About the Principal
Degrees and Certifications:
Mr. Peter James M. Balibay
Mr. Peter James M. Balibay has been an educator for more than two decades, working in different capacities - as a classroom teacher, instructional support, and school administrator.
He earned his Bachelor's degree in Education, major in Mathematics, Special Education, his Master's in Mathematics from Xavier University in the Philippines, and his Master's in Educational Administration from Grand Canyon University in Phoenix, Arizona. Currently, he is working on a Doctoral degree in Education Governance.
For over two decades, he has taught and served in elementary, middle school, and high school levels; seven years in Prince George's County, Maryland as a 6-12 Math teacher and Special Education teacher; and seven years in Pinon, Arizona, as Instructional Coach, Dean of Students, and Principal.
He has received valuable training on various educational programs, initiatives, evaluation tools, and instructional strategies and conducted workshops and presentations on the Art of the Science of Teaching, Professional Learning Communities, Teach Like a Champion, Positive Behavior Intervention and Supports, Differentiated Instruction, Danielson's Framework for Teaching and Google Workspace for Education, to name a few.
He has been a coach, mentor, evaluator, and companion of teachers, staff, and school leaders in their educational excellence and success journey.
As a longtime advocate of student learning, he lives by Aristotle's philosophy that says, "Educating the mind, without educating the heart is no education." Over time he developed his teaching belief statement that "Good teachers are great mind-shapers, but effective teachers are exceptional skill- and character-builders. He believes that Education is more than just sharpening the brain but rather preparing the child in all aspects of life to prepare them for a complex future.
As VHS' principal, his focus is to: (1) develop a comprehensive system to support all staff to ensure the use of the most effective and sustained learning conditions that enable all students to reach their potential [Talent Management], (2) cultivate a strong culture where high expectations for all learners are evident and embraced by the school [School Culture], and (3) implement high-quality curriculum and instruction, including an observation and feedback system, and a cohesive assessment system focused on data-driven decision-making and data-driven instruction [Instructional Infrastructure].