At the time of the award, Taylor Trost was a fourth grade teacher, and is now the Assistant Principal and Director of Student Activities at Riverside Township High School in Riverside, NJ. Trost is a strong advocate for balanced technology use in schools and the ethical, strategic integration of artificial intelligence to enhance instruction and student support systems. She has served on standard development committees for the New Jersey Department of Education, and frequently speaks to educators and organizations on responsible AI implementation in education. In her role as assistant principal, she has redesigned the school’s Intervention and Referral Services (I&RS) process, redefining structures to monitor and support at-risk students. Trost is an advocate for instructional best practices and leads the implementation of professional development progressions focused on improving teaching and learning. Her focus on Positive Behavioral Interventions and Supports (PBIS) into the high school setting has worked to promote a consistent, proactive approach to student behavior and school climate.
In her elementary education career prior to school leadership, Taylor Trost’s classroom at Grace Norton Rogers Elementary School was a hub of innovation and inclusivity, reflecting her commitment to ensuring that every student receives a high-quality education. Trost taught a fourth grade inclusion class that is grounded in project-based learning, songs and physical activity that keep her students engaged throughout the school day. Her approach paid off: Her students showed consistent achievement gains in reading and math as measured by state and district assessments.
One memorable lesson involved the creation of a faux campfire in her classroom, complete with a fan and orange paper, to inspire students to write and share their own “campfire story” as part of a lesson to develop students’ creative writing and public speaking skills. During the COVID-19 pandemic, she stepped up to help bridge the unexpected technology needs between the school and its families, working with the principal and the technology team to develop a remote-learning model, including virtual field trips, that was adopted by the school district.
Outside of the classroom, Trost was a leader in her own right, stepping into the lead teacher role at the school during her second year of teaching. She supervised student teachers, mentored new teachers, and regularly invited peers to observe her classroom. Her innovative teaching methods, positive leadership and creative approach to education have earned the respect and trust of students and colleagues alike.
It is no surprise that parents at Grace Norton Rogers Elementary regularly requested Trost for their rising fourth graders. One of her classroom’s goals for parents was to “maintain open, accessible and supportive lines of communication.” Key ways she has achieved this is by developing rubrics for parents to better understand their students’ grades and hosting weekly calls to parents to more closely involve them in their children’s education.
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