East Central ISD Teachers of the Year

School: Highland Forest Elementary

Outline the details of your current teaching assignment, including any administrative or supervisory roles.

I became an educator because I believe every child deserves a high-quality education. It should not matter what side of town you live on. Growing up on the south side of San Antonio, it was my first and fourth-grade teachers who impacted my life the most. I am in my 17th year of teaching, and 15 of those have been in fourth grade, undoubtedly because of my own fourth-grade teacher. 

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 In a narrative response, to what degree do you embody the qualities and characteristics of Leading the EC Way?  How do you specifically impact the campus through the following competencies of Leading the EC Way?

Leading the EC Way Competencies

Builds Relationships
Effective Communicator
Cultivates Culture
Actualizes a Compelling Vision
Continuous Growth
Impact Focused

Building relationships is key to being an impactful educator. Students will always work hard for someone they know loves and cares about them. A student is not only in my class for one school year. They are my student for life. I have attended countless high school and college graduations. My husband and I even took in two former students who fell on hard times during their senior year of high school. It is the relationships built in the classroom that cause these students to know Mrs. Torres will always help in any way she can and is a trustworthy adult. No matter how many years have passed since I sat in my classroom, they always remember how I made them feel. All seventeen of my teaching years have been in high-stakes testing grades. The students have consistently ranked among the top 3 schools in the district. There is no magic potion. They know I expect greatness from each one of them, and they give it all their hearts have when those tests arrive. I am a very introverted and humble person. I welcome anyone who would like to see me teach a lesson. I don’t need a heads up, just come right in. I am always willing to communicate what I have seen work in the classroom.

Whether it is the best strategies for classroom management or strategies for reading tests, I am available to anyone with a smile on my face. I love to learn, so I am open to all feedback. My goal is to be a better teacher than I was the year before. The way to do that is to collaborate and learn from my mistakes. I know my colleagues see me as a safe place because I genuinely want everyone to succeed. We are all in this profession for children. My own two boys attend Highland Forest. We should teach as if our own child were sitting at a desk in front of us. I do struggle with mental health, specifically anxiety and depression. So, when I see this in students or colleagues, I always look at the positives in situations. I have the kind of compassion that comes from firsthand experience with the struggles. Teaching is one of the places I find true happiness. My students inspire me to get up every day and teach to the best of my abilities. My classroom culture is full of love. Every child has the ability to grow. It doesn’t matter what happened in the years before they entered my classroom. I always tell myself, “But they haven’t been taught by you yet.” My class is a place where students know it’s ok to make mistakes. No one is perfect, including their teacher. My goal is not for my students to simply pass the fourth-grade RLA STAAR; my goal is to send them to fifth grade on or above grade level so they will not struggle. I want my students to be lifelong readers and writers and walk into classes, including college, with confidence. My students know from the first day of school that I am there to help them become the best readers and writers they can possibly be. This is accomplished by 1:1 writing conferences. I sit with each child and talk about their written strengths and weaknesses. I teach them how to edit and revise their essays. Together, we create the strongest essay possible.

It is our teamwork that strengthens our relationships. I analyze data from every assignment and assessment to identify what I need to reteach and common misconceptions. I equip my students with strategies that give them confidence to know they will pass any test that comes their way. All TEKS are thoroughly taught, so they never feel off guard or say, “My teacher never taught this.” I want my students to have the highest scores in the city and state. I want them to be able to attend the college of their dreams. It all starts in the classroom by modeling hard work. Intense internalization has taken place before the lesson has been taught. I am planning ahead to address misconceptions in the moment. My goal is to teach better than the day before. I want to learn from the best. I know data doesn’t lie. It will tell me when I am on a roll and when I need to sit down and reflect on where I went wrong. It is both encouraging and humbling. I love sharing ideas with other teachers. I want to know how their students did so well and what I can change to better serve my students. The key is to continue pushing for greatness. My first year at Highland Forest, my students scored 95% on the 4th RLA STAAR Test. Last year it was 93%. This year, I will do my best to ensure the scores continue to reflect the love and determination that go into accomplishing that level of excellence.  Giving up is not an option. My students and I know that we are trying our best every day, beginning in August. If we stay ready, we don’t have to get ready. Daily lessons keep us on our toes, and the rigor remains consistent. When large tests do cross our paths, we are not scared of them. They should be scared of us. 

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In a narrative response, to what degree do students learn, grow, and achieve in their classroom?  What data supports student growth and achievement in their classroom?

Interim Data
MAP Growth Data
CFA’s and DFA’s 

Students will rise to the expectations their teachers set for them. Students learn from their mistakes and through effective modeling. They will achieve the highest levels when they feel comfortable attacking difficult tasks. 

Students need to be informed about where they begin the school year. MAP is a great tool that shows students on a graph where they performed and what they are predicted to make on STAAR. The first goal for every student is to score higher on the MOY MAP than they did on the BOY. From there MAP EOY should surpass the MOY scores. They know their graphs should reflect a roller coaster going up. Once it starts going up and down, the student knows the results are not consistent. It is important for students to take ownership of their scores, increasing and decreasing. Teachers need to create small groups based on the data MAP provides for more intense, focused lessons. Edmentum is another great platform teachers can use to assign specific content to students who are struggling.

Interim data lets a student know if they are approaching, meeting, or mastering the content. The teacher needs to take the results and reteach the questions that students struggled with. It is also up to the teacher to re teach TEKS that students did not perform well on. Students must be informed of their performance on each test.

CFAs and DFAs allow the teacher and student to see whether they truly learned the TEK-focused lesson of the day and the entire unit. The power is in the reteach. Students need quick feedback when the questions are still fresh in their minds to learn from their mistakes. If the class did not do well, the teacher needs to admit it was their error and be ready to correct it the very next day. It is also important that the teacher owns the mistake in front of the students to show it’s ok to make mistakes, but it’s not ok to stay there. We must fix our mistakes as soon as possible. This is how true growth occurs.

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Please provide evidence of ways you contribute to the overall school community. To what extent do you positively impact the school?

For example:

Do you mentor teachers or students?
Do you lead a department or grade level?
Do you participate in after-school programs or committees?

I contribute to the school community by putting the children's best interests first. I reside in East Central ISD and am proud of the community I live in. I impact my school by showing them our kids are capable of outscoring Northside schools. I have had countless teachers watch me teach. I have shared the study guides I have made and modeled how I teach essays and how I provide feedback to students. My door is always open to any colleague at any time.I have mentored student teachers and professionals who transferred schools. I have mentored students with documented behavioral issues. We would talk about how their day went and what choices they could make to have a better day. I served as a grade-level chair for over 7 years. I have shown the school I am reliable. Since joining Highland Forest, I have not taken one personal day. I attend all after-school activities and events, including our carnivals, winter sing-alongs, and academic nights. I have not missed one event. My students and parents look forward to seeing me there, and I know how important it is to show them I care, even when we are not inside the classroom. 

School: Pecan Valley STEM Academy

Why did you become an educator? Outline the details of your current teaching assignment, including any administrative or supervisory roles.

I am a Fourth Grade Teacher at Pecan Valley STEM Academy. I am the Fourth Grade Team Lead and have served as a mentor teacher to new teachers over the last few years. I am also participating in the district's Aspiring Leaders Academy with Mr. McKay. When I look back on why I became an educator, a large portion of it stemmed from my love of learning. I loved school, and still do, and I was inspired by the incredible teachers that I have had throughout the years who instilled that love for learning in me. Knowing that I could be a stepping stone to that love of learning being cultivated in other children drove me to become an educator. Little did I know that every day, a student would show me another reason why I made the right choice.

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 In a narrative response, to what degree do you embody the qualities and characteristics of Leading the EC Way?  How do you specifically impact the campus through the following competencies of Leading the EC Way?

Leading the EC Way Competencies

Builds Relationships
Effective Communicator
Cultivates Culture
Actualizes a Compelling Vision
Continuous Growth
Impact Focused

I have truly been so honored to be part of the Pecan Valley family, and because of that, I strive to always have a positive impact on the campus through Leading the EC Way. I believe that Leading the EC Way is an interconnected framework for best serving students, families, and stakeholders at our schools and throughout the district. 

Without effective communication, I could not build the positive relationships I do. I strive to create an environment where my students feel safe to take risks with their learning, where parents and guardians feel informed and engaged, and where I have built strong professional relationships with administrators and stakeholders to prioritize student achievement. Being a member of our Leading Lions team, I actively listen to both my team and leadership and serve as a liaison between the two to ensure campus needs and growth are being met. 

I am able to actualize a compelling vision through cultivating culture on my campus. Within my classroom, I promote high expectations, student self-efficacy, and a love for learning. Because of this culture, my students buy into the vision of their own success and monitor their progress towards their goals. I model lifelong learning by proactively seeking professional development opportunities, pursuing my master's degree, and participating in district-level leadership learning opportunities. I strive to model professionalism and shared ownership in grade-level or campus meetings by promoting a positive outlook and being solution-oriented.  

I prioritize continuous growth by being impact-focused. By maintaining a relentless focus and setting high expectations, I consistently reflect on my own practice and its impact on my students. I seek feedback and strive to internalize and implement it, as well as to verbalize the importance of that process with my team and campus peers at PLCs and professional development sessions. I truly believe I embodied an impact-focused mindset when I said yes to my principal's proposal to move from Kinder, where I had taught my entire life, to Fourth Grade to support our campus's instructional goals, even though the change scared me.

I believe these competencies are attitudes I have internalized and carry with me across all aspects of my day, from teaching my students in my classroom to serving on various campus and district committees. Both my leadership and teaching are grounded in Leading the EC Way.

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In a narrative response, to what degree do students learn, grow, and achieve in their classroom?  What data supports student growth and achievement in their classroom?

Interim Data
MAP Growth Data
CFA’s and DFA’s 

I pride myself on having a classroom culture that promotes student self-efficacy and ownership of their learning and growth. Students build a growth mindset and truly believe in their ability to achieve, no matter what. By creating systems that allow students to monitor their own growth, I build capacity across content areas. I believe that because of this, I have been able to show consistent growth and success with my students during my time at Pecan Valley. I am a +1+ teacher and, while we have not taken our MOY screeners yet this year, I am still on pace to repeat the same results with my fourth-grade cohorts based on unit assessments and DFA data. My students in the last two years have had consistently some of the highest data on our campus, as I was one of two teachers to receive my +1+ pin after MOY with student growth at 91% and achievement at 79%. I was trusted to move up to 4th grade from Kindergarten this year due to my success in student growth and achievement, knowing this grade level was an area of need at our campus. 

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Please provide evidence of ways you contribute to the overall school community. To what extent do you positively impact the school?

For example:

Do you mentor teachers or students?
Do you lead a department or grade level?
Do you participate in after-school programs or committees?

When I accepted a position at Pecan Valley, I chose it as my home, just as it is for my students. Because of that, I am deeply invested in seeing the success of the campus and the students within its walls. And we all know that it starts with teachers. 

I have served as a mentor to new teachers over the last three years, and one of my mentees became the Grade Level Lead for Kindergarten this year, when I moved up to Fourth Grade. I maintain an open-door policy and support teachers of all grades and experience levels with strategies, systems, or just a thinking partner when needed.

I serve as the Fourth Grade Team Lead, leading with positivity and professionalism and ensuring my team feels supported, informed, and motivated to do the work of growing ALL of OUR kids. 

I have eagerly participated in various committees, including the STEM committee when we first became a STEM campus and, more recently, the Teacher Strategic Compensation Committee with Central Office. I value my time on these committees and always strive to be involved in ways that help drive the specific goals of the committees toward positive impacts for my campus and the district. I like to believe that my administration views me as open-minded and attentive to campus needs, and that they trust me to serve on these committees. 

I strive to always be a positive representation of Pecan Valley STEM Academy because that is what our students deserve, and I carry that effort into all aspects of my work.

School: Salado Elementary

Why did you become an educator? Outline the details of your current teaching assignment, including any administrative or supervisory roles.

I've had so many fantastic teachers growing up, which led me on my journey to become an educator. These teachers made me feel confident and happy about learning. I, too, wanted children to feel confident about learning, not defeated. I've taught grades from 2nd to 4th, and thanks to the persistence of Mrs. Modesta Contreras, I became a Special Education teacher. Throughout my journey, I've loved every moment. 

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 In a narrative response, to what degree do you embody the qualities and characteristics of Leading the EC Way?  How do you specifically impact the campus through the following competencies of Leading the EC Way?

Leading the EC Way Competencies

Builds Relationships
Effective Communicator
Cultivates Culture
Actualizes a Compelling Vision
Continuous Growth
Impact Focused

I've been recognized for exemplifying the district's core values through Leading the EC Way, driving a student-centered mission that prioritizes success for all learners, especially those receiving special education services, by providing individualized instruction and collaborating with support staff. I've ensured that every student's unique needs are met through intentional accommodations and inclusive lesson design, allowing students to access grade-level content while building critical skills. My commitment to data-driven practices and progress monitoring ensures purposeful instruction aligned with student growth. 

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In a narrative response, to what degree do students learn, grow, and achieve in their classroom?  What data supports student growth and achievement in their classroom?

Interim Data
MAP Growth Data
CFA’s and DFA’s 

In the classroom, students learn, grow, and achieve through a continuous cycle of instruction, assessment, and targeted intervention.  This journey is often documented through personal growth. Interim Data identifies long-term growth and predicts future STAAR performance.  MAP Growth Data uses RIT scores to track precise gains in specific domains. Students are able to celebrate growth. CFAs are designed by teachers to ensure that students meet essential learning standards. The data helps to group students for differentiated support. DFAs check for understanding that occurs in the moment. The success of these assessments allows teachers like me to adjust instruction. 

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Please provide evidence of ways you contribute to the overall school community. To what extent do you positively impact the school?

For example:

Do you mentor teachers or students?
Do you lead a department or grade level?
Do you participate in after-school programs or committees?

I'm dedicated to fostering a collaborative school environment. I have successfully mentored multiple new teachers on our campus, including student teachers such as Mrs. Heather Jarboe from Highland Forest Elementary. My commitment to community is further demonstrated by my role in the YWCA-After School Program, where I facilitate academic support and provide engaging activities to encourage self-expression and personal growth. 

School: East Central High School

Why did you become an educator? Outline the details of your current teaching assignment, including any administrative or supervisory roles.

The roles I currently hold include U.S. History teacher, Tier 1 committee member, and sponsor and coach of the Odyssey of the Mind club. I wanted to become a teacher so I could be the person who lets students know, without a doubt, that they are worth every second of effort I give and that they have the ability to achieve their dreams. I had many notable teachers in middle school and high school who had a huge impact on my life and helped shape the person I am today. I strive to be a pillar of support for my students, just as my teachers were for me, and to prepare them for the world not only through the content I teach, but also through the relationships I build.

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 In a narrative response, to what degree do you embody the qualities and characteristics of Leading the EC Way?  How do you specifically impact the campus through the following competencies of Leading the EC Way?

Leading the EC Way Competencies

Builds Relationships
Effective Communicator
Cultivates Culture
Actualizes a Compelling Vision
Continuous Growth
Impact Focused

Using the same grading scale as the T-TESS, I would say I am proficient in all six competencies in terms of how I embody the qualities and characteristics of Leading the EC Way. Of the six competencies, I would say I am accomplished in building relationships, cultivating culture, and focusing on impact. This is not to say that I have everything figured out, as I am always reflecting, growing in my teaching, and seeking feedback on how I can improve from not just my peers, but also my students.

The reason I feel accomplished in the areas of building relationships, cultivating culture, and impact focus, and why I continually strive to grow in them, is rooted in my personal philosophy. My philosophy of education is that every student deserves the opportunity to learn. It is a simple statement, but bringing it to life is not as easy as it seems. When we categorize competencies into “powered by people,” “strengthened by systems,” and “driven by results,” the foundation of success ultimately lies in people. At the end of the day, we work with individuals from diverse backgrounds, histories, and emotional experiences. To create a truly impactful learning environment, I must always be aware that my role as a teacher, authority figure, and role model means my words and actions have a profound effect on students’ mindsets when they enter my classroom.

From the first two weeks of school, I set high expectations, led by example, and dressed professionally in a full suit to model that when we begin something, we should always put our best foot forward. I set high expectations for my content by aiming not just to remember information but to use it productively. We work towards this goal by generating argumentative responses on the second day of school.

 I strive to be transparent with students by letting them know that I am here to help, that there are many ways to be successful in my class, and that the most important thing is to try. When I coach other teachers and student-teachers, I often remind them never to let an answer go unpraised. A student who tries is a student who should be celebrated.

As part of developing trust and transparency in my classroom, I let my students know that I have ADHD. This shows them that I am human and that I understand the unique challenges that come with it. If a student loses focus, misses something important, and asks me to repeat a concept, phrase, or task, I will repeat it as many times as needed. I understand the anxiety that can come with asking for something to be repeated, and that is a feeling that I don't want them to ever feel within the classroom. At the end of the day, I believe every student deserves the opportunity to learn, and my role is to help bridge that gap so they can take that step forward.

One strategy I use that fulfills many of the competencies is called “sticky note feedback.” Students take a sticky note and may respond to one or more of the following prompts:

1. something I am doing that helps them learn and that they want me to continue,
2. something I am doing that is not helping them learn, and a suggestion for improvement,
3. something they would like me to know about them or their lives, and
4. Rant/Complain Amount This Class or Me as a teacher  (no consequences).

The prompt I often focus on most is number four. Many students have not yet developed the skills to communicate their needs effectively, but they do know how to express frustration. Through their complaints, I identify underlying issues and develop strategies to address them. This could look like slowing down my instruction, reducing board work, or being more mindful of students’ responsibilities outside of school. I take this feedback seriously and implement changes when possible.

This outlet also allows students to release frustration in a healthy way. They do not have to write their names, which encourages honesty. Bottled-up negativity will eventually burst from the student, and when that happens, it can significantly hurt the relationship with that student and affect the classroom culture as a whole. By giving students a safe space to express themselves, they are better able to regulate their emotions and adopt a mindset ready to learn.

The third prompt helps me learn more about students’ interests and life circumstances that may positively or negatively affect them. Prompts one and two allow me to reflect on my practice, focus on continuous growth, and better understand how students experience my classroom. Every class is different, and this feedback not only informs me but also empowers students to become stakeholders in shaping their learning environment.

After reviewing the responses, I share what will change, what will not, and why. I explain my instructional choices, my limitations, and how student input will be used. This transparency shows students that I hear them, value their perspectives, and am willing to act on good ideas. This process increases investment in a positive, respectful classroom culture.

I also share insights from this feedback with my department to better understand student perspectives and develop new strategies collectively. Sticky note feedback is one of many practices that continually push me to embody the qualities and characteristics of Leading the EC Way.

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In a narrative response, to what degree do students learn, grow, and achieve in their classroom?  What data supports student growth and achievement in their classroom?

Interim Data
MAP Growth Data
CFA’s and DFA’s 

The degree to which students learn, grow, and achieve in my classroom varies from student to student. As stated in my previous response, we are teaching people with different histories, backgrounds, and experiences, and to be a conscientious teacher, student goals must sometimes differ based on where they are. Overall, we share a goal: for students to pass the U.S. History STAAR exam at the Approaches, Meets, or Masters levels. However, when we view students as individuals, success can look different. For some students, the goal is to accurately identify key information. For others, it may be to seek out and apply outside sources.

One form of data we use to guide our instruction is the interim and STAAR data. As a department, we review this data together to identify patterns and misconceptions. We look for gaps in language, vocabulary, content understanding, and even interdisciplinary skills. We also use common formative assessments focused on proficiency skills. These are often built from released STAAR questions and administered after each unit. We analyze the results by question and error type and use that information to refine our instruction and the language we use in the classroom.

One important trend we have found in U.S. History and social studies as a whole is that how information is phrased greatly affects student understanding and retention. Clear, precise language supports recall, while rich context helps students remember the larger narrative of U.S. history and apply their knowledge more effectively.

The final form of data we use is informal data, which is constantly collected in my classroom. This includes note-taking, written responses, class discussions, cold calls, and real-time questioning. I use this information to adjust pacing, revisit concepts, and modify future lessons and review activities. Informal data is a driving force behind my continuous instructional adjustments.

In addition, one of my core goals is for students not only to recall information for the STAAR exam, but to use it productively. We emphasize this through argumentative writing. In argumentative responses, the focus shifts from what students know to how they use it. When comparing students’ writing from the beginning of the year to the end, there is clear growth. Early responses often consist of general statements or simple definitions. By the end of the year, students are constructing claims, selecting relevant evidence, breaking it down, and clearly explaining how that evidence supports their reasoning.

This evolution in their writing is what I am most proud of. Their increased ability to actively use information directly translates into their success on the U.S. History STAAR exam, where our team has consistently seen over 90% of students pass each year.

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Please provide evidence of ways you contribute to the overall school community. To what extent do you positively impact the school?

For example:

Do you mentor teachers or students?
Do you lead a department or grade level?
Do you participate in after-school programs or committees?

Overall, I believe that, with the help of all the teachers at East Central High School, I have made a significant positive contribution to the school community. 

At the student level, I intentionally foster positive interactions in the hallways by giving fist bumps, complimenting students on their clothing, and acknowledging changes like new hairstyles. These small moments help ensure that students’ everyday interactions with teachers are affirming and reinforce that positive relationships are possible with any student, regardless of who they are or what their past may be.

I also work to make myself approachable by openly sharing my love for anime. Over the past year or two, I have become known as the ‘Straw Hat teacher.’ The straw hat represents the anime One Piece, which many students recognize and enjoy. Seeing a teacher connect with something relevant to them has led many students who are not even assigned to my class to view me as a safe person to approach. There have been many instances when students who were not even in my class came to me with questions, directions, requests for help, or requests for advice.

On the professional level, I have recently taken on a stronger mentoring role, supporting both resident teachers and first-year teachers within my department. This has included modeling active teaching strategies, content delivery, and student engagement techniques. I have worked closely with colleagues such as Ms. Myers and Mr. Poe, offering guidance on relationship-building, classroom culture, and instructional strategies that increase engagement and promote student success.

At the school-wide level, I serve on the Tier 1 committee, which focuses on strengthening school culture, improving student mindset, and ensuring students feel heard and valued as members of our community. One of my direct contributions to this team has been implementing the “Dudes at the Door” program, which boosts student engagement and sense of belonging by having male teachers greet students as they arrive on campus with a fist bump and a positive message to start the day.

In addition, I coach and sponsor Odyssey of the Mind, an after-school program that blends creativity, theater, and problem-solving. Students design and perform original skits based on national prompts and rubrics provided by the Odyssey of the Mind organization. As a club, we have contributed to community events such as Indie Fest, Spring Fest, and Chrome and Country Music Fest. I have proudly served as a coach since 2019.

On an individual level, I also make it a point to walk the hallways on Fridays for ‘Fist Bump Fridays,’ a tradition started by a former principal, Mr. McKay, that I deeply valued and wanted to continue. These small, consistent gestures help build connection, boost morale, and bring positive energy into the school day.

School: Honor Elementary

Why did you become an educator? Outline the details of your current teaching assignment, including any administrative or supervisory roles.

Teaching grew from my desire to serve others with purpose, gratitude, and integrity while making a lasting impact on students’ lives. As an educator at an Honor Elementary School, I create a learning environment where every child feels seen, valued, and empowered to grow academically and personally. In addition to my classroom responsibilities, I coach the school’s running club, co-sponsor the yearbook, serve as the PTA's Secretary, and partner with families through the Family Engagement Committee. I strive to steward my role with humility, providing a safe home away from home while encouraging scholars to confidently chart their own paths.

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 In a narrative response, to what degree do you embody the qualities and characteristics of Leading the EC Way?  How do you specifically impact the campus through the following competencies of Leading the EC Way?

Leading the EC Way Competencies

Builds Relationships
Effective Communicator
Cultivates Culture
Actualizes a Compelling Vision
Continuous Growth
Impact Focused

I embody the qualities and characteristics of Leading the EC Way by leading with authenticity, compassion, and a deep commitment to education and community service. Who I am as a leader is inseparable from who I am as a person. I believe schools thrive when strong relationships exist between students, families, staff, and the broader community, and I am intentional about bridging those connections to ensure every child feels supported, valued, and empowered to succeed.

Building relationships is at the core of my leadership. I lead with empathy and a genuine desire to understand the lived experiences of students, families, and staff. By being present, approachable, and actively involved in both campus and community spaces, I create trust and foster collaboration. I work to bridge the gap between home and school by engaging families as partners, honoring diverse perspectives, and ensuring all voices are heard. These relationships strengthen our campus culture and directly support positive student outcomes.

I communicate with purpose, transparency, and care. I listen actively to understand concerns, respond with honesty, and ensure stakeholders feel informed and valued. I view communication as a tool for connection, not just for information, and I intentionally use it to build alignment between the school and the community. Through clear expectations, consistent messaging, and respectful dialogue, I help cultivate trust and shared understanding in support of student success.

I am deeply passionate about creating a welcoming and student-centered culture where everyone feels a sense of belonging. I model humility, authenticity, and professionalism while fostering an environment rooted in mutual respect and high expectations. I celebrate accomplishments, honor community contributions, and reinforce a culture of collective responsibility. By integrating community values into the campus culture, I help ensure students feel seen, supported, and inspired.

I actively champion a purpose-driven, student-centered vision that connects academic excellence with real-world impact. I believe education is most powerful when it is rooted in community, and I work to align campus goals with the needs and strengths of the families we serve. By clearly communicating the vision and helping stakeholders see their role in it, I build consensus and shared ownership that moves the campus forward in a meaningful and sustainable way.

I approach leadership with a growth mindset, viewing learning as a continuous and reflective process. I seek feedback, embrace challenges, and remain committed to improving my practice to better serve students and the community. I encourage others to do the same by modeling lifelong learning, supporting professional growth, and fostering a culture that values reflection and innovation.

My leadership is driven by impact and service. I remain focused on outcomes by holding myself accountable to high standards and supporting others in reaching their full potential. I work to attract, develop, and retain strong educators while ensuring systems and resources are used effectively. Most importantly, I measure success not only by data, but by the strength of relationships, the trust of families, and the positive difference we make in the lives of students and the community we serve.

In all that I do, I lead with heart, purpose, and an unwavering belief in the power of education to transform lives. By bridging school and community, I strive to ensure that every student has the support, opportunity, and encouragement needed to thrive, reflecting the true spirit of Leading the EC Way.

At the end of the day, I know this work only succeeds when we have successfully built a safe community that collaborates fluidly, supports one another intentionally, and remains united in service of students and families.

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In a narrative response, to what degree do students learn, grow, and achieve in their classroom?  What data supports student growth and achievement in their classroom?

Interim Data
MAP Growth Data
CFA’s and DFA’s 

Students in my classroom consistently learn, grow, and achieve in a highly data-driven environment that we have intentionally created together. My students and I set both individual academic goals and a classwide goal, which we revisit and build on throughout the year as knowledge and skills develop. We thrive on the shared motto, “We are set apart. We are in charge of our learning, and we hold the keys to our success,” which fosters ownership, accountability, and motivation.

Student growth and achievement are supported through Interim data, MAP Growth results, and CFA/DFA data, all of which are shared with students as soon as scores are released. This transparency allows students to clearly understand their progress and establish a clear trajectory for what they are working toward during designated “Level Up” time. Using these data points, instruction and interventions are targeted through MTSS, ensuring students receive the support or enrichment they need to continue progressing.

As a result, students actively engage with their data, take ownership of their growth, and demonstrate measurable academic progress throughout the year.

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Please provide evidence of ways you contribute to the overall school community. To what extent do you positively impact the school?

For example:

Do you mentor teachers or students?
Do you lead a department or grade level?
Do you participate in after-school programs or committees?

I positively impact the overall school community by actively serving in leadership, engagement, and student-centered roles that strengthen connections between students, staff, families, and the broader community. I am intentional about creating opportunities that foster pride, belonging, and shared ownership of our campus culture.

I currently serve as the PTA Secretary, supporting family engagement by helping create meaningful opportunities for scholars to participate in fundraisers that boost campus morale and school spirit. These initiatives help build a sense of pride and ownership in being a Bobcat and strengthen the partnership between families and the school.

I also serve on the Family Engagement Team, where our campus works to bring the school and community together. Through this role, I help support a shared academic and cultural vision focused on preparing our scholars to be college- and career-ready. By creating intentional moments for connection, collaboration, and celebration, we strengthen relationships and build a unified community committed to student success.

In addition, I host the Running Club, providing students with a healthy, supportive community where they can grow physically and mentally while demonstrating grit, perseverance, and teamwork. This program offers students an outlet to thrive, build confidence, and represent the values of our campus beyond the classroom.

I have also partnered with another teacher on campus to co-sponsor the Yearbook Club, providing students with an opportunity to express creativity, develop leadership skills, and capture our school’s story. Beyond my own clubs, I collaborate with colleagues to help identify their passions and support them in creating additional opportunities for students to engage, grow, and connect.

Through these roles, I contribute to a positive school culture where students feel supported, families feel welcomed, and staff feel encouraged to lead. My involvement reflects a commitment to service, collaboration, and building a strong school community centered on student success.

School: Sinclair Elementary

Why did you become an educator? Outline the details of your current teaching assignment, including any administrative or supervisory roles.

I became an educator because I believe students deserve someone who puts them first and advocates for their growth. I find purpose in collaborating with colleagues, leading with reliability and professionalism, and supporting strong academic outcomes while nurturing a positive and encouraging school culture. At the heart of it all, I teach because I want every child to feel seen, capable, and supported. I currently serve as a 2nd-grade teacher and team leader, responsible for instruction in all core subjects, including math, science, social studies, and reading. In addition to my instructional duties, I support my grade level through collaborative planning, data discussions, and consistent family communication, while providing leadership that aligns our team to campus expectations and academic goals to ensure both instructional and operational needs are met throughout the school year.

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 In a narrative response, to what degree do you embody the qualities and characteristics of Leading the EC Way?  How do you specifically impact the campus through the following competencies of Leading the EC Way?

Leading the EC Way Competencies

Builds Relationships
Effective Communicator
Cultivates Culture
Actualizes a Compelling Vision
Continuous Growth
Impact Focused

I lead with a students-first mindset, building strong relationships with colleagues, families, and students to foster trust and collaboration. Through clear communication and intentional leadership, I cultivate a positive, motivating culture while aligning our team to a shared vision of academic excellence. Committed to continuous growth, I reflect on my practice, embrace new strategies, and guide initiatives that strengthen both instruction and campus systems. Always impact-focused, I use data and evidence to drive decisions, ensuring meaningful outcomes that benefit every student and contribute to the success of our school community.

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In a narrative response, to what degree do students learn, grow, and achieve in their classroom?  What data supports student growth and achievement in their classroom?

Interim Data
MAP Growth Data
CFA’s and DFA’s 

Students in my classroom consistently learn, grow, and achieve at high levels due to intentional, data-driven instruction and a focus on meeting each child’s individual needs. MAP Growth data reflects measurable academic progress across Reading and Math, demonstrating that students are advancing toward grade-level proficiency and mastering key skills. Additionally, CFAs and DFAs provide regular checkpoints to monitor understanding, guide small-group instruction, and ensure mastery of core concepts.

2nd grade does not have interim testing.

100% of my students grew from BOY (beginning of the year testing) to MOY (middle of the year testing) on their Math MAP assessment.

86% of my students grew from BOY (beginning of the year testing) to MOY (middle of the year testing) on their RLA MAP assessment.

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Please provide evidence of ways you contribute to the overall school community. To what extent do you positively impact the school?

For example:

Do you mentor teachers or students?
Do you lead a department or grade level?
Do you participate in after-school programs or committees?

I positively impact the school community by leading with purpose and supporting both students and colleagues. As a 2nd-grade teacher and team leader, I mentor colleagues, facilitate collaborative planning, and guide our team toward aligned, data-driven instruction. I actively contribute to campus initiatives, including attending Restorative Practice trainings, serving on the Tier 1 Behavior Committee, and serving on the Sinclair event Committee. I have led professional development sessions on Restorative Practices and Effective Instruction using Manipulatives, and I have presented internalization training to new teachers at Sinclair's New Teacher Academy. Additionally, I helped develop testing protocols and co-chair the Reading Book Club, providing opportunities for professional growth and collaboration. Through these efforts, I foster a collaborative, supportive, and student-centered environment that strengthens school culture, enhances learning, and ensures meaningful outcomes for students, staff, and the broader Sinclair community. 

School: Tradition Elementary

Why did you become an educator? Outline the details of your current teaching assignment, including any administrative or supervisory roles.

Special Education Co-Teacher for 2nd, 3rd, and 4th grade. 

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 In a narrative response, to what degree do you embody the qualities and characteristics of Leading the EC Way?  How do you specifically impact the campus through the following competencies of Leading the EC Way?

Leading the EC Way Competencies

Builds Relationships
Effective Communicator
Cultivates Culture
Actualizes a Compelling Vision
Continuous Growth
Impact Focused

I live the EC Way every day through the way I support students, work with colleagues, and serve the entire East Central community. I believe strong relationships, a positive culture, and continuous growth are key to helping students succeed, and I bring those beliefs into my role as a Special Education Co-Teacher at Tradition. At the core of everything I do is the belief that I see the able, not the label, and I make sure that mindset shows up in my classrooms, my planning, and my conversations.

I focus on building real relationships by creating a safe, welcoming space where students feel comfortable taking risks and being themselves, and where teachers feel supported and respected. I lead with empathy and work hard to ensure every student feels they belong. I take time to get to know my students beyond their paperwork. I look at what they’re good at, what motivates them, and how they learn best so I can support them without letting a disability define them. With my colleagues, I stay humble, open to feedback, and authentic, always aiming to model East Central expectations. I always assume positive intent, value different perspectives, and respect the culture already in place before suggesting changes.

I enjoy working alongside general education teachers, special education staff, and families to ensure everyone feels included and heard. I believe the best results come from working together, so I create opportunities for collaboration and shared ownership. I make it a point to celebrate student growth, whether big or small, because recognizing progress helps build confidence and a positive school culture among all. I stay visible and approachable so students and staff know I’m someone they can trust and count on.

I’m passionate about keeping expectations high for all students. I write standards-based IEPs by carefully examining the breadth and depth of the general education curriculum, and I truly believe students with disabilities can make progress on challenging grade-level goals when they receive specially designed instruction tailored to their individual needs. My focus is always on access, growth, and meaningful learning. I teach tiny humans, and sometimes they teach me.

Our special education students CAN and WILL succeed, but they need a cheerleader in their corner. I’m that cheerleader. I never give up on them, I celebrate every step of progress, and I push them to keep going when things get hard. I believe in their abilities, even when the work is challenging, I make sure they know they are capable, valued, and unstoppable. With encouragement and unwavering expectations,  I help them reach goals they might not have thought possible because every student deserves someone who believes in them as much as I do.

I like big data, and I can not lie! I use progress monitoring, benchmark data, universal screeners, and student work samples to guide my instruction and reflect on what’s working. I believe student data comes from multiple points and is not always just a number—it can be seen in work samples, classroom observations, student engagement, conversations, and growth over time. Most importantly, progress on students’ IEP goals shows the true impact of my influence, clearly reflecting how intentional instruction, collaboration with general education teachers, and targeted support translate into meaningful student growth. I use this data to adjust strategies, target supports, and celebrate measurable and meaningful progress.
I’m always working to grow as an educator. I ask for feedback, reflect on my practice, and adjust when needed. I enjoy collaborating with and supporting others, helping teammates recognize their strengths and grow their skills while building shared leadership. Alone, we’re smart. Together we’re unstoppable (and slightly caffeinated).

I hold myself to high standards and stay focused on results. I set realistic goals, monitor progress closely, and respond quickly when challenges come up. My goal is always to make sure students are getting the support they need, teachers feel confident in our three EC powerhouse co-teach models, and systems are working the way they should to make a real impact.

I communicate clearly, honestly, and professionally while respecting confidentiality. I believe communication should go both ways, so I listen closely and value different viewpoints. I work hard to stay calm, thoughtful, and empathetic, even in tough situations, so people feel safe, respected, and heard. 

Overall, I lead the EC Way by seeing the ABLE, not the LABEL, keeping expectations high, using data with purpose, and creating a supportive, collaborative environment where all students can learn, grow, and succeed. 

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In a narrative response, to what degree do students learn, grow, and achieve in their classroom?  What data supports student growth and achievement in their classroom?

Interim Data
MAP Growth Data
CFA’s and DFA’s 

Of the 20 students I directly support in co-teach classrooms across 2nd, 3rd, and 4th grade, 15 demonstrated measurable improvement on their MAP Growth reading assessments. Several students made significant gains of 10 or more points, moving from well-below grade level to below grade level in reading. These gains reflect the effectiveness of targeted instruction, intentional co-teaching practices, and consistent progress monitoring.

Additionally, 92% of 2nd-grade students made progress toward their IEP goals in reading, writing, and math. 100% of 3rd-grade students and 100% of 4th-grade students made progress on their reading, math, and writing IEP goals from Quarter 1 to Quarter 2. This growth is a result of specialized support groups in which instruction is intentionally aligned to individual IEP goals. During these sessions, students receive targeted, skill-based instruction, guided practice, and individualized feedback focused on their specific areas of need.

Overall, data from MAP Growth assessments and IEP progress monitoring demonstrate that students in co-taught classrooms across grades 2–4 are learning, growing, and making meaningful academic progress toward both grade-level expectations and individualized IEP goals.

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Please provide evidence of ways you contribute to the overall school community. To what extent do you positively impact the school?

For example:

Do you mentor teachers or students?
Do you lead a department or grade level?
Do you participate in after-school programs or committees?

I support colleagues by sharing teaching ideas, co-teaching strategies, and resources to help meet the diverse needs of our students. I also offer guidance on implementing accommodations and supports that tie directly to students’ IEP goals. With my students in special education, I work one-on-one or in small groups to help them reach their goals and grow as independent learners. I provide targeted support, practice, and feedback that fit each student’s needs, and I help them build skills for staying organized, solving problems, and gaining confidence. Beyond academics, I encourage them to advocate for themselves, try new strategies, and approach challenges with a positive mindset.

While I don’t formally lead a department, I collaborate closely with 2nd-, 3rd-, and 4th-grade teams to plan lessons, review student data, and design supports that help all learners succeed. I often take a lead role in co-teaching planning and make sure supports are consistent across the classrooms I work in.

I get involved in schoolwide events such as STEM Nights, Parent Conferences, Student-Led Conferences, and the Fall Festival. These activities give me a chance to connect with families, support our school community, and help create a welcoming and positive environment for students and families.