(Interviewer) We're going to move a little in time, Paul. And I want to ask you, what was the motivation for majoring in biology, and how did that then take you into your first career?
Oh, the main thing was that I had a biology teacher at Campbell High School named Beth Childs, and she was the main reason that I majored biology. She was a fantastic teacher, and I wanted to be like her. And the other thing was that I wondered whether I wanted to major in art at that time, because I was interested in art. But my mother said that I would probably not make a living at it. And I wasn't. It wasn't, and I wasn't good enough was just the field itself was. But my mother said that I would probably not make a living at it. And I wasn't. It wasn't, and I wasn't good enough was just the field itself was limiting. And and I think that in the long run, she was right that I probably wouldn't have survived if I majored in art. But I liked biology because it was it was a science. It was it was academic. And it was something that I always interested in.
(Interviewer) What part of biology, what part of the science.
Botany, and the, just the regular animal kingdom.
(Interviewer) What was it about these two areas?
So I liked collecting and we always collected insects, and I collected everything. And any time I had two of the same thing, it was a collection. Botany, I think I inherited from my mother because she was a gardener at heart. And so, she turned me on to to growing things from scratch, from cuttings, from seed. As she grew mostly vegetables. So because it was almost like a survival and it was helpful for the family to have things like Japanese vegetable, like daikon, and bitter melon, and things that generally don't-- aren't sold in supermarkets.
(Interviewer) What was it about this teacher that you wanted to emulate? What was it about her?
She made it clear as to what she expected of us as students. She was very knowledgeable, and she took time to take us on field trips. She helped us in our collection of whatever insects or native plants or whatever, and plant taxonomy. She just spent a lot of time with students.
(Interviewer) And how did how did this choice of biology move you into your first career?
Well, I student-taught at Fremont, at the Fremont Union High School District, and that was a good experience because I had a master teacher who was excellent, Henry Johns, and he had a very good reputation as this very strict teacher, but very fair and knowledgeable, and I student-taught under him. And before the term was up, they hired me as a regular teacher at Fremont. So I started my career there.
(Interviewer) How long did you teach before you became an administrator? Before you became administrator?
Five years.
(Interviewer) And in what school?
Sunnyvale High School.
(Interviewer) And from there, you?
I taught for five years. And then the last two years I was a part time counselor and teacher and then full time counselor and then vice principal, and assistant principal for activities, and then an assistant principal for academic, and then principal, and then deputy superintendent. Then superintendent.
(Interviewer) And this was all within ten years?
All within 12 years.
(Interviewer) And did you apply for any of those positions?
No.
(Interviewer) You were promoted.
Right. And those days they came and tapped you on the shoulder and said, you know, 'We'd like to have you be vice principal,' or whatever. And and you didn't apply or people picked you.
(Interviewer) When you say people, were these individuals who were in positions above you who said…
Right, usually the principal of the school.
(Interviewer) What do you, what do you think what qualities do you think you have that...That gave those above you the information they needed in order to promote you, select you? What was what, what are these characteristics that you think you had?
Well, I don't think there's anything magical. It was just that if you work hard and you had a good reception on the part of the students and the parents and, you know, your subject matter and you're willing to put in the time to to help students. I think that that's one of the things that people recognize.
(Interviewer) If you were going to do the same thing, Paul, and promote someone below you, what would you look for? What are the things that you would look for?
Their interest in... in the profession. That they were willing to spend time talking about how to reach students, especially those that were difficult to work with, and just generally talking about their profession and spending time thinking about ways to improve the instruction.
(Interviewer) Any other characteristics.
No, I think generally the interest and and how you get along with not only your peers, but students and parents.
(Interviewer) Why did you choose San Jose State?
Well, it was close. It was almost like it was destined that I go to San Jose State since it was the closest and the cheapest, as far as tuition. There was no tuition at that time, it was mainly fees, and... and I wanted to be a teacher, so it seemed to be a good fit. And my parents couldn't afford to send me to UC Berkeley or Stanford or any place else.
(Interviewer) That was at the time it was called college, correct? It was not a university?
Yeah. San Jose State College. Yeah.