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Quan Powers, M.Ed., Dance Educator on Notable Men

FOUNDER TO THE PROFILE

Quan Powers, M.Ed.

Dance Educator, Wake County Public School System

“I attribute much of my success to my grandmother, who always believed I was destined to become a teacher, even when I could not envision that path for myself. She often told me that she knew I would become an educator, but I repeatedly insisted that teaching was not what I wanted to do. When she was diagnosed with cancer, it became a turning point in my life and prompted me to reflect on my future and take steps toward building a meaningful career. I enrolled in an alternative certification program, and just one day before my grandmother passed away, I received my very first teaching job offer. That moment remains deeply meaningful to me because I knew I had made her proud. I also attribute my success to the unwavering support of my grandmother and grandfather, who believed in me regardless of how many times I changed my mind or reconsidered my direction. They never made me feel that I was incapable of achieving my goals, and their faith in me taught me the importance of believing in myself and pursuing opportunities with confidence. Also, my mother, she was a single mother and sacrificed a lot to make sure that I always had what I needed. She has always been my biggest cheerleader and continues to always make me feel seen, heard and valued.”

BASED IN
Raleigh, NC 27513
INDUSTRY
Education

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About

Quan Powers, M.Ed., is a dance educator, fine arts leader, curriculum developer, and educational advocate with 16 years of experience in education. He currently serves as a Dance Director at Martin Middle School in Cary, North Carolina, and as All County Dance Coordinator with the Wake County Public School System. His journey began in rural East Texas, where he participated in chorus at Tyler Junior College on a vocal scholarship before discovering his passion for dance. He earned a Bachelor of Science in Dance/Hospitality Administration from Stephen F. Austin State University in 2005 and later completed a Master of Education in Educational Leadership and Administration at the University of North Texas. After early professional experiences teaching ballroom dance and working in human resources, Powers entered public education in 2010, beginning as an instructional aide before transitioning into theater, speech, and dance education.
Powers spent a decade with the Dallas Independent School District, where he advanced into dance education leadership and served as department chair for nine years at H. Grady Spruce High School. During his tenure, he grew the dance program from approximately 50 students to more than 200, demonstrating his commitment to expanding student participation and access to the arts. His responsibilities included developing curriculum, directing performances, managing departmental budgets, mentoring educators, and contributing to campus leadership and school improvement initiatives. One of his notable accomplishments was helping develop a 2021 Texas state curriculum focused on African American and Mexican folkloric dance. Since relocating to North Carolina, he has continued strengthening dance programs at the middle school level and contributed to North Carolina Virtual Public School as a curriculum developer, helping create the Movement and Screen Dance course, which integrates choreography, filmmaking, and digital media. He has also supported the dance education profession through leadership roles with the National Dance Education Organization's Advisory Council and the North Carolina Dance Education Organization's board.
Powers attributes his path into education to the influence of his grandmother, who believed he was destined to become a teacher long before he recognized that possibility himself. Her encouragement, along with the unwavering support of his grandparents, helped inspire him to pursue teaching during a pivotal period in his life. He brings this personal sense of purpose to his work, emphasizing honesty, direct communication, and remaining true to oneself as essential values in both professional and personal relationships. Powers believes educators should prioritize their well-being, embrace growth, and recognize the transferable leadership and organizational skills developed through teaching the arts. His educational leadership and curriculum initiatives have contributed to measurable outcomes, including a 12% increase in benchmark proficiency, a 15% reduction in failure rates, and 30% enrollment growth. Through his work as an educator, mentor, and arts advocate, he remains committed to expanding access to high-quality fine arts education, empowering students and teachers, and ensuring that dance is recognized as a meaningful pathway for creativity, leadership, and lifelong learning.

Key Areas Of Focus

  • 01. Dance
  • 02. Arts Education
  • 03. Education

IN HIS OWN WORDS

The Q and A

  1. 01

    What do you attribute your success to?

    I attribute much of my success to my grandmother, who always believed I was destined to become a teacher, even when I could not envision that path for myself. She often told me that she knew I would become an educator, but I repeatedly insisted that teaching was not what I wanted to do. When she was diagnosed with cancer, it became a turning point in my life and prompted me to reflect on my future and take steps toward building a meaningful career. I enrolled in an alternative certification program, and just one day before my grandmother passed away, I received my very first teaching job offer. That moment remains deeply meaningful to me because I knew I had made her proud. I also attribute my success to the unwavering support of my grandmother and grandfather, who believed in me regardless of how many times I changed my mind or reconsidered my direction. They never made me feel that I was incapable of achieving my goals, and their faith in me taught me the importance of believing in myself and pursuing opportunities with confidence. Also, my mother, she was a single mother and sacrificed a lot to make sure that I always had what I needed. She has always been my biggest cheerleader and continues to always make me feel seen, heard and valued.

  2. 02

    What’s the best career advice you’ve ever received?

    The best career advice I have ever received is to remember that one person’s opinion of me does not define who I am or determine my worth. Throughout my career, I have learned that some leaders will recognize and appreciate my contributions, while others may feel threatened by my accomplishments or capabilities. It is important not to allow someone else’s perception to influence how I see myself or diminish my confidence. I believe the key is to remain authentic, stay grounded in my values, and continue focusing on personal and professional growth. Ultimately, my greatest competition is myself, not anyone else. By concentrating on becoming a better version of who I was yesterday rather than comparing myself to others, I can continue to grow, learn, and move forward with confidence.

  3. 03

    What advice would you give to young men entering your industry?

    My advice to young men entering the education industry is to prioritize their well-being and make decisions that support their personal and professional growth. Through my involvement in a mentorship program with the National Dance Organization, I have learned the importance of encouraging others to remain resilient when facing setbacks. I mentored someone who lost her first teaching job and was understandably discouraged, but I reminded her that even if she had not found another position right away, she would have been okay because new opportunities would eventually come along. In education, people often struggle with whether to stay or leave when they feel they are no longer in the right environment. I believe it is important to remember that an organization will continue operating and fill a position when someone leaves, so you must make decisions that serve your best interests and well-being. Ultimately, stay true to yourself, recognize your worth, and never feel obligated to sacrifice your happiness or growth for a position that no longer serves you.

  4. 04

    What are the biggest challenges or opportunities in your field right now?


    I believe one of the biggest challenges in education right now is navigating the experience of being a Black man in the field. Too often, Black male educators are viewed primarily as disciplinarians rather than being recognized for the many other skills, talents, and leadership qualities they bring to education. We are capable of so much more, including mentoring students, developing innovative programs, leading teams, and shaping educational policy.

    In Arts Education, another challenge is that being an excellent teacher can sometimes become a barrier to advancement. When you are effective in the classroom, there can be an expectation that you should remain there, rather than being given opportunities to grow into leadership roles where your knowledge and experience can have a broader impact.

    At the same time, I see tremendous opportunities for Black men in education to redefine leadership, advocate for equity, mentor the next generation of educators, and help shape the future of Arts Education. Our experiences, perspectives, and talents are valuable beyond the classroom, and it is important that we are given the opportunities and support to grow, lead, and make an impact at every level of education.


  5. 05

    What values are most important to you in your work and personal life?

    Honesty is the most important value to me in both my professional and personal life. I believe open and honest communication creates opportunities for understanding, growth, and productive conversations, even when there are disagreements. For example, when making decisions that affect students or the school, I value having a thoughtful discussion about concerns and understanding different perspectives rather than simply being told no. I also value directness because I believe addressing issues openly and respectfully allows people to find solutions more effectively. Above all, I believe in staying true to yourself in every aspect of life. I respect people who remain authentic to their values and principles rather than changing who they are simply to fit in or meet others' expectations.

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