Meet Rebekah Sterlacci
District Supervisor of Visual and Performing Arts | Piscataway Township Schools
MSA: Tell us a little about yourself. How did you land in the world of education and what has your journey entailed?
Rebekah: I have known that I wanted to be an educator for as long as I can remember! My favorite game to play as a very young child was "school" - and I loved setting up a classroom for all of my dolls and stuffed animals. When I got to middle school - I put together an organization for all of the kids on my block called "Kids Club." I was really inspired by Ann M. Martin's Babysitters Club series and I put together activities and lessons for the children in my neighborhood. At the end of middle school, I wrote a letter to my choir teacher to thank her and to tell her that I wanted to do exactly what she was doing when I grew up - and I actually did just that! In High School, I found joy and inspiration in programs like Region and All State Choir, and I cemented my future plans during my junior year summer when I was selected for the New Jersey Governor's School of the Arts. After a month of intensive music learning, performance, and collaboration, I knew I wanted to major in music education. I went to Mason Gross School of the Arts at Rutgers for undergrad as a music education major with a voice concentration. I was hired in Piscataway upon graduation in 2006 as a middle school choir/general music teacher. During my eleven years teaching middle school, I went back to Mason Gross for my masters degree in music education, performed at Alice Tully Hall in Lincoln Center twice, started a middle school drama program at my school with 3 productions per year, got married, had a baby, and went back to Rutgers for my supervisors certification. My current position became available - and even though I was not ready to leave the classroom, it felt like an opportunity to help our students, teachers, and community - and grow our arts programs in a place that I love so much. I am starting my 9th year as Arts Supervisor - and my 20th year in the district. I am really proud of the work we are doing in our department, and I am so grateful for a supportive, joyful community where art is at the center.
MSA: Thanks for sharing that with us. What were important early influences that shaped who you are as a teacher / leader?
Rebekah: My middle school choir teacher - Mrs. Rabbai - had a huge influence on me as a student. I always loved to sing, but being in Mrs. Rabbai's choir and music classes helped me grow as a musician. She was so inspiring in the way that she was authentically herself, and the joyful way that she shared her love of music with us. She had high expectations - but they came from a place of care and love. I felt seen in her classroom - and I was so grateful to her for providing opportunities like region choir - where I started to realize that there could be a future in music for me. Mrs. Rabbai has always been there - during my first years in the classroom, she was happy to offer advice or encouragement - and even as I changed positions, she has remained a constant pillar of support. This would not have been my path if I had not ended up in Mrs. Rabbai's classroom. Additionally, my principal at Schor Middle School - Richard Hueston - was a former music teacher. I remember feeling really good about being hired by him because he really understood music education. He was a huge source of support and encouragement. If I had an idea, he was completely on board and would figure out how to make it happen. He was hands on in our arts programs and collaborated with me and our students on many occasions - adding his piano skills to our performances. Over my time at Schor Middle School, he made me believe that I was capable of leadership and service to our community. Without his support and encouragement, I don't think I would have had the confidence to become an administrator. Finally, the amazing members of our Visual and Performing Arts Department shape my practice continually. I learn from and am deeply inspired by all of them and their deep commitment to a culture of creativity and imagination in our community. I am so grateful to learn and grow alongside this incredible team.
MSA: Describe a specific change project you have been a part of. What were the main obstacles? How did you overcome them?
Rebekah: In my first year as Arts Supervisor, we began the process of creating a High School Academy program for students in Health Sciences, Engineering, Visual Arts, + Performing Arts. The goal was to create a specific course sequence for students to have a concentration in an area of their choice - existing within the standard 9-12 curriculum. This process involved collaboration with many community members, faculty, and administration. We faced challenges in aligning our academy structures across content areas and developing audition and application materials that were appropriate and accessible. We also had the challenge of making sure families were aware of this new opportunity and providing resources to support their applications, auditions, and preparation. Our team was highly collaborative to meet these challenges head on. We met regularly to develop materials, processes, procedures, and a framework that would serve our students and community - to meet the needs of our students across disciplines. We met with our students, parents, and community members in person on multiple occasions to provide information, application materials, course sequences, and time for individual questions and support. We created brochures and digital/print media to provide additional resources to the community. Our biggest challenge really took place as the program continued to grow over time - we wanted to continue to assess and evaluate the impact of our programming and to continue to review and refine our processes. I think the openness and the authenticity of our team members - and the willingness to collaborate has helped to sustain this valuable program for our high school students. We are proud of the opportunities our students have at the high school level to connect with artists and professionals in the field, and to follow a cohesive course of study that prepares them for learning beyond high school!
MSA: What does "learning in community" mean to you? How do you stay connected and in-the-know about all things education?
Rebekah: I have always been passionate about building community - this is what the arts do! We create spaces for people to make and share art together - this is how we make meaning of the world and how we understand one another. To me, learning in community means that we are all part of a collaborative team: Teachers, Parents, Students, Community Members, and District Leadership. We are learning and growing in a mindset that we all belong and we all have a valuable voice. Whenever our arts department team gets together for full team professional learning, we always sit in a circle. Maybe this is my general music training coming out - but I really think the idea of everyone in the circle, with equitable footing - no one person is more important than another - is the visual and physical representation of learning in community. We all need each other - our stories, our experiences, our knowledge, our joys, our fears, our dreams, our challenges. I feel really grateful to learn in community here in Piscataway across our whole district with shared goals and stories.
MSA: What is one thing about the current state of education that worries you or excites you?
Rebekah: I think the hot topic in education right now is Artificial Intelligence. We are all already using it even if we don't realize it. AI can provide some amazing resources for our educational communities with regard to accessibility and equity - that is undeniable. Something that worries me is the impact of AI on voice, storytelling, grit, and resilience. Our perspective, viewpoints, experiences, and stories are what make us unique. The diversity of our classrooms provides an opportunity to learn and grow authentically as we connect to the curricula, one another, and our own communities. When AI is used as a quick fix, or unethically, or extraneously - I do wonder how we reconcile the change it will bring to our classrooms and educational communities. I think we need to be thoughtful about the impact on learning, the way that we provide training and support in our school communities, and the environmental impact as we move forward.
MSA: Thank you for sharing your change story with us Rebekah!
Contact: rsterlacci@pway.org
