After the Military, His Next Mission Led Straight Back to High School
When Vaughn Fielding stepped out of uniform after a career in the military, he knew his time serving others was far from over. For many retiring veterans, transitioning to civilian life brings a well-deserved period of rest. For Fielding, however, it signaled a new calling, one driven by a deep desire to give back to young people and pass along the hard-earned wisdom of his past.
"My purpose in life is to give back to young people," Fielding explains. "I did everything in my power as far as getting my certification. I did research, whatever I needed to do it on my own. I figured it out because I knew I was going to be in JCPS."
From North Philly to Fort Knox
Fielding’s journey began in North Philadelphia, Pennsylvania, where he grew up before joining the armed forces. His path eventually brought him to Kentucky when he was stationed at Fort Knox nearly four years ago.
As his military retirement approached, Fielding actively sought out his next steps, knowing a year in advance that he wanted to work with youth. Intrigued by the impact he could make in public education, he researched local school systems and found Jefferson County Public Schools (JCPS). Drawn specifically to the district's demographics and community needs, he knew this was where his skills and purpose aligned, landing at Doss High School in South Louisville as an engineering teacher in December 2025.
"I wanted JCPS. I wanted this demographic," Fielding says. "It’s like I was drawn to it. I can’t really explain it, because I do tell my students, 'I knew I wanted something, so I just drove toward that something, and it led me here.'"
Bringing Real-World Expertise into the Classroom
Fielding’s transition to education is backed by a rich background in military engineering. During his time in service, he gained hands-on expertise across every level of the trade: operating heavy machinery, overseeing construction projects as a project manager, and eventually rising to project director.
"I was an engineer while I was there," Fielding shares. "I was a project manager. I’ve operated every piece of equipment you’ve seen at any construction site... and then I moved up to project director, so I’ve seen all aspects of engineering."
Today, Fielding leverages that real-world experience to teach industrial engineering, manufacturing, and robotics, showing students how individual components and complex systems connect.
"Coming here and working with the students, doing what I do now, it falls right in line with what I was doing before," Fielding reflects. "If somebody would have told me beforehand about the opportunities you have in engineering, I probably would have figured stuff out a lot faster. Now that I have the knowledge, I want to give these young people the insight I wish I had."
Fielding connects classroom instruction to industry practice through engaging project-based learning. In hands-on units, his students apply core lean manufacturing methodologies—such as using 5S principles, flowcharts, and time studies to optimize real-life scenarios like school cafeteria traffic flow.
In partnership with major industry leaders like GE Appliances, his classes also tackle corporate manufacturing challenges, designing standardized assembly lines, calculating takt times, and applying mistake-proofing (poka-yoke) techniques to mock production runs.
That practical focus is already paying off. In his very first year, multiple students earned their Six Sigma White Belt certifications, giving them a distinct credential as they prepare for postsecondary success.
“If somebody would have told me beforehand about the opportunities you have in engineering, I probably would have figured stuff out a lot faster. Now that I have the knowledge, I want to give these young people the insight I wish I had.”
Building Connections Beyond the Curriculum
For Fielding, teaching extends far beyond technical instruction. Transitioning from his former role as a military drill sergeant to a high school educator required adapting his classroom management style, trading rigid military command for creative ways to build individual rapport.
“In education, this is not the military, so you have to find creative ways to connect," Fielding says. "Learning how to balance both sides and still being able to get your curriculum out there has been something I’m enjoying, because once again, it’s a challenge for me."
That focus on relationship-building is evident throughout the school day. During lunch and planning periods, Fielding keeps his door open to mentor students, build resumes, discuss career goals, or simply talk about life.
"My door's open because I have students come in and spend lunch with me," Fielding shares. "I use every chance I get to mentor. I go into the tardy hall, look for any of my students, go right up to their table, and ask, 'Why are you here? You know better.' I try to coach, counsel, and mentor every chance I get."
Living Out a Purpose
Now in his first full academic year at Doss High School, Fielding approaches every day with genuine enthusiasm, energized by the support of the school administration and the ambition of his students.
"This place adds to my purpose in life. It’s not just something I’m doing. This is a lifestyle; this is a purpose for me," Fielding says. "I wake up in the morning excited. I’m like a little kid when it comes to coming to work. I really enjoy coming here every day."
Reflecting on his journey from the military to the classroom, Fielding views his work not merely as a second career, but as a lifelong mission. By bringing industry experience, robust continuous improvement projects, and authentic mentorship to Doss High School, he is helping shape a new generation of confident, career-ready leaders.
"I appreciate the opportunity at JCPS and Doss, actually seeing something in me, investing in me, and allowing me to be here," Fielding reflects. "To me, it’s a privilege. I feel honored that they chose me, and I’m not going to let JCPS down."