1. Describe what you see as you walk around your ideal school.

Walking around my ideal school, I see a vibrant, inviting space that’s designed to foster creativity,
collaboration, and well-being. The moment I step onto the school premise, I’m greeted by lush green
gardens, wide open walkways, and a variety of outdoor learning spaces. There’s an emphasis on nature,
with trees and plants lining the paths, and even some small quiet spots with benches for reading or
reflecting.

In this school, there’s a deep sense of respect for diversity and individuality, and everyone feels like
they belong. There’s a natural flow between formal learning environments and informal spaces, creating
a dynamic, holistic learning experience. The entire atmosphere feels alive with the potential for
discovery, growth, and connection.

2. How did you empower teachers to be leaders and role models for their students.

Empowering teachers to be leaders and role models in my ideal school would involve a combination of
trust, professional development, and fostering a collaborative, supportive culture. The aim is for teachers
to not only impart knowledge but to inspire, guide, and model the values we want students to develop.

To be true role models, teachers would be encouraged to build strong, empathetic relationships with
their students. The school would prioritize relationship-building, both within the classroom and beyond.
Teachers would be given the time and support to engage with students as individuals, understanding
their interests, challenges, and personal growth. By listening to students and showing they care about
their success—not just academically, but holistically—teachers naturally become role models and
mentors.

3. Talk about your greatest achievement in the past three years? What was its
impact to you and your school?

Reflecting on the past three years, one of my greatest achievements would be the
creation of a holistic student well-being program that successfully integrated
mental health support, physical wellness, and social-emotional learning (SEL) into
the daily life of the school. This initiative had a profound impact on both me as an
educator and the school as a whole, and its ripple effects continue to be felt
throughout the community.

I led the initiative, collaborating with students, teachers, and parents to integrate a
comprehensive well-being curriculum. The program focused on Social-Emotional
Learning. The goal was to help students build resilience, empathy, and
interpersonal skills while learning how to manage stress and anxiety. This project
was personally transformative. I grew tremendously in my leadership skills,
learning how to manage a large-scale initiative and collaborate with a wide range
of stakeholders, from fellow teachers to administrators to outside mental health
professionals. Moreover, it deepened my commitment to creating a school culture
that values the whole child. It reinforced my belief that academic success is not
just about grades, but also about developing the emotional intelligence, resilience,
and coping skills that will help students navigate life’s challenges.

The program has had a transformative effect on the school. For teachers, the
program helped combat burnout by giving them concrete tools to manage their
own stress and better support their students. We built a culture where mental
health wasn’t just a buzzword—it was a shared value. This sense of community and
collective care helped retain staff and created a positive, supportive work
environment.

4. Cite an experience where you successfully built a positive school culture or

climate. How would you sustain it in your station?

One of my most fulfilling experiences in building a positive school culture

occurred when I led an initiative to create a "Culture of Kindness" program at
our school. The goal was to cultivate an environment where respect, empathy,
and collaboration were not just values spoken about, but actively practiced by
every member of the school community—students, teachers, and staff alike.

In conclusion, building and sustaining a positive school culture is a continuous,

collaborative effort. By embedding kindness and respect into the fabric of
school life through daily practices, celebrating positive behaviors, and ensuring
leadership opportunities for students and staff alike, I was able to create a
lasting shift in the school's climate. The most important part of sustaining it is
to make sure it remains a shared responsibility—everyone in the community,
from students to staff to parents, plays a role in maintaining and growing the
culture.

5. What method do you implement to help teachers improve the delivery of

instruction, and what type of learning and development activities would you
design for them?

To help teachers improve the delivery of instruction, I would focus on creating a

supportive and reflective learning culture that promotes continuous
growth and collaboration. I believe that teacher development should be
dynamic, relevant, and personalized, enabling teachers to reflect on their
practice, learn from one another, and gain new skills to meet the diverse needs
of their students. Understanding that teachers are at different stages in their
careers and have varying levels of expertise, I would design differentiated
professional development like mentorship programs and instructional
coaching tailored to their needs. Teachers have unique strengths and areas for
growth, and PD shouldn’t be one-size-fits-all.

6. Share an experience where you made a difficult decision in your station. How
did you come up with that decision? How did your decision affect you and
the people you work with?

The difficult decision I had to make was whether to reassign the struggling
teacher to a different subject or grade level, where they might feel less
pressure and have a fresh start, and move the more experienced teacher
into the math classroom. The goal was to give the struggling students the
best chance at success while also supporting the teachers’ well-being and
professional growth. I came up with a decision by Consulting with Key
Stakeholders, Reflecting on Teacher Well-Being, Consulting with Support
Staff, Considering Long-Term Impact. After gathering input from all
stakeholders and carefully weighing the pros and cons, I made the decision to
reassign the math teacher to a different grade level, where they could
work in a subject they felt more comfortable with and could regain their
confidence. While the decision created initial discomfort, the broader teaching
staff recognized the necessity of the change. They appreciated the fact that the
decision was based on student needs and teacher support. The process itself
was transparent, with clear communication about the reasoning behind the
decision and the steps being taken to support both teachers involved. It
ultimately helped reinforce a culture of collaboration and adaptability within
the school, as everyone understood that difficult situations sometimes require
bold solutions.

7. What is a school improvement plan, and what were your contributions to it?

A School Improvement Plan (SIP) is a comprehensive, strategic document

that outlines a school's goals for improving student outcomes, enhancing the
quality of education, and addressing key challenges within the school
community. It serves as a roadmap for growth and change, providing clear
priorities, action steps, timelines, and measures of success. The SIP is typically
developed with input from a variety of stakeholders—administrators, teachers,
staff, parents, and sometimes students—to ensure that it reflects the needs and
aspirations of the entire school community.

My contributions to the School Improvement Plan were centered around

creating a collaborative, data-driven, and reflective process that aligned with
the needs of our students, teachers, and community. By focusing on targeted
instructional strategies, professional development, school culture, and family
engagement, I helped shape a plan that was not only aspirational but also
practical and sustainable. Through continuous reflection and adaptation, the SIP
guided us toward meaningful improvement, and it continues to serve as a
blueprint for ongoing growth.

8. Cite a situation where you had to involve parents in dealing with students
and discipline, and how you supported them in helping students succeed in
school and at home.

One situation that stands out where I had to involve parents in dealing with a
student’s behavior and discipline was with a student in grade 4, who had been
struggling with both academic performance and disruptive behavior in class. His
grades had significantly dropped over the course of the first quarter, and he
had begun exhibiting increasingly negative behavior—such as frequent
outbursts, refusal to follow classroom rules, and disengagement during lessons.
While I had attempted to address the behavior through in-class interventions
and counseling, it became clear that the issues were deeper and needed a more
coordinated approach involving his parents.

I called a meeting with his mother and father, both of whom were initially
reluctant to talk, given the tensions in their personal lives. However, I
emphasized that the goal was to work collaboratively to help the student
succeed both in school and at home. I explained that we weren’t just focusing
on punishment for his behavior, but rather seeking solutions that would benefit
Jason long term. In addition, I made sure to continue monitoring student’s
progress closely. One thing I emphasized was that small wins mattered—each
positive behavior or improvement in student’s academic work, no matter how
small, should be celebrated.

9. When evaluating teacher’s performance, what factors do you consider?

Why?

Evaluating teacher performance is a nuanced process that goes beyond just

test scores or classroom observations. In my approach, I aim to look at a
comprehensive range of factors that capture not only how well a teacher
delivers instruction, but also how they contribute to the overall growth and
success of students, their professional development, and their engagement with
the broader school community. Ultimately, the most important measure of a
teacher’s effectiveness is the impact they have on student learning. This
includes both academic progress and individual student growth over time. It’s
crucial to examine data on student performance—such as test scores, grades,
and formative assessments—not in isolation, but in the context of student
starting points, to get an accurate picture of a teacher’s ability to drive
progress. I evaluate how well teachers are helping students achieve their
learning objectives. I also consider whether they’re closing achievement gaps
for students from diverse backgrounds and whether they’re fostering an
environment where all students, including struggling learners, are able to
progress.

10. How do you guarantee that all teaching and non-teaching personnel
understand their respective roles in student and school success, and steps
would you take to recognize individual contributions, efforts and
accomplishments?

Ensuring that all teaching and non-teaching personnel understand their roles
and are recognized for their contributions to school success requires clear
communication, shared goals, and a commitment to building a positive and
collaborative school culture. By clearly defining roles, aligning them to the
school’s goals, providing regular recognition, and fostering a culture of
appreciation and collaboration, every member of the school community can
understand their impact on student achievement. When staff feel valued, they
are more likely to contribute their best efforts, ultimately leading to the
collective success of the school and the students we serve.