Life Lessons: A Journey in Professional Development

By Kimberly H. McCray

I sat staring at the blank paper before me. The lesson of the day: Future tense. The assignment: Explain to Madame Sorrell—in a short essay in French—what my life would be like in ten years. I was 14 years old, without a crystal ball and on a 30-minute deadline. Being completely clueless about the lives of adults in their early twenties, I wrote an imaginative essay in which I envisioned myself as a world-class museum professional, living a life of luxury in my Smithsonian office. Strangely enough (and luxury aside), my idea was not that far off track. In 2002, at the age of 24, I was a museum educator at the Smithsonian Institution’s National Postal Museum.

My high school French essay was not the result of divine inspiration; nor was it a self-fulfilling prophecy. No one can completely predict the future, but one can be proactive about determining what lies ahead, especially when guided by a curious force—the love of learning. For me, the love of learning is a lifelong pursuit integrally connected to my professional growth and development. It is in this spirit that common professional development tools—such as volunteering, mentoring, informational interviews, graduate education and networking—have furthered and enriched my career.

I started volunteering as a teenager, including one summer at a fish culture station in Grand Isle, Vt., that promotes the conservation and management of nearby Lake Champlain’s fish habitat. My favorite part was showcasing the small area dedicated to orientation—in other words, the education area. It contained a three-dimensional map, a video explaining the process of fish cultivation, an interactive where you could “fish,” a computer game highlighting the lake’s food chain and a large aquarium filled with a selection of native aquatic species. Though it was not a museum per se, my time at the station taught me how much I enjoyed interacting with people, answering questions and making the experience accessible and meaningful to visitors.

After finishing my undergraduate studies at Saint Michael’s College in Colchester, Vt., I worked for two months at the U.S. Senate and then gained full-time employment as a public programs coordinator at the National Postal Museum in Washington, D.C. I also continued to volunteer with public programs at area museums, such as the large family festival and the OurStory program at the National Museum of American History. Along with being a great networking opportunity, volunteering kept me up-to-date with the field and my colleagues, exposed me to new program ideas and gave me a benchmark from which to think about ideas of my own. In addition, it felt both natural and rewarding to give back to the museum community while doing something I love.

Throughout my career, I have been lucky to have a host of coaches, teachers, professors, undergraduate and graduate advisors, work supervisors and museum colleagues who served and continue to serve as my mentors. These people are my cheerleaders, but they also assist in developing an accurate perception of reality: They help weigh the good and the bad and create a balanced, more rounded view. For example, I know that whenever I need an honest opinion or to gain perspective on a situation, I can call up David T. Z. Mindich, a professor (and my mentor and friend) who I met my first semester of college. He always knows the provoking, reflective questions to ask that stimulate my critical thinking and reveal items I overlooked.

Informational interviews are another great way to gain insight. By conversing with professionals you know and don’t know about their experience in the field or even something as simple as why they entered the profession in the first place, you expose yourself to new perspectives. People love talking about their story, especially when they have an interested audience. Most people enjoy sharing job knowledge with others and will happily meet with you to discuss their experience.

Sometimes it even leads to a job offer. After graduation, I interviewed with Sen. Patrick Leahy’s office in Burlington, Vt., because I was curious to learn more about his office and line of work. A few weeks later when two positions opened up in Vermont and Washington, D.C., they remembered me and offered me the position in Washington.

Interviews can be impromptu as well. When I received a phone call with news that I had not been selected for a position at the National Postal Museum, I politely asked the woman who had interviewed me, Esther J. Washington, head of education, if she could offer me some feedback. Not only did she take the time to share this information, Esther mentioned that no one had ever asked her to do so before. Then, she asked me for feedback on her performance as an interviewer. We had a dynamic conversation. When the position suddenly became vacant again a month later, Esther thought of me and offered me the job. This initiated an incredible working relationship between us for the six years I worked at the museum. Esther took a risk on me, taught me the ins and outs of museum education and remains a great mentor and a dear friend.

With technology and the growing numbers of networking groups, it is easier than ever to connect with fellow museum professionals. I am a member of several professional groups and associations including AAM, Emerging Museum Professionals, the Museum Education Roundtable, the Greater Boston Museum Educators’ Roundtable, EDCOM and the New England Association of Museums. A colleague of mine also introduced me to LinkedIn, an online networking site for professionals. As I live on an island 30 miles out in the Atlantic Ocean, these professional groups and networking tools help me stay connected and current with the field.

I also have found it is possible to pursue your academic interests and work at the same time. I earned my master of arts from Georgetown University in 2004 while working at the National Postal Museum. Currently, I am a doctoral student in Lesley University’s educational studies program while working as director of interpretation and education at the Nantucket Historical Association.

The beauty of pursuing graduate education while working full-time is that you can apply theory directly to practice. As part of my studies at Lesley University, I evaluated one of the Nantucket Historical Association’s public programs, the Food for Thought lecture series. I learned the proper methodology of qualitative evaluation, as well as valuable information for planning the program’s future. Graduate education also provides connections to the professional community you may not make otherwise. I am incredibly fortunate to be working under the direction of George E. Hein and have met fellow doctoral students and program alumni who are also active in the museum field.

Balancing work and school is a challenge. It takes discipline, dedication and a little bit of sleep deprivation, but it allows for simultaneous intellectual and professional growth. On a practical note, it is also an asset to earn an income while shelling out tuition.

There is no wrong way to accomplish professional development. The important part is investing yourself in learning—pursuing what you are passionate about while seeking engaging methods of accomplishing your goals. Be creative! Whether it is spending time in the community, reading and reflecting, visiting museums, talking with others, experimenting or just seeking out experiences that inspire you, every moment is an opportunity for growth. When you develop and freely communicate your thoughts and ideas with others, you never know where the conversation will lead!

Kimberly H. McCray is director of interpretation and education at the Nantucket Historical Association. She can be contacted at kmccray@nha.org.