Teacher of the Year

Being named Teacher of the Year is such an honor. It means so much to know that my peers see the heart and effort I put into my students, school, and community every day.

The Forsyth Way” is about doing what’s best for the kiddos. In my classroom, that means creating lessons that challenge students while still making them feel supported and valued.

I am all about making the lessons engaging and as hands on as possible. Even though it may seem a little chaotic at times, I love having a classroom full of energy and conversation.

To me, “Safe. Connected. Thriving" means students feel comfortable being themselves and know they belong. I focus on building trust and relationships so that every student feels seen and supported. When that happens, learning and confidence naturally fall into place.

I want families to know that my classroom is a place where students are challenged, cared for, and encouraged to grow every single day. We celebrate progress more than a number in the grade book. What I love most about teaching is being part of my students’ journey and helping them see what they’re capable of.

To me, being Teacher of the Year (TOTY) means that I have been recognized as a teacher who connects with my students and guides them to be successful in understanding Earth science. Professionally, it means that I have accomplished the ultimate respect and acknowledgment from my colleagues and administration. It also means that I have the leadership skills to be a leader not only in my sixth-grade hallway but in our middle school. Personally, being named TOTY for my school means that I made the right choice switching careers eight years ago. I enjoy helping my students learn Earth science daily! 

“The Forsyth Way” means having a sense of purpose to promote and support our excellent teachers who in turn provide the best education for our students. It means also gaining support from our community and families who bring a positive culture to our county. I enjoy the collaboration that my colleagues and I have, which in turn, helps our students use their creative and critical thinking skills. I bring “The Forsyth Way” into my classroom daily by continually helping our students achieve a successful Learner Experience. I promote a positive and respectful environment where students can feel free to participate and ask inquisitive scientific questions. These discussions are effective and build upon their social communication skills not only in the classroom but in our school and our community.

In my classroom, students learn by having science discussions, modeling certain concepts, and exploring concepts during pertinent science labs, sometimes using educational technology. My students also use critical thinking skills to help them answer scientific questions. They also learn by incorporating new scientific vocabulary in syntax and discourse. My students also enjoy learning through social interaction by helping each other complete scientific labs. I teach by connecting my firsthand experiences (as a geologist) to the topic at hand through Google Earth®. They enjoy hearing my stories and seeing all the unique places in our country and around the world. I teach with patience and understanding knowing that my students are trying to comprehend new and challenging scientific concepts. I respond by adapting in the moment to further explain tougher concepts in a simpler way.

Those three words mean ensuring that every one of my students is engaged and interested in Earth science in a safe and positive classroom. I include my students in our daily science discussions because speaking “science” is just as important as knowing the concepts and learning the new vocabulary words. I vary my instructional strategies, so I do not become complacent and get my students engaged in the concepts. My students enjoy my “virtual field trips” when I take them to geological places on Google Earth®, most from firsthand experiences. The incorporation of educational digital technology is crucial to keep our students engaged and thriving. I stay connected with my students by sharing National Holidays at the beginning of each class period. 

I want families and my community to know that my students are building upon new science concepts all while understanding the world around them. During our science discussions, I share my firsthand experiences as a geologist and show those locations via Google Earth®. I hope that my students will someday explore the world around them all while sharing their sixth grade Earth science knowledge with friends and family during their adventures.

I value my patience and ability to listen to people’s thoughts and ideas. I value this opportunity to lead by continually striving to provide an unparalleled education for all my students to succeed.

Being named Teacher of the Year feels both surreal and deeply affirming. Personally, it is a reminder of the student relationships, late nights planning, and countless small moments that have shaped nearly two decades of my life in this building. Professionally, it reinforces the purpose that has evolved throughout my career: students may forget the finer points of a grammar lesson or the name of a character in a novel, but they will never forget how they felt in my classroom. This honor means that the work of building confidence, curiosity, and connection in teenagers matters.

To me, The Forsyth Way means meeting students where they are and preparing them for where they’re going — not just academically, but as humans who must navigate a complex world. Maintaining high expectations, celebrating student voice, and designing learning that feels relevant beyond a grade are all ways I bring this to life. Whether my students are leading discussions, managing book clubs, producing podcasts, or traveling the world with me on international trips, they are practicing the collaboration, communication, adaptability, and independence they need to thrive long after graduation.

Teaching and learning in my classroom look like choice, challenge, and connection. Students aren’t simply reading what is handed to them — they are discovering themselves as readers and thinkers.  I watch them take ownership of their learning while I support, guide, and enrich when needed. Instead of plowing through the canon just to say we did, we use literature as a conduit to sharpen the skills that will matter most in their futures: communication, critical thinking, and authentic engagement.

Safe. Connected. Thriving. means students know they belong, their voices matter, and their success is achievable. In my classroom, students are not spectators but rather participants whose ideas shape the direction of our learning. We build a culture where they can take risks, share perspectives, and challenge assumptions without fear. From leadership roles in book clubs to creative performance-based projects like podcasts, students step into their strengths. They leave not only with stronger analytical skills but with confidence, pride, and the sense that they are part of something bigger than themselves.

I want families to know that what happens in my classroom reaches far beyond the classroom. Yes, we read and write, but more importantly, we learn to communicate thoughtfully, think critically, and build empathy. Literature becomes a lens through which students explore their identities and the world around them. My greatest honor as a teacher is helping teenagers see their own growth and watching them become more confident, more curious, and more themselves. Leading them, whether through instruction, school activities, or educational travel, allows me to impact their present and their future, and that’s a responsibility I hold with immense gratitude.

I am truly honored to be named Teacher of the Year. I feel seen and valued for the love and dedication I give my students daily. It feels validating to know that my very educated and successful peers see the value in what I do and chose to nominate me for teacher of the year.

To me, 'The Forsyth Way' it’s about putting students first—creating an environment where every learner feels valued, challenged, and supported.  The 'Forsyth Way' means striving for excellence while fostering a culture of respect, collaboration, and continuous growth for every student.

In my classroom, I bring 'The Forsyth Way' to life by creating a positive, inclusive space where students feel safe to take risks and learn from mistakes. I also collaborate with colleagues and families to support each child’s unique needs, and I continuously reflect on my teaching practices to improve. Through kindness, consistency, and engagement, I aim to model the character and excellence that defines 'The Forsyth Way.'

In my classroom, teaching and learning is led by a fun and loving teacher who enjoys dressing up and making learning feel like an adventure.  I use humor and warmth to build strong connections with students, making them feel safe, value, and excited to learn.  Through hands-on activities and a caring atmosphere, my students are encouraged to be themselves and to take risks.

'Safe. Connected. Thriving' means to be able to achieve your goals because you feel secure and have a sense of belonging. I work very hard to create a space where students know they are respected, where mistakes are part of learning, and treating others without kindness is not tolerated. We live by the golden rule in my classroom. I want every child to feel valued. I also establish clear expectations and encourage my students to stand up for themselves and others. I prioritize building trusting relationships with students and their families. Thriving is the ultimate goal, I want my students to grow academically, socially, and emotionally. I built lessons to challenge my students through collaboration and independent productive struggle, celebrate diverse strengths, and support individual growth.

Everyday I get to create a space where every child feels seen and supported and where learning is both challenging and joyful. I lead by listening, adapting my teaching style and lessons, and showing my students that their voices matter. I love watching my students grow not just in reading and math, but in how they care for one another. Being a leader in second grade means showing up with heart, consistency, and joy. I know that every small moment can a big difference in a child's life.

Being named Teacher of the Year is an incredible honor that fills me with gratitude because it comes from a school community that I truly love and feel deeply connected to.

Our students, families, and staff make this place feel like home, and the relationships I’ve built here are at the heart of everything I do.

Each day, I’m inspired by the trust families place in me and the joy of watching students grow in confidence, curiosity, and character. This recognition is not just a reflection of my work, but of the shared dedication and warmth that define our school. It strengthens my commitment to continue learning, growing, and giving my very best to the people who make this community so special.

To me, the Forsyth Way means that we work together, learn together, grow together, and ultimately celebrate together. It represents being part of something greater than yourself a community built on shared purpose, collaboration, and care.

In my classroom, I bring the Forsyth Way to life by fostering a culture where every student feels valued, supported, and empowered to take ownership of their learning. We celebrate each other’s successes, learn from challenges, and approach each day as a team. Whether it’s through collaborative projects, classroom discussions, or simple acts of kindness and encouragement, I strive to make sure my students feel that they are part of something meaningful, a classroom family that reflects the heart of the Forsyth Way.

Teaching in my classroom means setting high expectations for every student while providing the support and guidance they need to reach their full potential. It is a community where students feel safe, valued, and inspired to learn from one another. Each day is filled with curiosity, a love for learning, and a shared passion for growing together academically and personally.

To me, Safe. Connected. Thriving. means creating a classroom where students feel safe to share their ideas and ask questions without fear, where they are connected both personally and academically by caring for one another and supporting each other’s learning, and where they have the opportunity to thrive by growing and celebrating their successes.

Every day, I foster safety by encouraging open dialogue and respect, build connections through collaboration and genuine care, and help students thrive by recognizing their efforts, achievements, and growth as a community.

I want families and our school community to know that I care deeply about this classroom and every student in it. Having been a student here from kindergarten through twelfth grade, I feel truly honored to serve the same community that supported and shaped me as a child.

What I value most about my opportunity to lead as a teacher is being able to give back, build meaningful relationships, and help students grow academically, socially, and personally in a place that has always meant so much to me.

Being named Teacher of the Year makes me proud to be recognized as a strong educator among so many talented colleagues in our county. I’m passionate about teaching and making a difference, and it reminds me that the work I love is truly valued.

“The Forsyth Way” means encouraging every student to grow and develop their talents. In my classroom, I bring it to life by recognizing that learning isn’t a one-size-fits-all plan and I support each student’s unique path to success.

In our classroom, you will see students having meaningful discussions, setting goals, and working through challenges with a variety of engaging activities. We move, collaborate, and connect learning to our lives.

'Safe. Connected. Thriving' means that every student feels seen and heard in my classroom. I help them grow as learners while also recognizing and caring for them through personal challenges, because without feeling safe, they cannot thrive.

I love being a teacher and I'm passionate about creating life long learners.  I have so much pride for what I do everyday, and I put my heart and energy into creating learning opportunities that are purposeful and beneficial.  I value the chance to see students gain confidence throughout the year.

Being named Matt Elementary's Teacher of the Year is an incredible honor that fills me with gratitude and humility. This recognition means so much to me because it reflects not just the passion and purpose I bring to my work, but the amazing community I'm a part of.

Personally, it's deeply humbling to have my efforts to nurture, support, and inspire students and colleagues as making a meaningful difference.

Professionally, it challenges me to strive for excellence, share best practices, and continue advocating for what's best for students. It's a reminder that to be a great teacher is a shared journey, built on collaboration, reflection, and continual growth.

"The Forsyth Way" embodies the belief that a commitment to excellence is achieved through relationships, collaboration, compassion, and continuous growth. It's doing what's best for students every day with integrity, care, and purpose setting high standards for all involved. In my classroom, I bring "The Forsyth Way" to life by cultivating a classroom family where kindness, collaboration, and curiosity thrive. I encourage my students to take risks, celebrate each other's successes, and understand that learning is a journey we share to develop each other's skills, curiosity, confidence, and character.

Teaching and learning in my classroom are active, hands-on, and rooted in relationships. Anyone who steps foot into my classroom is encouraged to explore, wonder, and make connections through meaningful experiences that bring concepts to life. I believe we all continue to learn from each other when everyone feels valued and a part of the classroom community. Modeling think alouds, guided practice, and space for independence and exploration blends both academic and social-emotional learning. My goal is to plant the seed for students to grow as thinkers, problem-solvers, and compassionate members of the community in and out of the classroom.

To me, "Safe. Connected. Thriving" means cultivating what every student needs to feel academically, emotionally, and physically secure to take risks in their learning. It is about building connections through strong relationships that last well beyond the year in my classroom. These connections are meant to cultivate a community where students feel known, valued, and supported, allowing them to thrive to their fullest potential. In my classroom, I model empathy, consistency, sense of purpose, and respect. Routines and relationships are built that promote belonging, celebrating differences, and collaboration. Each day, I work to create a thriving community built on meaningful relationships among students, families, and colleagues where everyone feels they matter and where learning is exciting and purposeful.

The work happening in my classroom goes far beyond academics on my journey to increase student achievement, growth, and engagement. It's about building confidence, perseverance through risk-taking, curiosity, and character. Effort, persistence, and empathy are celebrated just as much as correct answers. We laugh, explore, and learn together from our successes as much as from our mistakes.

What I value most about my opportunity to lead as a teacher is the chance to model my passion and enthusiasm, to collaborate with my colleagues, and to help create a school culture where students, families, and teachers grow together. It is a privilege to make a lasting difference in the community of not only shaping how children learn, but as how they see themselves as learners and leaders in our community.

Being named Teacher of the Year means so much to me because it represents the heart and purpose behind why I teach. Personally, it’s an incredibly touching reminder that the time, energy, and love I pour into my students truly matters. Watching them grow academically, socially, and emotionally is already the greatest reward, so to be recognized for doing something I genuinely love feels both humbling and uplifting.

Professionally, this honor motivates me to keep learning, growing, and giving my best to my students and colleagues. It’s a reflection not just of my work, but of the teamwork, encouragement, and shared passion that exists within Liberty Middle School. It reminds me that teaching isn’t just about lessons and tests. It’s about building relationships, inspiring others, and helping every child believe in their own potential.

To me, The Forsyth Way means creating a learning environment built on excellence, relationships, and care, where every student and staff member feels valued, supported, and inspired to grow. It’s about doing what’s best for kids every day, not just through academics, but through empathy, respect, and connection.

In my classroom, I bring The Forsyth Way to life by making learning meaningful and engaging so students become curious about what they’re learning and motivated to excel. I design lessons that challenge students to think critically, collaborate, and take ownership of their learning, because engagement and achievement go hand in hand.

I also make it a priority to promote wellness and balance, reminding students that their social and emotional health matter just as much as their grades. Through open communication, mindfulness breaks, and a culture of respect, I strive to make my classroom a safe place where students feel they belong.

Beyond the classroom, I believe in collaborating with my colleagues both at Liberty and in the county  to share strategies and support and learn from one another. Together, we build each other up and strengthen our school community.

My classroom is lively, interactive, and student-centered. There is a high level of student interaction.  Students are constantly discussing, questioning, and sharing ideas about what they’re learning. I use a lot of realia and hands-on materials to make lessons meaningful and connected to the real world, which helps students see how what they’re learning applies beyond the classroom.

Students are challenged but supported every step of the way. I work hard to create an environment where they feel safe to take risks, make mistakes, and grow. There’s always plenty of laughter and joy, because I believe learning should be engaging and fun. My hope each day is that students leave my class knowing that I care deeply about them and will do everything I can to help them succeed, both in school and in life.

To me, Safe, Connected, Thriving means creating a classroom where students feel they truly belong, are supported, and possess the confidence needed to step outside their comfort zone and take academic risks. I believe students thrive when they know it’s okay to make mistakes, ask questions, and tackle challenges without fear of judgment.

Every day, I work to foster safety and connection by building strong relationships, promoting respect, and encouraging collaboration. I create an environment where students feel valued, their voices are heard, and they are supported every step of the way. When students feel safe and connected, they are empowered to engage fully, take learning risks, and grow academically and personally, ultimately helping them thrive both in the classroom and beyond.

I want families and our school community to know that in my classroom, students are in a positive, safe, and supportive environment where they are encouraged to take risks, grow, and succeed. Families can trust that their children are valued, heard, and supported academically, socially, and emotionally every day. Students are challenged while also receiving the guidance and encouragement they need. Learning is cultivated and celebrated within the walls of my class.

What I value most about my opportunity to lead as a teacher is the chance to continue the important work we’ve started to help our English learners thrive. I take great pride in supporting these students as they grow academically and personally. Equipping them with the skills they need to succeed in school and beyond brings me great joy. It is truly such an honor to be able to watch them achieve their goals and celebrate their successes.

Lucky, we have some really impactful teachers at East and they are all deserving of this award. I also need to thank my family; they are as responsible for this award as I am. 

It can look chaotic.

We really try to get into the content and my students seem to enjoy a place where we can explore, while having a laugh. I don't really enjoy silent learning, I believe we can all learn from each other, whether it is how to do something better or not how to do something. Our favorite thing to do in class is play "devil's advocate,' which gives everyone the opportunity to see things through a different lens.

I want everyone to succeed and success looks different for everyone in the classroom.

Teaching government is a great experience for me and the kids, as they are about to step into the world outside of high school and all levels of the government are going to impact them everyday. My goal is to give them another tool for their toolbox outside of East Forsyth High School. 

Being named Teacher of the Year is an incredible honor, especially as there are so many deserving teachers in our building. Personally, it is amazing to have my friends and family surrounding throughout this journey. Professionally, I am proud to represent West Forsyth! 

"The Forsyth Way" is about helping students find the absolute best version of themselves. It is growing them as students, but more importantly, as contributing and kind members of society. Seeing kids go on to do great things is one of the best parts of my job!

In my classroom, teaching and learning is all about building relationships with my students. Once that happens, everything else comes naturally.

To be safe means so many things in my classroom. I want my classroom to be a safe place to share ideas and foster creative thinking. I also want students to feel physically safe in my room. However, for that to happen, we all must feel connected. Students need to know I care about them personally; not just as a number or statistic. When these two things come together, students will naturally thrive.

I want families to know that I genuinely care about their child. As a mother of three, I know how important it is for children to have a home away from home, and that is what I strive to build for my students.

Being named Teacher of the Year for my school is the greatest honor of my career. Personally, it's deeply humbling to know that my colleagues, the people who see my work every day and understand the demands and joys of this profession, think so highly of me. Their recognition means more than I can express because they know firsthand what goes into creating a meaningful classroom experience.
Professionally, this award affirms that the work I pour into my students and our school community is making a difference. Teaching is often done behind closed doors, and it's easy to wonder if your efforts truly matter. This honor reassures me that my approach, whether it's teaching 3rd grade or directing our school's musical, resonates beyond my own classroom.

What makes this recognition particularly meaningful is knowing how many exceptional educators we have at our school. So many of my colleagues deserve this same honor. Being selected from among such dedicated professionals pushes me to continue growing, to keep striving for excellence, and to remain committed to why I became a teacher in the first place: to make a lasting, positive impact on young lives.
This award motivates me to keep learning, keep improving, and keep showing up every day with the passion and purpose our students deserve.

I resonate most with the vision of the FCS Strategic Plan. To me, "The Forsyth Way" means creating "a safe, connected, and thriving community for all." This vision guides everything I do in my classroom.

I bring this to life by encouraging students to have a voice in OUR classroom community and I emphasize "our" because the classroom belongs to all of us, not just to me. Their ideas are heard and valued. They feel safe to share with each other, knowing they'll be met with respect and support. As leaders in our classroom community, they grow, learn, and connect with each other daily.

Teaching and learning in my classroom is dynamic, collaborative, and student-centered. It's a space where students don't just receive information, but they actively engage with it, question it, and apply it in meaningful ways.

My students have ownership over our community of classroom learners. They contribute ideas, make choices about how we approach topics, and take on leadership roles daily. Whether it's facilitating discussions, collaborating on projects, or problem-solving together, students are active participants in their education rather than passive observers.

You'll hear laughter, see energy, and feel genuine excitement about learning. I bring passion and enthusiasm to every lesson because I want students to associate learning with joy. When students are engaged and enjoying themselves, they're more willing to take academic risks and push beyond their comfort zones.

Students feel comfortable sharing their thinking, asking questions, and making mistakes. We've built a culture where errors are learning opportunities and where every voice is valued. This safety net allows students to be vulnerable learners and to support one another's growth.

Learning happens through meaningful interactions as students work together, learn from each other's perspectives, and build on one another's ideas. I facilitate these connections while also building strong individual relationships with each student so I can meet them where they are and help them grow.

I challenge every student to reach their potential while providing the scaffolding and support they need to get there. Success is celebrated in all its forms; academic achievement, personal growth, leadership development, and acts of kindness within our community. In my classroom, we learn together. Learning is active, relevant, and purposeful, preparing students not just for the next grade level, but for lives as confident, capable leaders.

"Safe. Connected. Thriving." means that students have a voice in our community classroom. We are a classroom of leaders. Each day, my students work to foster leadership skills where their ideas are heard, they feel safe to share with each other, and, as leaders, they grow, learn, and connect with each other daily.

Safety comes from knowing your voice matters and will be respected. Connection happens when students listen to and learn from one another. And thriving occurs when students step into leadership roles by actively shaping our classroom community and taking ownership of their learning.

By empowering every student as a leader, I'm preparing them not just for academic success, but for lives where they'll advocate for themselves and others, collaborate effectively, and contribute meaningfully to any community they join. That's what "Safe. Connected. Thriving." looks like in action.

The one thing I want families and our school community to know about the work inside my classroom is that I foster student leadership through JOY and PASSION.

Joy is essential to learning. When students experience joy in the classroom, they're more willing to take risks, more open to challenges, and more engaged in their growth. I bring energy and enthusiasm every single day because I genuinely love what I do, and that passion is contagious. Students feel it, and it transforms our classroom into a space where learning feels exciting rather than burdensome.

My passion for their success means I'm invested in every student's journey. I celebrate their victories, support them through struggles, and refuse to give up on anyone. When students see that their teacher believes in them wholeheartedly, they begin to believe in themselves. That belief, combined with the leadership skills we develop together, empowers them to reach heights they never thought possible.

What I value most is the opportunity to show students that learning and leading can be joyful, meaningful, and transformative. I get to be the person who helps them discover their potential, find their voice, and develop the confidence to use it. There's nothing more rewarding than watching a student light up when they realize what they're capable of and knowing I played a part in that moment.

Teaching allows me to lead with heart, to make a lasting impact, and to create a classroom culture where success isn't just measured by grades, but by growth, character, leadership, and the joy we find in learning together.

It's very humbling to be named Vickery Creek Middle School's Teacher of the Year. 

Personally, it's an affirmation that the effort I give my students is recognized and valued by my peers and colleagues. Knowing that the folks I work with value the work I put in for our students is very special. 

Professionally, this award encourages me to continue grow as an educator. I'm fortunate to work for a school system that allows me to collaborate with other professionals. Forsyth County gives me the opportunity to learn from people around me. Getting better as a professional is actively encouraged.

The Forsyth Way" means putting my students first by fostering an educational community that focuses on perseverance and collaboration. I am the lead in the band room, but my students learn, adapt, and improve together with help and feedback from one another. Students are held to a high standard, both musically and personally. While we celebrate our group success, my students know that they are valued as individuals. 

Students are given the comfort and confidence to push themselves beyond what they think they are capable of. I meet kids where their abilities are, encourage them to grow, and give them the opportunities to push themselves even farther. Failure is not a stop sign in the VCMS Band Room. It is part of the road map to success. 

Students know that they are cared for in the VCMS Band Room. They are physically, emotionally, and musically safe in our classroom. It's ok to take risks and to grow beyond their current abilities. Collaboration, cooperation, and listening are all skills present in the VCMS Band Room.

Families need to know that while my job is to provide instrumental music education to their students, their students are also loved and cared for beyond their musical ability. It's an absolute privilege to have their student join my band program, see the student start as an total beginner and grow into the best musician and person they can be. We focus on musicianship and musical growth, but we strive to apply those lessons beyond the band room. 

As an alumni of the Lambert High School, I am beyond thrilled and honored. I never dreamed of earning this achievement, and it is humbling to receive it when I work with such excellent colleagues. I am grateful to be recognized for my impact both in the classroom and on the school at large through leadership roles I hold. Being Teacher of the Year is such a pinch-me moment, and I hope to inspire my love for and joy in teaching in other educators and students. 

The Forsyth Way encompasses all we seek to do and be in our classrooms, both for educators and students. The Forsyth Way means striving for excellence in all we do, supporting all students to be the best they can possibly be, and continually improving to provide a superior learning experience to all. 

In my classroom, I lead by example and encourage my students to engage in continual feedback and improvement in the hopes that they will maximize their experience in Forsyth County Schools. Simultaneously, I meet students where they are and create strong relationships rooted in trust, honesty, and humor.

The learning process can be vulnerable and intimidating. In response, I build my teaching style around strong relationships rooted in mutual respect and trust. My classroom culture is relentlessly positive, where we approach all mistakes as learning opportunities, and all students feel safe. I believe learning should be both social and collective. I encourage students to take ownership of our content and to develop clear communication skills through class participation. Students develop strong friendships in my classroom and become highly connected to each other.

 
In my role as a teacher, three philosophies guide everything I do. My first is to find something to laugh about every day. School should be fun, and even the most difficult math can be joyful if it is approached with creativity and intentionality. There is nothing I love more than laughing with my students, and we create the best relationships over the fun we have while learning. My second is “to be loved is to be known.” Building strong relationships with my students is always my top priority, as it is the keystone of quality education. Last and most importantly, I live by the idea that we should build a longer table, not a taller fence. No matter who a student is, what their learning experience has been, or how they may feel about school, it is my passion and duty to meet them where they are and invite them to grow with me.

 
My greatest goal for all my students is to leave my class empowered to make observations, connect their observations to background knowledge, analyze novel situations, and make informed decisions. With these skills, they leave my class equipped to be successful in any career choice. Beyond academic skills, I seek to embody Lambert’s mission and to inspire it within my students: we lead well, live well, and love well. By raising future leaders with both academic and personal skills, I ensure they are thriving.

As a county, we all seek to create the best learning environment possible for all our students, beginning with our vision to provide a safe, connected, and thriving experience. In my classroom, I intentionally build an environment where students feel safe to take academic risks and to push themselves out of their comfort zones. I leverage the power of "mistakes" to enhance the learning experience. Two of my favorite instructional practices developed from my beliefs in reframing “mistakes” as opportunities for growth. I proudly tell my students I love mistakes. Throughout lessons and assessments, my students participate in “find my error” questions, where I intentionally plant errors for students to correct. Students must clearly identify an error, explain the misunderstanding, and correct it. This process helps students anticipate possible mistakes, address misconceptions head-on, and embrace the reality that we will all be wrong sometimes. In a similar vein, last school year, I started the practice of tallying my own mistakes on the whiteboard. My deal with my students is, if I make a mathematical mistake that I don’t catch before they catch it, they politely correct me, and we tally it on the board. I graciously accept their feedback, and I always thank them for helping me improve. Each week, I erase the board and start over. A student was chatting with me the other day and asked how I was “already to four mistakes by Wednesday?” I asked her if she had made four mistakes that week, and she said, “Oh. Good point.” Modeling imperfection and growth mindsets for my students is one of the most valuable experiences I can bring to a math classroom. A student told me last year they loved it because I was the only adult they knew who owned up to their mistakes, a heartbreaking confession which inspires me to keep modeling humility. 

In terms of connectivity, one of the most powerful things I choose to do is I greet my students at the door, every class period, every day. For some students, I may be the first adult to smile and greet them by name each day. I extend this practice throughout the building, out at Publix, at football games. Ensuring my students are seen, heard, and loved at the individual level is vital to my beliefs. Additionally, I send about five positive emails home every week to different students, creating positive contacts with every family by the end of the school year. My students know I will never be a stranger to them because “to be loved is to be known.” 

In my classroom, to thrive is to maximize your learning while having fun. I aim to flip the traditional classroom narrative of the teacher as the source of knowledge. My students are empowered to develop knowledge and contribute throughout class, a process I cultivate by teaching through extensive questioning. Whenever possible, from naming angles to showing how to solve equations, I encourage students to explain to each other, I give them credit for their contributions, and I celebrate all their wins. My goal after every class period is every single student shared something aloud, answered a question, or gave an example to the whole class. I facilitate this by cold calling on students regularly, carefully creating a dynamic where mistakes are embraced and praised as often as successes. After each class period, I ask myself, did they talk as much as I talked? If the answer is yes, I know I am living out this value. 

As trivial as it sounds, fun is such a valuable and underrated tool in the high school classroom, so to motivate my students and myself, I find ways to incorporate fun into our daily lessons. I teach with a karaoke mic, play MarioKart soundtracks while they practice skills, and celebrate Pi Day with games, decorations, and pie (of course!). I am always looking for ways to have fun while we learn because there is no reason for math to be boring unless we choose to make it boring. 

Cumulatively, the choices I make in my classroom make learning math a safe place, collaborative, and challenging while creating fun, lifelong memories. 

Inside my classroom, I balance both challenging mathematics and collaborative fun to create a positive learning environment supportive of all students. My greatest honor as a teacher is leading and inspiring students to be the best people they can be, both academically and interpersonally. No matter what a student's story is, I am so privileged to work with amazing students that inspire me to have such great hope for our future. 

Supporting students is at the core of everything I do, and I am very blessed to have incredible opportunities to stretch my heart for students beyond my classroom in numerous ways. My leadership roles are true passions of mine, and they inspire me to love the field of education even more than I could imagine. My favorite roles beyond the classroom are NEO Induction Leader, Hook ‘Em Hour Support Staff, and Geometry Content Team Lead, positions where I give my all to ensure my colleagues and students are having the best possible experience at Lambert every single day. In every role, I lead by putting relationship-building first, where I strive to be everyone’s greatest cheerleader. I communicate clearly to empower my students and colleagues to thrive. I lead with intentionality, collecting and valuing data to inform decisions. I embrace innovation by asking for feedback and continually improving. I develop leaders by supporting new Longhorns and colleagues on my team and by inspiring our next generation to be the best people they can be. 

Being named Teacher of the Year represents trust from my students, their families, and the coworkers I collaborate with every day. It means so much because the people who see me teaching, growing, and problem-solving alongside them are the ones who nominated me. Personally, it honors the journey that began right here in this county when I was a student myself, and now continues as I give back to the community that helped shape me. Professionally, it challenges me to lift others up by sharing what works, supporting new teachers, and helping build a school culture where every child feels confident enough to try, learn, and grow while knowing they are supported every step of the way.

To me, “The Forsyth Way” means making sure every student feels like they belong and that their learning matters. It is creating a school community where students feel safe to show up as themselves and confident enough to grow. When children feel supported, they engage more deeply, take academic risks, and discover what they are capable of.

In my classroom, I bring this to life by building strong relationships and designing hands-on learning experiences that spark curiosity and joy. I work closely with families and colleagues so students see adults united around their success. We celebrate progress, encourage perseverance, and make sure every child feels proud of both their effort and who they are becoming.

That is “The Forsyth Way” to me, a commitment to excellence that comes from believing in every child and helping them shine.

Teaching and learning in my classroom look like excitement, curiosity, and engagement. Students are moving, talking, laughing, and exploring new ideas together. From using our knowledge of circuits to build homemade flashlights to stepping onto our classroom “stage” to perform in a reader’s theater, learning comes alive and students grow as confident learners and people. We learn through hands-on experiences and real-world connections that help students understand and remember what they are learning. I want every child to feel proud of their effort and amazed by what they can do.

I also work to create an experience students will look back on as a fond memory. Elementary school is the beginning of their educational journey and the place where a love of learning takes root. I try my hardest to make sure students are excited to come to school each day and eager to see what we are doing next. When I see they are excited to come to school and are enjoying themselves while they are here, I feel a sense of success.

To me, “Safe. Connected. Thriving.” is the foundation of what every child deserves in school. My number one job is not teaching content. It is making sure every student feels safe and cared for in the classroom, in the hallways, on the playground, and even outside of school. When children feel secure and supported, they are ready to learn. I pay attention to each student the moment they walk in, noticing their energy, their smiles, or their silence, because the child always comes before the student. When they know they are seen, valued, and believed in, they take risks, ask for help, and celebrate each other’s success. And that is when they thrive. Joy, curiosity, collaboration, and confidence fill our classroom. I work every day to create a space where students feel proud of who they are and who they are becoming.

Standards. It is about helping children believe in themselves and feel proud of what they can do. We celebrate growth, we practice kindness, and we learn how to solve problems together. I want families and our school community to know that every child is valued here. Their ideas matter, their feelings matter, and who they are becoming matters most. The child always comes before the student. What I value most about my opportunity to lead as a teacher is the chance to guide children as they discover their strengths. I love creating hands-on learning experiences where they can take risks, try something new, and surprise themselves with what they can accomplish. I also value leading alongside my colleagues by sharing ideas and contributing to a positive school culture. Teaching is a privilege, and I feel grateful every day that I get to support students academically and personally as they grow into confident and caring people.