Trent Citrano

How effectively does school leadership communicate important information (e.g., policies, updates, goals) to teachers?

How well does school leadership support teachers' professional growth through resources, training, and opportunities?

How approachable are school leaders when teachers need guidance or have concerns?

How clear and effective is the vision and direction set by school leadership for the school’s growth and development?

How well does school leadership recognize and appreciate the efforts and contributions of teachers?

How well does school leadership empower teachers by giving them autonomy and involving them in decision-making?

How effectively does school leadership support teachers in addressing the diverse academic and emotional needs of students?

Overall, how satisfied are you with the leadership and management at your school?

What do you appreciate most about the leadership’s approach to supporting teachers and fostering a positive school environment?

I truly believe that Trent is good person, but I truly believe he is way over is head with this position. I can tell he is trying his best in created a good learning and work environment for his teachers and his students.

What improvements, if any, would you suggest to enhance the support or effectiveness of school leadership?

Trent has many positive qualities, but I think he would benefit from taking a more professional and consistent approach in certain situations. At times, he has become visibly emotional during staff meetings, which can make it more difficult to focus on the discussion and maintain confidence in leadership. I also believe there needs to be a clearer and more consistent expectation regarding language use. During English-medium classes, such as Math and English, students should be encouraged to communicate in English, while Japanese should be used during Japanese classes. I understand that many students struggle with the language, and some flexibility is necessary, but allowing students to default to Japanese whenever they choose makes it much more difficult for teachers to deliver lessons effectively in English. When teachers ask students to speak English in class, they need leadership's support. Backing teachers on this expectation and communicating the same message to parents would create greater consistency and make it easier for teachers to maintain an effective English-learning environment.