbed that knowledge and built on that background throughout his career. The publication record of the department is also impressive. The books and scholarly writings of Joe Bondi, Karolyn Snyder, Carol Mullen, and me would probably exceed the production of any similar department in the nation. In summary, I think the department can be viewed as an outstanding performer in the three critical areas of quality instruction of students, intellectual integrity, and the scholarly production of documents and textbooks.
LB: What were some of the challenges working with the surrounding school districts? I know at the educational leadership certification level, the department was involved.
DO: That’s correct. We were heavily involved in the certification changes in the state in cooperation with other state universities and the Florida Department of Education. Regarding the work with school districts, Dr. Ray Shelton was the Hillsborough County School District superintendent during much of that time, and we worked well with him and other professionals in the district. Many of the administrators and teachers in Hillsborough County and surrounding counties were graduates of USF, so we had a natural and cooperative relationship throughout the entire USF area. We also reached out to other counties and a good example can be provided. The school superintendent in Monroe County (Key West) was short of school administrators to replace retirements and contacted the DEL for assistance. We created a three-year, weekend program and prepared 14 certified principals to enable them to have a pool of administrators to continue having certified administrators for their schools.
LB: The Key West project?
DO: That was the Key West project, and it worked out pretty well.
LB: Let me ask you about your challenges as a chairperson of the department for many years. I served in many meetings with you regarding that responsibility.
DO: An academic department is never an easy group to chair. Sometimes when students and other educators asked me what I did as chair, I just started naming the people in the department, and they would laugh and just walk away. Everyone knew this group of independent and bright people could not really be managed. It was a little like herding chickens. I had to be firm at times and sometimes give free rein. I tried to make the right decisions. But I also had grievances filed against me. And I had people who would not speak to me at times. These circumstances go with the territory, and I understood that was the case. I do think it is important to avoid aligning yourself with any person or group in the department and remain neutral, and treat everyone as equally and objectively as you can. One of the problems I encountered was the consequence of having so many strong-minded and capable people in the department. I thought the faculty should participate more in professional organizations and give more back to the profession. A few of the faculty were active, but I thought we should do more. I will give you an example. There is an organization called the National Council of Professors of Educational Administration (NCPEA) which meets annually in August to share research, influence policy, and relate to the profession in meaningful ways. They have three agendas including one for professors, one for spouses, and one for children. They meet throughout the country and learn about the locale and establish networks for collaboration. Their president and executive secretary also served on the National Policy Board in Washington. I initially attended this annual meeting with the thought that USF might host an annual conference. I soon realized that the USF DEA was not likely to provide the energy required to host this meeting. I also provided support for any of the members of the department who wanted to attend the annual meeting and make a presentation. Only three members of the department took advantage of this offer, and only one continued on a regular basis.
LB: Were you also the president of that organization?