Guiding Question Reflection

Local Roots, Global Leadership

When I traveled to the Philippines, I thought I was going to learn about student voice, choice, and leadership. I did, but not in the way I expected.

Before leaving Ohio, I spent time talking with my host teacher about his school. We discussed STEM and how I view it as more than science or technology. To me, STEM is a mindset built on curiosity, collaboration, and problem-solving that can happen in any classroom. We hoped my visit would be an opportunity to learn from one another.

I also assumed I would notice the differences. Different resources. Different classrooms. Different teaching strategies.  I thought I would be able to provide them with a tool that they could use in their classroom. But my lesson turned from strategy to relationships and how that influenced my driving question. 

Instead, I noticed the people.

Everywhere we went, we were welcomed—not as visitors, but as friends. From the airport to our hotels, from restaurants to classrooms, kindness wasn’t something people did. It was simply who they were.

That same feeling carried into every school we visited.

Students greeted us every morning with smiles and excitement. At Andres Bonifacio Integrated School, they soon stopped saying “Welcome, visitors” and started saying, “Welcome, Ma’am Tricia.” One morning they even greeted me with an enthusiastic “O-H!” because they knew I was from Ohio. Those little moments told me everything I needed to know about the relationships they were building.

I also saw students taking ownership in ways both big and small. They proudly shared autobiographical poems about their families and communities, campaigned in student elections, performed songs and dances, and wrote heartfelt letters before we left. Parents were present, too, preparing meals for students and partnering with schools to make sure children had what they needed.

My guiding question asked how students develop leadership through voice, choice, and local experiences. What I discovered was that those things grow out of something even deeper.

Belonging.

Students use their voices because they know someone is listening. They lead because they know they matter. They take pride in their school because they feel connected to it.

While I thought I might bring something here to provide change, the biggest change happened in me.

I’ve always believed relationships matter. I’ve always worked hard to know my students. But the Philippines expanded my understanding of what those relationships can become when an entire school intentionally builds a culture of belonging. It made me think less about what happens inside one classroom and more about what is possible across an entire school.

As I begin my role as an assistant principal, that’s the question I’ll carry with me: How do I create that kind of culture for every student? How can I as a leader make sure that belonging is felt within the entire school from staff to students to parents.    

Thankfully, this isn’t where the journey ends. I’ll stay connected with educators in the Philippines, and we’re already talking about writing cross-cultural children’s books together and continuing our conversations around inclusion and MTSS and while I’m no longer in the classroom I’ll be collaborating with my partner teacher to do some lessons with her class as well.

I left the Philippines with far more than photos and memories. I left with friendships, a new perspective on leadership, and a renewed commitment to creating schools where every student feels welcomed, valued, and empowered to lead. That’s the lesson I’ll carry home.