Dover Bay Secondary
Nanaimo, BC
As both a dedicated Grade 4/5 teacher and vice principal, Jacob consistently goes above and beyond to support not only his own students but the entire school community. This year, he stepped into a particularly challenging situation, inheriting a class midway through the year. Rather than being discouraged, he saw this as an opportunity to make a meaningful difference. He implemented a positive behaviour reinforcement system called Hardy Bux, a creative and highly effective classroom economy. Students earn “bux” for demonstrating the classrooms 4 C’s—self-control, collaboration, communication, and commitment—which they can then use to “purchase” rewards such as stickers, extra outdoor time, classroom movies, or treats. This system has transformed the classroom culture, promoting self-regulation, teamwork, and responsibility in a way that is both fun and educational. Students who once struggled with behavioural issues are now actively participating and encouraging their peers to make good choices. Beyond the classroom, he serves as the school’s vice principal and Chair of the Health and Safety Committee. In these roles, he is a constant source of support for both students and staff, helping to ensure a safe, inclusive, and well-organized learning environment. Whether he is mentoring younger teachers, responding to behaviour issues school-wide, or organizing safety drills, his leadership is characterized by calmness, compassion, and a deep commitment to the well-being of the entire school. Through his dual roles and unwavering dedication, Jacob is making a lasting impact not only on his students’ academic and personal growth but also on the broader teaching community by modelling what it means to lead with empathy, creativity, and purpose.
Jacob is widely respected by his colleagues and school community for his calm leadership, steady presence, and ability to turn challenges into opportunities for growth. Staff regularly turn to him for guidance and support—not just because he holds the title of vice principal, but because of the genuine trust he has earned. His colleagues frequently comment on his creative approaches to student behaviour and engagement, such as the Hardy Bux reward system, which has been informally shared as a model for other classrooms. His ability to manage a demanding dual role—as a full-time teacher and vice principal—has not gone unnoticed. Teachers and support staff often acknowledge his willingness to step in and help at any level, from covering a class in a pinch to helping de-escalate a difficult student situation. These everyday actions have made him a cornerstone of the school’s support system. Parents in the community also recognize his dedication, particularly those whose children have shown noticeable improvement in behaviour and confidence under his guidance. Whether through positive calls home, thoughtful communication, or visible leadership at school events, he has built strong relationships that reflect the deep respect of the broader school community.
This year, Jacob faced a significant challenge when he took over a Grade 4/5 class partway through the school year—a class that had developed a reputation for disruptive behaviour and inconsistent learning. Rather than simply managing the classroom, he chose to reset the tone entirely by introducing a positive behaviour support system he designed himself: the Hardy Bux program. This classroom economy rewards students for demonstrating the school’s core values—self-control, collaboration, communication, and commitment. Students earn “bux” that can be spent on meaningful incentives such as outdoor time, classroom movies, treats, or small items from the class store. This innovative approach has been instrumental in shifting the classroom culture. By focusing on positive reinforcement and student agency, he not only improved behaviour but also re-engaged students in their learning. His system is now being talked about among colleagues as a possible model for other classrooms. As a vice principal who also teaches 70% of the time, he has had to adapt constantly—balancing the demands of leadership with the day-to-day needs of his students. He manages behavioural interventions school-wide, supports teachers, and leads health and safety initiatives, all while remaining deeply committed to his students’ success. His ability to adapt and lead through challenge exemplifies both resilience and innovation, and his impact is felt throughout the entire school.