Most dance teachers launch their careers as adults. For many, it is the logical next step after a performance career or receiving a college education. Jamey Leverett, artistic director of The Timothy M. Draper Center for Dance Education in Rochester, New York, is a different breed: She became a dance educator well before graduating high school.
As a young student in Rochester, Leverett quickly proved she had a keen eye for quality instruction. At only 14 years old, she advocated for herself by convincing her mother to let her leave the school her mother built to train at another program down the street: the school she has now been directing for 22 years.
There was a catch: “My mom agreed to let me train with Timothy Draper, who would eventually become my mentor,” Leverett reminisces. “But one of her stipulations in allowing me to go elsewhere was that I had to join her faculty. So, I began teaching ballet classes to the youngest group of kids in her school.”
Luckily for Leverett, this daring request set her up to hone both her technique and future skills as a teacher. “I received most of my training from Tim. As more time passed, he also gave me opportunities to teach and choreograph,” she says. “He would always ask me questions, making me think about the ‘why’s and ‘how’s of dance.”
As she entered her 20s, Leverett began her performance career while also becoming more serious as a teacher. But tragedy struck when Draper passed away very suddenly. Leverett humbly hung up her slippers and stepped into her mentor’s shoes to ensure the organization she loved lived on in his vision.
Over the past two decades, Leverett has built upon Draper’s legacy. “My favorite place is in the classroom making both dancers and dances,” she says. “Watching so many students from our school go on to enjoy incredible careers makes me so proud.”
Even with a track record of developing dancers who have had major ballet careers, performed on Broadway, danced on cruise ships, and appeared on television’s “So You Think You Can Dance,” The Draper Center accepts every interested student. “We are a community school,” Leverett notes. “Who knows what or who our kids will become. Every child deserves a chance to dance. If they want to try, we let them.”
The generations of talent coming out of The Draper Center are a testament to Leverett’s knack for building dancers with an unaffected skill set. But where she truly excels is in homing in on every child’s unique potential and helping guide them to achieve their dreams.
Moving moment: “Early in my teaching career, I went to New York City to watch two former students, Sarah Lane and Kristi Boone, perform as soloists with American Ballet Theatre. I was moved to tears realizing our little school in Rochester was producing dancers at that level.”
On teen teachers: “Believe it or not, I don’t think it is great for teens to teach. At that age, dancers should be gaining knowledge and focusing on their training. To prepare students interested in educating future generations, we offer clear explanations of how and why we are breaking things down. These skills are integral to becoming a good teacher.”
Doing something right: “Over the years, I’ve had wonderful opportunities to see my work shine. When my former student, Jim Nowakowski (of “So You Think You Can Dance” fame), competed at the Youth America Grand Prix finals, the audience gave him a standing ovation. They went so wild he was sent back onstage to take a second bow. In that moment, I thought to myself, We must be doing something right.”
Sourcing experience: “Not having a long performance career, I surround myself with people who have. I am the head teacher at our school, but my team makes everything possible. If I don’t have information, I source it from other people.”
The littlest inspiration: “For a long time, I only taught our upper levels. Recently, I had to return to teaching our youngest students. Going back into class with 3- to 8-year-olds is a great reminder of why we start doing this. Observing the creativity, joy, and freedom of expression coming out of these little people reminds me how important it is to maintain these elements throughout training, even with our oldest students.”
