Cast Your Vote!

Kourtney Eisberg

Grade 4 • All Subjects • Indiana

Q: If selected as the 2026 Teacher of the Year, how would you use the $5,000 award to support your students or further your professional growth?

A: If I were selected as the 2026 Teacher of the Year, I would use the funds to create an immersive Indiana History Lab in my classroom. I want to take social studies lessons beyond the textbook and provide a more hands-on experience for my students. Nineteenth-century maps, replicas of indigenous tools, and artifacts from Indiana’s early industries would be invaluable additions to my students’ education.

Additionally, I would purchase VR headsets to take my class on virtual field trips to sites we cannot easily visit in person. While I would not be able to buy an entire class set, I could purchase enough to use in small group rotations. Immersion would create multiple ways for students to engage in the material.

In my classroom, I do not want my students to just read about history; I want them to live it.

Q: How has being a teacher changed lives—including your own—and what moments remind you why this work matters?

A: Teaching has changed my life by moving me from my own private family into a public role where I am responsible for the growth of twenty-six unique minds. It has challenged my patience, creativity, and resilience, while also giving me a profound sense of joy and pride.

The moments that remind me why this work matters are the “aha” moments—when a concept finally clicks and confidence begins to soar. The ‘aha’ moments are reminders that I am not just providing the students with information, I am helping them transform.

Arilene Gaxiola

Grade 8 • Mathematics • Arizona

Q: If selected as the 2026 Teacher of the Year, how would you use the $5,000 award to support your students or further your professional growth?

A: If selected as the 2026 Teacher of the Year, I would use the $5,000 award to better support my students by providing meaningful learning opportunities for all. As an 8th grade math teacher, I see firsthand the challenges my students face, especially when trying to meet the needs of different learning styles. My goal is to create a classroom where students feel safe, respected, and not afraid to take risks in their learning.

Many of my students are English language learners and newcomers to the United States. They come from families who work long hours in the fields and often face challenges beyond the classroom. Because of this, I want to create an environment where they feel valued, supported, and capable of success. These funds would allow me to incorporate more hands-on and engaging math activities that connect learning to real life. I would invest in manipulatives, visual aids, interactive lessons, and math projects that help students understand concepts in a deeper and more meaningful way. Overall, this award would help me continue building a classroom where students feel supported, challenged, and proud of what they can achieve.

Q: How has being a teacher changed lives—including your own—and what moments remind you why this work matters?

A: Being a teacher has changed my life in ways I didn’t expect, making me more patient, empathetic, and aware of the challenges students face at a young age. As an 8th grade math teacher, I know it’s not just about numbers but about helping students build confidence, especially those who feel they are not good at math. Many of my students come from families who work long hours in the fields and may not always have support at home, which is why I focus on creating a safe and welcoming classroom. One moment that stayed with me was when a student told me his mom didn’t believe in him. I reminded him that I did, and that he had purpose and the ability to do great things. He responded, “I know, teacher. I know you believe in me, even if my own mom doesn’t.” That moment reinforced why this work matters. For many students, school is their safe place, and when they feel valued and supported, they begin to believe in themselves and their future.

Jennifer Matthews

Grades K4-8 • Media Specialist/Librarian • South Carolina

Q: If selected as the 2026 Teacher of the Year, how would you use the $5,000 award to support your students or further your professional growth?

A: If selected as the 2026 Teacher of the Year, I would use the $5,000 award to expand opportunities for my students while also strengthening my own practice as a school librarian. A large portion would go directly back into the library to grow a more high-interest collection—especially books that reflect experiences and titles that appeal to reluctant readers. I would also invest in flexible seating and collaborative spaces to make the library even more welcoming and responsive to the needs of the whole child.

Another priority would be enhancing our makerspace materials that allow students to explore, create, and share their learning in meaningful ways.

For my own growth, I would dedicate a portion of the award to professional development, attending conferences or workshops that help me stay current in literacy, information skills, and student engagement. Bringing those ideas back to my school would multiply the impact.

Ultimately, this award would be an investment in curiosity, access, and connection—ensuring that every student who walks into the library finds both resources and a place where they belong.

Q: How has being a teacher changed lives—including your own—and what moments remind you why this work matters?

A: Being a school librarian has changed lives in ways that are both quiet and powerful—including my own. In my role, I get to meet students exactly where they are and support the whole child—their academic growth, yes, but also their interests, identities, and sense of belonging. Sometimes that looks like building research skills or supporting a class project, but just as often it’s about helping a student feel seen, capable, and curious.

One of the most meaningful moments is watching a reluctant reader find “their” book or genre—the one that finally clicks. You can see the shift as they come back wide-eyed with excitement to ask for the next book or just to tell you what happened. That spark, when reading becomes something they want to do, never gets old.

My students have changed me, too. They have made me more patient, more flexible, and more willing to try new approaches. They remind me every day that connection comes before content, and that small interactions can have a lasting impact.

The moments that stick with me aren’t the big events—they are the everyday ones: a student asking for a recommendation, a kid who didn’t think they were a reader checking out their third book in a month. Those are the reminders that this work matters. It’s not just about books—it’s about opening doors, building confidence, and helping students discover who they are and what they love.

Jordyn Salerno

Junior Kindergarten • All Subjects • Michigan

Q: If selected as the 2026 Teacher of the Year, how would you use the $5,000 award to support your students or further your professional growth?

A: If selected as the 2026 Teacher of the Year, I would use the $5,000 award to strengthen the connection between my classroom and the families I serve. I believe lasting student success begins with strong partnerships at home.

As a Junior Kindergarten teacher, I have the unique opportunity to shape a child’s very first experience with school. While my role includes building foundational academic and behavioral skills, I believe my greatest impact comes from equipping families with the tools, confidence, and language to support their child beyond the classroom. When families feel empowered, students thrive.

This award would allow me to expand that impact in two meaningful ways. First, I would invest in professional learning by attending early childhood and family engagement conferences, deepening my understanding of best practices that I can bring back to my students, families and colleagues. Second, I would create accessible, take-home resources for families focused on simple, research-based strategies to support learning, communication, and emotional development at home. These tools (ex: conversation guides, 60 second scripts, topic readiness resources and family check-in wheel) would help create a consistent, supportive bridge between school and home. This investment would not only benefit my current students but also contribute to my long-term goal of developing scalable, family-centered programs that support educators and caregivers beyond my classroom. Ultimately, I would use this award to amplify what I believe matters most: helping children feel confident and capable, and ensuring the adults in their lives feel prepared to guide them every step of the way.

Q: How has being a teacher changed lives—including your own—and what moments remind you why this work matters?

A: I became a teacher because I believe every child is capable of success and full of untapped strengths. This belief has shaped everything about how I teach.

My philosophy is rooted in a strengths-based approach: when students are seen for what they can do and given the tools to grow, they begin to take ownership of their learning. I strive to create a classroom where even my youngest learners understand that their ideas matter, their voices are valued, and they have the power to succeed. When children are supported with both skill-building and encouragement, their possibilities become limitless.

At the same time, my students change me every day. Their sense of wonder is unmatched. They approach the world with curiosity, excitement, and full presence. Their approach helps me to slow down and truly notice the small moments. They don’t just observe; they experience. Through them, I’ve learned to find meaning in the everyday and to appreciate the beauty of growth in its earliest stages.

The quiet, powerful moments remind me why this work matters. I see students’ problem-solve together, navigate frustration with words instead of reactions, and apply coping strategies independently. I watch four- and five-year-olds step into leadership, supporting one another, persevering through challenges, and believing in their ability to succeed.

In those moments, it’s clear. This work is about more than teaching skills. It’s about shaping confident, capable humans. Being a teacher is a profound privilege, and it is work that continues to transform me just as much as it transforms my students.

Nich Witham

Grades 11 • English • Nevada

Q: If selected as the 2026 Teacher of the Year, how would you use the $5,000 award to support your students or further your professional growth?

A: First, I plan to attend the 2026 NCTE Annual Convention in Philadelphia. As a Nevada educator, bringing back national best practices in literacy is vital for my department. Collaborating with literacy leaders will directly inform my curriculum design, helping me implement high-level instructional strategies that meet the evolving needs of my students.

Second, I will establish a Student Publication Fund. Many of my students possess the talent to compete in national writing competitions, but submission fees often act as a barrier. This fund will ensure every student, regardless of financial background, has the opportunity to submit their work to prestigious outlets like the Scholastic Art & Writing Awards, fostering a culture where their voices are valued beyond the classroom walls.

Third, I will invest in a “Reading for Life” Literacy Lab. While declining ACT scores show a need for intervention, I believe the solution lies in building lifelong reading stamina. I will invest in Lexia PowerUp to provide adaptive, research-based comprehension support. To balance this tech, I plan to purchase tactile annotation kits (tool kids that include transparent sticky notes and highlighter tape) to embed active reading as part of our classroom culture. These tools move students from passive scrolling to active interrogation of a text, building the endurance necessary for both the ACT and lifelong learning.

Finally, recognizing that a teacher’s effectiveness is rooted in their well-being, I will dedicate a portion of the funds toward mental health wellness. By investing in professional therapy and wellness resources, I ensure that I remain a grounded, resilient, and fully present advocate for my students every day.

Q: How has being a teacher changed lives—including your own—and what moments remind you why this work matters?

A: Teaching has not just changed my life; it has redefined my understanding of human potential. My life has prepped me to become a teacher in ways that I continue to realize every day. Not only is it my social work background, but my history in the arts and connection to others that has provided me with honoring the individual. For me, this work is a daily lesson in empathy and resilience. It has taught me that while I may be the content expert, my students are the experts of their own lived experiences. My role is simply to provide the tools to help them narrate those experiences to the world.

I am reminded of a student who entered my room convinced they “weren’t good at English,” and was blocked by walls of doubt. After just a couple of weeks of seeing the potential of their work, I named them an “expert” in grammar and punctuation. Students had to come to them to get signed off on a small writing assignment. In that moment, they didn’t only grade; they found a voice and confidence. This student found many other moments this year to doubt themself and get frustrated, but everyday is a new day in my classroom, and despite their hard days, I think this student saw me as a trusted adult and trusted me as a teacher. This student digs into writing and reading nearly every day now and deeply connects with prompts and finds the will to be vulnerable, honest, and most importantly, themself. I don’t think I’ll ever forget this student’s ACT prep essay. The writing was so candid and honest about permanent choices they made to alter their physicality and the perceived judgment they felt. That exercise became an opportunity to remind them they are exactly where and what they should be, and an excelling student to boot. The personal story mixed with argument and reasoning was profound.

When we empower one student to read critically and write boldly, we are equipping a future citizen to contribute to the collective story of our community. This work matters because a student with a voice is a person with agency. Watching them realize that power is the greatest privilege of my life, reminding me every day that while the work is demanding, the impact is limitless.