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When Paolo Chavez Calvadores started teaching in rural Colorado, he yearned for a more intentional approach to his work and how he shows up in the world.��

Originally from the Philippines, Calvadores came to the United States hoping to “grow as an educator and serve students in a meaningful way," he said.��

At the Julesburg School District, Calvadores teaches an astonishing range of subjects across grades 6–12, including core sciences for grades 6th-8th and Physical Science, Biology, Chemistry, and Physics for high school. He's also taught elective classes including Forensics, Astronomy, Environmental Science, Zoology and the Quantum Science afterschool program. Rather than succumbing to overwhelm, he decided to focus on compassion and growth for himself, his students and his fellow educators.

Those desires led him to enroll in the and particularly the ," which turned out to be a transformative decision, he said.��

The program, offered entirely online with ample interactions between educators from all over Colorado and beyond, allowed the science teacher from his small district in northern Colorado to engage in deep connections with other educators.��

The Teacher Leadership program’s ethos that leadership starts with how to treat and support others mirrored Calvadores’ own passion.��

“CU �鶹ӰԺ gave me space to grow in ways that I didn’t expect,” he said. “It wasn’t simply about improving my teaching, but also about comprehending myself better and learning how to lead compassionately. Choosing CU �鶹ӰԺ wasn’t simply about getting a degree. It was about becoming the kind of educator I’ve been working toward being.”

Through the reflections from the program and classroom practices, Calvadores discovered that leadership begins with grounding and setting his intentions before taking action.��

“Before this program, I often focused on doing more, being better and pushing through difficulties without really pausing," he said. "But through my experience here, I’ve learned that in order to truly support others, my students, my colleagues and my community, I need to first be grounded, present and know what my intention is. This change has changed the way I manage teaching and leadership. Instead of reacting to challenges with pressure or self-doubt, I’ve learned to respond with awareness, patience and intention.

“Real change doesn’t always come from big actions, but from small, consistent ways we show up for others every day."

That's not only Calvadores' philosophy as an educator, but as a person as well.

Faculty describe him as a deeply community‑centered educator whose leadership is rooted in compassion, dignity and service. He has earned the Outstanding Graduate in Community Engagement Award for the ways he supports his rural Colorado school through extraordinary teaching and leadership and additionally contributes at the state and national levels through professional learning in science education and compassion‑driven practices. His commitment to uplifting others extends beyond his classroom.

As an immigrant building a life in the U.S., Calvadores and his journey has included uncertainty, long hours and the challenges of balancing work, faith, study and family. But through it all, he never feels alone. His family, colleagues and new connections in the Teacher Leadership program have walked alongside him.

For Calvadores, graduating is a reminder that his work has never been about just him. It is about the lives he impacts as an educator and the responsibility he carries to keep growing, serving and leading with compassion.

“Wherever I go, I want to continue leading with compassion, establishing spaces where people feel noticed and supported and reminding myself that growth begins from within.”

In his own words

Please tell us a bit about yourself

I was originally from the Philippines and came to the United States hoping to grow as an educator and serve students in a meaningful way. Teaching has always been more than just a job for me. It’s something I feel called to do, especially in building relationships and being present for my students.

When I started to teach here in Colorado, I realized that I wanted to be more intentional in how I show up, not simply as a teacher, but as someone that my students and colleagues can rely on. That’s what led me to the Teacher Leadership program at CU �鶹ӰԺ. I was really engaged with the program because it focuses on reflection, real classroom experiences, and the idea that leadership starts with how we treat and support others.

CU �鶹ӰԺ gave me space to grow in ways that I didn’t expect. It wasn’t simply about improving my teaching, but also about comprehending myself better and learning how to lead compassionately. Choosing CU �鶹ӰԺ wasn’t simply about getting a degree. It was about becoming the kind of educator I’ve been working toward being.

What is one of the most significant lessons from your time at CU �鶹ӰԺ that you’ll carry with you into the next chapter?

One of the most meaningful lessons I’ve learned from my time at CU �鶹ӰԺ is that leadership starts with understanding your intention. Before this program, I often focused on doing more, being better, and pushing through difficulties without really pausing. But through my experience here, I’ve learned that in order to truly support others, my students, my colleagues, and my community, I need to first be grounded, present, and know what my intention is.

This change has changed the way I manage teaching and leadership. Instead of reacting to challenges with pressure or self-doubt, I’ve learned to respond with awareness, patience, and intention. It also helped me see that real change doesn’t always come from big actions, but from small, consistent ways we show up for others every day.

This is something I will bring with me into the upcoming chapter of my life, not simply as an educator, but as a person. Wherever I go, I want to continue leading with compassion, establishing spaces where people feel noticed and supported, and reminding myself that growth begins from within.

What does graduating from CU �鶹ӰԺ represent for you and/or your community?

Graduating from CU �鶹ӰԺ represents more than just earning a degree; it represents sacrifice, faith, and the support of the people who have walked this journey with me.

As someone who came from the Philippines and established a life here in the U.S., this milestone carries a deeper meaning for my family and community. There were many phases of uncertainty, being far from home, managing a different system, and managing work, studies, and family responsibilities. But through all of that, I was never alone. My wife, my family, my colleagues, my community, and all the people I have met along the way have been a constant source of strength and encouragement.

For my family, this represents the fruit of perseverance and faith, that, still in the middle of challenges, God provides a way forward. For my community, I hope this reflects what is possible when we stay committed to our purpose and continue to serve others with intention.

For me personally, this is a reminder that this journey was never just about me. It is about the lives I get to impact as an educator, and the responsibility I carry to keep growing, serving, and leading with compassion wherever I go.

What is your best piece of advice for incoming students?

My best piece of advice for incoming students is to be present and give yourself grace. It is easy to feel like you have to do everything perfectly, especially in a program like this, but real growth happens when you allow yourself to learn, reflect, and even make mistakes. Take time to truly engage in the experience, not just to complete the work, but to deeply understand how it connects to who you are as an educator and as a human being. The most meaningful parts of this journey, for me, came from times of reflection, conversations with others, and applying what I learned in real life. Also, do not be afraid to lean on your community. The people around you, your classmates, professors, and colleagues, are part of your growth. You do not have to do it alone.

And lastly, always come back to your why. When things feel overwhelming, remembering why you started will help ground you and keep you moving forward with purpose.

What are your next steps after graduation?

After graduation, I plan to continue growing in my role as an educator and leader, with a greater focus on building a culture of compassion and support within my school and community. I want to continue the work I started through my capstone by creating intentional spaces where both students and teachers feel valued, connected, and supported.

I also hope to share this work beyond my classroom through collaboration, professional learning, and opportunities to connect with other educators. Being part of spaces like inquiryHub and presenting at conferences like the National Science Teaching Association has shown me how powerful it is to learn alongside others and contribute to a larger community.

At the same time, my next steps are also grounded in my personal life. I want to continue showing up for my family, growing in my faith, and staying rooted in the purpose that brought me here in the first place.

I also hope to stay connected with the �鶹ӰԺ community in meaningful ways, and if given the opportunity in the future, I would love to be part of this university. It has been a place where I have grown so much, and I believe it is also a place where I can continue to grow and give back. That is something I truly pray for.

More than anything, I see this not as an ending, but as a continuation of the work I am called to do, to serve, to lead with intention, and to make a meaningful impact wherever I am.

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