VES Assistant Principal
Meet the AP
Mrs. Breanna Rebman began her administrative career at VES in 2022, after teaching Kindergarten, 1st and 3rd grade for 15 years.
Mrs. Rebman earned her Bachelor's degree from Miami University of Ohio in Elementary Education with a concentration in Early Literacy in 2006. She received her Master's in Educational Leadership from Ashland University in 2019. She sought leadership roles early and often throughout her career and knew that administration was the path she would eventually take. She currently holds licenses in both elementary teaching and administration. She is a lifelong learning advocate and her goal is to start a doctorate within the next few years!
She is thrilled to be a part of the VES family. She feels very honored to partner with Mr. Malear to lead a school with such a strong sense of community. She is excited to collaborate with the staff, students and families to support and enhance the amazing and wonderful things that are already happening here at VES!
She grew up in Amherst, Ohio and moved to Charlotte, NC before returning home in 2011. She's married and has 3 boys (Declan, Rowen and Nolan) and a goldendoodle named Jack. She loves coffee, reading all day every day, Legos, listening to music, spending time outdoors, beaches and her family.
"Our children are a gift and I will treasure each and every one of your kids this year. Communication, rapport and positive relationships are the keys to success and trust. We are a team with the same goal – to make a positive difference in a child’s life. By working together we can ensure that your student will have the best elementary experience possible!"
Please feel free to contact me anytime via email or phone. Let’s have a great school year! Go Sailors!
Our vision: Every adult helping every child succeed today, tomorrow, and beyond!
PBIS Corner
VES participates in an important state and district initiative called Positive Behavior Interventions and Support (PBIS).
What is Positive Behavior Interventions and Support?
PBIS is a process for creating safer and more effective schools. It is a systems approach to enhancing the capacity of schools to educate all children by developing research-based, school-wide, and classroom behavior support systems. The process focuses on improving a school’s ability to teach and support positive behavior for all students. Rather than a prescribed program, PBIS provides systems for schools to design, implement, and evaluate effective school-wide, classroom, non-classroom, and student specific plans. PBIS includes school-wide procedures and processes intended for all students and all staff in all settings. PBIS is not a program or a curriculum. It is a team-based process for systemic problem solving, planning, and evaluation. It is an approach to creating a safe and productive learning environment where teachers can teach and students can learn.
What is PBIS at our school?
We have adopted a unified set of expectations throughout the building (cafeteria, playground, restrooms, hallways, etc). Teachers also create classroom expectations that are developmentally appropriate, relevant to their grade level/subject area and connected to our VES Promise. Teachers and staff explicitly teach and model the expectations for and with students. You will see the expectations and our VES Promise posted throughout the school and your child recites it each day.
VES Promise
I am a Proud Sailor.
I am respectful of others.
I am responsible for myself.
I am safe in my actions.
I am here and I am ready to learn.
As part of our PBIS process, teachers and other staff members use evidence-based practices to increase student learning and decrease classroom disruptions. To keep students on the rules in a positive manner, we do the following when teaching academics and behavior:
Þ Constantly teach and refer to our school-wide expectations.
Þ Provide students with more praise than correction.
Þ Talk to students with respect using positive voice tone.
Þ Actively engage everyone in the class during instruction.
Þ Use pre-correcting, prompting, and redirecting as we teach.
Þ Look for the positive first and provide positive, immediate, frequent, and explicit feedback.