Nancy Spencer, Head of School, Shorecrest Preparatory School

August 2026 —Invest: sat down with Nancy Spencer, head of school for Shorecrest Preparatory School, to discuss how the school is managing rising demand, expanding student programs, and preparing learners for a fast-changing economy. “Our goal is to graduate students who can hit the ground running, stay curious, and contribute meaningfully wherever they land,” Spencer said.

What changes over the past year have impacted the school, and in what ways?

We have seen progress across facilities, people, and programs, and the common thread is making sure Shorecrest can serve a growing St. Petersburg and Tampa Bay region over the long term.

On the facilities side, we have been doing campus planning to evaluate how we use the space we already have and how it should evolve as the school and city grow. That work is guided by our strategic plan and helps us think intentionally about capacity, learning environments, and how we will support student life as needs shift over the next decade and beyond.

On the enrollment side, demand has been especially strong at our entry point. We expanded the number of pre-K3 sections so more families can start their Shorecrest journey early and stay on one campus through graduation, which also helps us reinforce continuity of culture, values, and support from the earliest years.

Programmatically, we continue to strengthen offerings that build real-world skills. Our Institute for Financial Literacy, Economics, and Entrepreneurship has grown, and we are overlaying an academic high school certificate program students can earn by graduation. The goal is to integrate entrepreneurship extracurricularly and academically, so students can connect classroom learning to capstone-style, applied work.

Robotics has also expanded, with middle and high school teams competing and Shorecrest hosting a statewide middle school competition that will bring close to 1,000 competitors to our campus. We have also continued investing in arts and athletics, where student interest remains strong and where participation supports confidence, collaboration, and well-being.

We also made a key leadership hire by appointing a new director of diversity and inclusion, a St. Petersburg native and Shorecrest alumna. And like many schools, we continue investing in safety and security, including upgraded resources and expanded camera coverage, because families expect schools to be proactive and prepared.

As you are navigating the rise of AI, how are you ensuring that students stay tech-forward while also mastering uniquely human skills like collaboration and empathy?

We have tried to meet AI with clarity rather than fear. We developed an artificial intelligence policy that is transparent about expectations and helps students build their own toolkit for responsible use, including when to use AI, how to cite or acknowledge tools when appropriate, and when not to use it at all.

Teachers set clear parameters based on the learning objective. Some assignments allow AI as part of the process, while others, such as certain creative writing work, are intentionally AI-free so students build originality and voice. That structure helps students see AI as a tool, not a shortcut, and it keeps academic integrity connected to skill-building.

At the same time, we are doubling down on critical thinking. AI can identify patterns and process information quickly, but students still need judgment, context, and the ability to ask better questions. We want them to develop the human skills that translate across any technology, including creativity, resilience, collaboration, and empathy.

We also see AI as a major opportunity for differentiated learning. AI will not replace the human faculty-student relationship, and the core teacher-student connection remains central to how students grow. Used thoughtfully, AI can help teachers tailor instruction and support individual students more precisely without weakening that relationship.

In a competitive market like Tampa Bay, how is the school evolving its approach to attracting top-tier educators?

Two factors stand out: community and professional autonomy.

Our small classes, with an average of about 15 students, allow teachers to know students well and teach with depth, which is why many educators choose independent schools. The relationships are stronger, and the work feels more personal, because teachers can focus on students rather than managing a classroom that is too large to truly individualize.

We also value teachers as partners in curriculum development alongside administrators and grounded in best practices. Educators want to focus on learning rather than constant test preparation, and our environment supports that by giving faculty space to teach, innovate, and build meaningful student relationships. We have also found that teachers are drawn to an approach that is less constrained by external mandates and more centered on what students need to thrive.

How is the school finding opportunities for growth or innovation while tackling headwinds like costs, security, and other challenges?

One of the biggest challenges is time. Students, families, and faculty are increasingly busy, while expectations for communication and responsiveness remain high.

We work to keep accessibility intact. Families know they can speak with school leadership, and we create predictable opportunities for engagement, including regular events and a monthly open-door time for parents to drop in. Those touchpoints strengthen trust and community, even when schedules are crowded, and they help us stay aligned with families as the school evolves.

At the same time, we continue investing in safety and security and making careful decisions about resources so we can keep improving programs and facilities without losing focus on student experience. The balance is protecting what makes the community strong while still finding room to innovate.

How do you see Shorecrest’s role in the community evolving as the city continues to grow?

We want students to be connected to St. Petersburg and Tampa Bay in ways that build leadership and perspective. Service is required, but students often go beyond it, taking on roles in civic and community settings, and using their learning to contribute in tangible ways.

We also intentionally connect students to local professionals. Through programs tied to entrepreneurship, medical sciences, and career exploration, we bring business leaders and community members onto campus to talk with students about careers, real-world challenges, and the skills that matter. We also have a career-focused initiative that brings 40 to 50 local professionals to campus for structured conversations and mentorship, so students can explore options and see what different paths actually look like day to day.

As the city grows, those relationships help students see themselves as contributors, not just residents, and they strengthen Shorecrest’s connection to the broader community and the local economy.

From your perspective, how do K-12 schools contribute to the overall economic health and talent-magnet status of the Tampa Bay region?

Education is a major factor in where families and employers choose to locate. We recently became investors in the Economic Development Council of St. Petersburg because we see K-12 education as part of the region’s long-term competitiveness and quality of life.

Families often want one school that can serve children with different interests, whether that is athletics, robotics, theater, or other paths. Shorecrest provides a pre-K through 12, nonreligious, independent option in Pinellas County, and that stability matters when families are putting down roots and building long-term plans.

We also focus on educating the whole child through rigorous academics, strong support, and opportunities for leadership and exploration. When schools help students develop confidence and capability, they strengthen the region’s talent pipeline over time, and they help the community attract people who want both career opportunities and a strong environment for their families.

As you look toward the next two to three years, what are your key goals and priorities for the school?

Our priority is to ensure every student graduates with a foundation of excellence, even as individual aspirations vary. We want students to leave Shorecrest with resilience, creativity, and critical thinking that translate to college, careers, and civic life.

We also want them to be workforce-ready in the deeper sense: able to communicate, collaborate, and build relationships across differences. Those skills are increasingly essential in a complex economy, and we believe they are a differentiator for our students and our school, especially as Tampa Bay continues to grow and diversify.

Ultimately, our goal is to graduate students who can hit the ground running, stay curious, and contribute meaningfully wherever they land.