Bruce Taylor, Ed.D. Faculty in College of Education
Dr. Bruce Tabor is a Montessori-inspired educational leader grounded by 19 years of administration leadership committed to aligning child-centered learning with the expectations of public school education. With more than twenty-five years of experience in business management, he brings a strong foundation in organizational leadership, relationship building, team development, and operational efficiency. These experiences form his approach to education, where he builds responsive communities that prioritize both academic achievement and the development of the whole child. In addition, Dr. Tabor taught college courses in education relating to both general education and special education.
Dr. Tabor holds a Bachelor’s degree in Marketing Management, a Master’s degree in Business Administration, a Master’s degree in Education, and a Doctorate in Educational Leadership. His doctoral dissertation, The Development, Implementation, and Evaluation of Online Learning Platforms in Rural School Districts in Texas, reflects his focus on innovation, access, and scalable systems that support diverse learners.
His professional experience includes serving as a teacher, assistant principal, principal, superintendent/CEO, and Vice President at Navarro College. Across these roles, he has demonstrated a consistent ability to connect strategic leadership with instructional practice, ensuring that systems, structures, and daily experiences support meaningful, student-centered learning.
Dr. Tabor has presented at Texas Association of School Boards conferences and has written extensively on integrating Montessori methodology with state accountability requirements. His work emphasizes that Montessori-inspired environments can successfully align with rigorous academic standards while maintaining a focus on independence, inquiry, and deep understanding.
His leadership centers on the foundational years—Primary (PreK3–K)—and the formational years—elementary grades 1–5—where he believes the most critical academic and socio emotional development occurs. At Wortham ISD as the Superintendent/CEO he provided guidance for the building of a state of the art high school. The high school included a state of the art Culinary classroom, technology lab, a learning commons, where students could work in collaborative groups to develop projects that were presented to peers. He worked with Suddenlink Internet to provide wireless capability for the town of Wortham, This allowed students to have Internet in a rural environment. Working with high school students Dr. Tabor developed dual credit course opportunities with Navarro College. He is committed to ensuring that students are on grade level and prepared for success as they transition into middle school, high school, and beyond.
Dr. Tabor is also engaged in exploring the practical application of artificial intelligence in education. He views AI as a tool to enhance planning, differentiation, and data-informed decision-making, while maintaining that hands-on, experiential learning remains essential. In his
approach, technology supports educators, but does not replace the tactile, student-driven experiences that define Montessori-inspired environments.
A strong advocate for whole-child development, Dr. Tabor emphasizes the importance of outdoor education as an extension of learning. Through experiences in natural environments, students develop independence, collaboration, and a deeper understanding of concepts such as botany, zoology, and environmental stewardship. At Goodwater Montessori School he assisted in the development of an outdoor orchard and classroom vignettes so students have the opportunity to experience multiple learning areas.
He believes that learning must be purposeful, and that students should understand the “why” behind their work. Dr. Tabor emphasizes the critical role of parents and caregivers as partners in education, supporting students in communicating their learning and reinforcing connections beyond the community. He is equally committed to helping students apply their learning in meaningful ways so they recognize its relevance beyond school.
Dr. Tabor fosters strong collaboration among guides, assistants, and support staff to ensure a unified and supportive learning environment. He also prioritizes the development of positive, proactive self-advocacy, providing guidance to students and adults on how to communicate effectively, take ownership of learning, and engage constructively within their communities.
Through his leadership, writing, and presentations, Dr. Tabor advances a vision of education where Montessori principles, innovative practices, and public accountability work together to create lasting, meaningful outcomes for students, families, and educators.