A different kind of high school reunion
Fifteen years ago, Amir Harrison was taught by an SDSU credential candidate named Timothy Farson. Now, Harrison has returned as the candidate — and Farson is the principal.
Amir Harrison walked onto the San Diego School of Creative and Performing Arts (SDSCPA) campus in August with a sense of purpose. A new school year had dawned and the credential candidate in San Diego State University’s School of Teacher Education was eager to meet his mentor teacher and kick off his yearlong journey to becoming an educator.
As Harrison checked in at the front desk, a familiar voice boomed from across the room.
"I heard rumblings you were coming back."
The greeting was from Timothy Farson, principal of SDCPA. The two shared a laugh and a meaningful embrace.
To understand how meaningful it is, you’d have to look back to the 2008-09 school year at SDCPA, when Farson was the wide-eyed SDSU credential student preparing to become an English teacher. Harrison was a senior in his class. It proved to be a memorable year and the start of a lasting bond.
Back to 2024: In late October, the two men sat at a conference table in Farson’s office to reflect on their full-circle moment.
"I now get to be in a position to help kids whose shoes I was once in,” said Harrison. “I get to be a teacher who helps them have a wonderful experience here the same way I did."
Added Farson: "When I see people grow up and find who they are and what their voice is — especially when they do so with the energy and the fervor that Amir has — there's no greater reward.”
Returning home
Located in the Paradise Hills neighborhood on the southeastern edge of San Diego, SDSCPA is a public magnet school designed to cultivate and support young artists. The school, which includes grades 6-12, has long been a partner with SDSU's credential programs, with as many as eight student teachers per year taking part in yearlong placements.
Harrison, who grew up in nearby City Heights, started at SDSCPA to study theater and later choir. By the age of 16, he decided on teaching as a professional pathway — assuming his dream career as a UFC fighter didn’t pan out, of course.
After earning a history degree at SDSU in 2019, Harrison is now part of the social science credential pathway, which currently sees him delivering history lessons to 11th and 12th graders.
"Back when I was in high school, coming back to teach at SDSCPA was always the dream,” Harrison said. “The first couple weeks back were really weird. I found myself having to remind myself, ‘Hey you're a grown man and not a student anymore.’ But I’ve had the best mentor teacher and such a great experience.”
Showing up for Kids
When Farson started his own student teaching journey at SDSCPA, he had no idea he’d still be a decade and a half later.
Everything changed with a week left in his placement. His mentor teacher had abruptly left, and the principal asked Farson to fill the role. Fortunately, Farson was able to draw on the lessons he’d received at SDSU, including from Professor Douglas Fisher (now Chair of Educational Leadership), whom he still counts as a mentor.
And, most importantly, he drew on a deep passion for making a difference.
"I had everything I ever wanted just thrown at me in one moment,” Farson recalls. “When you’re just starting out, you don't really know how to show up for kids. But you want to try because it's the most pivotal time in their lives. You just have to rise to the occasion.”
For Farson, that meant taking over as advisor for SDSCPA’s Associated Student Body, for which Harrison was an officer. At the time, the group was struggling through a clash of personalities.
“I think he was the perfect person to come in and take over ASB because he let us work out our problems without directly jumping in like a lot of teachers would have,” Harrison recalls. “He was hands-on-hands-off. After he came in, a certain calm came over the class."
Farson says those first-year experiences provided early lessons in leadership that still resonate. At SDSCPA, his goal is to push back against the “factory model” of education, favoring human connections over rigid structure and standardization.
As he reminisces with Harrison, the power of those human connections is hard to miss.
“Just sitting here with Amir, it's reminding me of that day sitting in the corner when I didn't know my mentor teacher wasn't showing up,” Farson said. “Every moment since I've felt like I belonged.”
Harrison feels the same. Recently, a senior in one of his classes asked him — somewhat bluntly — if he liked being there.
“I told her, ‘Look, the only things I am always happy to do are spending time with my girlfriend and being here with you guys,’” Harrison said with a laugh. “I always wake up in a good mood to come here and see what the day brings."
