From St John’s to Seaford: A Leader Shaping Humanities Excellence

The Seaford School District on Long Island announced the appointment of Robert Drysielski '99SVC, ‘15Ed.D. as Executive Director for Humanities, effective July 1, 2026. In this role, Dr. Drysielski will provide strategic leadership and oversight for the district’s English Language Arts, Social Studies, World Languages, and English as a New Language programs.

Dr. Drysielski joins Seaford from the Islip School District, where he served for ten years as Director of K–12 Social Studies and Business. Previously, he spent six years at St. Dominic High School in Oyster Bay, NY, holding a range of academic and administrative positions including Assistant Principal of Academics, Dean of Students, Summer School Principal, English and Social Studies Chairperson, and History Teacher. He began his teaching career in 2004 as a middle school social studies teacher at St. Mary’s Elementary School in Manhasset, NY.

He holds a bachelor’s degree in sports management from St. John’s University, a master’s degree in secondary education (social studies) from Hofstra University, a master’s degree in administration and supervision from Fordham University, and a doctorate in Administration and Supervision from The School of Education at St. John’s University. Dr. Drysielski also serves as an adjunct professor at Molloy University and is an active member of the Association for Supervision and Curriculum Development, as well as the National, New York State, and Long Island Councils for Social Studies.

We had an opportunity to conduct a brief Q&A with Dr. Drysielski.

As you transition from overseeing English Language Arts, Social Studies, and World Languages in the Islip School District to leading the humanities programs in your new role at the Seaford School District, how are you approaching this shift in leadership, and what is your strategic vision for the department?

Transitioning from overseeing Social Studies and Business in Islip to leading the K–12 Humanities program in Seaford is a natural evolution toward creating an integrated, student-centered learning experience. My vision is to cultivate critical and creative thinkers through inquiry-based learning, developing effective and empathetic communicators across diverse media, empowering civic-minded and ethically grounded citizens who actively contribute to their community, and fostering lifelong, adaptive learners equipped for an evolving global landscape. Ultimately, my goal is to bridge these disciplines into a seamless K–12 continuum that prepares every Seaford scholar to think deeply, communicate powerfully, and lead with purpose.

How do you plan to advocate for arts and humanities programs when competing for district funding and resources?

Advocating for the humanities really comes down to shifting how people view them. The humanities are the bedrock of student success. I want to focus on proving their value with real results, showing how reading, writing, history, and world language directly boost literacy, keep kids engaged in school, and build the critical thinking skills future employers actually want. Instead of just relying on standard test scores, we show off student growth through the Seal of Biliteracy or the Seal of Civic Readiness, to name just a couple. 

How will you gather feedback from faculty and staff to ensure the arts and humanities culture remain collaborative, innovative, and thriving?

To keep our humanities culture collaborative, innovative, and thriving, I firmly believe that effective leadership has to start with active listening. I plan to gather feedback not just through formal department meetings, but by keeping an open door, visiting classrooms, and having real, ongoing conversations with our faculty to understand their daily realities and ideas. Collaboration is one of the most important parts of any strong team; when teachers feel heard and respected, it builds the trust necessary to take instructional risks and share creative solutions.

How has your education at The School of Education at St. John’s University prepared you for this leadership position?

My time in the Ed.D. program in Administration and Supervision at St. John’s really gave me the blueprint for this kind of district leadership. Working through the program in a tight-knit cohort model showed me the power of collaborative problem-solving and diverse professional perspectives.

Is there a professor, mentor, or influential figure who has had a significant impact on your professional journey?

There isn't just one single person. My professional journey has really been shaped by a network of incredible educational leaders who saw potential in me early on and pushed me to grow. Having mentors who believed in me enough to encourage me to pursue my master's in administration, and later my doctorate at St. John's, made all the difference in my career path. That kind of belief is something I consciously try to pay forward every day when I talk with teachers. Believing in their potential, encouraging them to step into leadership, and supporting their professional growth is one of the most powerful ways we can strengthen our entire district community.

What words of encouragement would you offer to aspiring educators who are considering a career in teaching?

If you're thinking about entering education, know that it's one of the most rewarding paths you could ever choose, as long as you keep a genuine love for working with all students at the heart of everything you do. No matter how your career evolves, whether you stay in the classroom, lead a department, or step into administration, you are always a teacher first. Coach John Wooden captured this perfectly when he said, "Effective leaders are, first and foremost, good teachers. We're in the education business." That core purpose never leaves you, and keeping a teacher's mindset in every role ensures you'll always be in a position to inspire, support, and make a real difference in students' lives every single day.

As a proud alumnus of The School of Education at St. John’s University, Dr. Drysielski exemplifies the institution’s longstanding commitment to developing ethical, service‑driven leaders who make meaningful contributions to their communities. His appointment reflects the strength, impact, and continued excellence of St. John’s graduates across Long Island and beyond.