SOE Alumnus Honored by SAANYS

John Trotta ’26Ed.D., Assistant Principal at Polk Street Elementary School in the Franklin Square, NY, School District, was recently named 2026 New York State Elementary School Assistant Principal of the Year by the School Administrators Association of New York State (SAANYS), the official state affiliate to the National Association of Elementary School Principals (NAESP). Dr. Trotta, along with his fellow 2026 award winners, will be recognized at SAANYS’ annual awards celebration on May 1 at the Desmond Hotel–Crowne Plaza^® in Albany, NY.

He recently earned his Ed.D. in Administration and Supervision at The School of Education, and took some time to speak with a representative from his alma mater.

Congratulations on being selected as the 2026 New York State Elementary School Assistant Principal of the Year. How does it feel to achieve this honor?

Being recognized at the state level by SAANYS/NAESP is an incredible honor. I feel humbled and grateful, and I know this recognition is a shared accomplishment. I am fortunate to serve in the Franklin Square School District and to work each day with outstanding students, dedicated teachers, and caring families.

I firmly believe that “no person is an island” and success is not achieved in isolation. My faith, family, and colleagues have played a significant role in this achievement. I am especially grateful to my principal, Gil Torossian, for the thoughtful nomination; my superintendent, Jared T. Bloom, Ed.D., for his strong recommendation; and the state and national selection committees for this distinction.

As a graduate of The School of Education, which aspects of your teaching philosophy do you believe led to this recognition?

Relationships, preparation, and consistency are three core aspects of my teaching and leadership philosophy. Active listening, building trust through follow-up, and supporting others to be their best help foster healthy relationships. As John C. Maxwell says, “How much you prepare shows how much you care.” Going the extra mile—whether it is through an encouraging conversation with a student, specific and meaningful feedback for a teacher, or a proactive and affirming call to a parent—goes a long way. Lastly, consistency day in and day out reinforces credibility and can lead to a lasting impact.

Can you describe your academic experience at St. John’s and highlight any faculty or mentors who had a significant impact on your career?

My academic experience at St. John’s has been incredibly enjoyable, both personally and professionally. Growing up, I remember attending basketball games at Carnesecca Arena (back when it was Alumni Hall), so returning years later to earn a doctorate in The School of Education felt full circle.

The faculty were exceptional and consistently pushed me to think critically and grow as a leader and scholar. Becoming a researcher and completing a dissertation helped me appreciate the complexity of education and how many interconnected factors influence student outcomes. My experience at St. John’s reshaped how I view leadership: focused on evidence and continuous learning.

Joan I. Birringer-Haig, Ed.D., my dissertation mentor, reminded me that even at the doctoral level, we are all learners and teachers who thrive with compassion. Her ongoing guidance and attention to detail made the dissertation process enriching and rewarding.

Roger Bloom, Ed.D., professor and dissertation committee member, encouraged me to consider multiple perspectives, approach challenges with greater depth, and remember that true change in a school setting takes time.

Lastly, Stephen Kotok, Ph.D., another professor and dissertation committee member, taught me always to consider why research really matters to the reader and to let the data speak without unnecessary complexity.

Who or what was the inspiration behind your “Better, Not Bigger” initiative?

The inspiration for “Better, Not Bigger” came from my early years as an administrator. It quickly became clear that leadership often involves navigating complex challenges. My principal and I shared a common mindset: instead of escalating situations, our goal was to bring calmness, clarity, and perspective to students, teachers, and family members in order to find win-win solutions rather than lose-lose outcomes.

Over time, that philosophy evolved into a simple framework focused on making problems better, not bigger, by staying cool and responding thoughtfully rather than reactively. With support from our school psychologist and social worker, it developed into an engaging scenario-based workshop. Now, this problem-solving program is one that our students look forward to each year and is woven into our daily language and school culture.

What advice or words of inspiration would you offer to current students who aspire to follow a similar path?

I encourage current St. John’s students to work hard, be genuine, and care deeply about people. Servant leadership is rooted in values and character, not titles or acknowledgement. Stay open to learning from everyone, both positive and negative examples, and adopt a “repeat/delete” mindset. Repeat what engages students and brings excitement to learning, and let go of what does not. Never forget what it felt like to be a student in the classroom or a teacher standing in front of students for the first time. When you truly connect with students and make them feel valued, teaching and leading become much easier. Lastly, treat every student like they are your favorite. It is more than okay for every student to be your favorite.

What’s next for you?

Continuing to serve wherever I am most needed is the priority. I am open to opportunities at the district level that allow me to connect with and reach more students, educators, and families. At the same time, I am excited to expand the “Better, Not Bigger” philosophy beyond Polk Street School through a children’s book currently in development. My goal is to share an important message of calm, growth-mindedness, resilience, and problem-solving with a wider audience.