Teacher of the Year

Ms. Dena Dale

I believe four things drive my teaching: respect, relationships, risk-taking, and relatability. I will admit, I did not realize they all started with R’s until now.

Respect: Throughout my career, I have been blessed to have students hand me a compliment that means more to me than any others. “You don’t treat us like kids. You treat us as equals.” Those words mean more to me than any test score, any goal achieved, or even any personal accolade. Each year, the biggest message I always want my students to learn, and learn first, is that we are learners together. None of us can be successful without each other. A huge part of that equation is showing them that who they are is enough, that their strengths are valued, and their weaknesses are just opportunities for all of us to learn together. In my experience, “weaknesses” often turn out to be insecurities, and most of the time the battle is getting them to believe in the potential I know is within them. What is creativity and confidence if not the ability to think for yourself and feel respected enough to share and merge those ideas in with others? As a language arts teacher, I need them to see that I value the voices of my students, their views of the world, the way they interpret things, because all of it influences how they view and interpret the words of others. (IE: Authors, poets, etc.) While other subjects are more about the voices of historians, mathematicians, theorists, and scientists…my world revolves around the voices of my students and the value they bring to everyone in the classroom when they allow themselves to be vulnerable, and they share that. The value of being heard.

Relationships: The best part of my job is getting to know students on a level deeper than just “student and teacher.” I want to know who they are, how they learn, what they believe in, what they think, what their dreams are, and what their strengths and weaknesses are. I want to know them as people and not just as little learning machines or data points on a spreadsheet. I teach 13 year olds, and I’m seeing more and more that they believe teachers are obstacles to get over, and they believe that teachers are just another figure in their life that doesn’t understand them. My job is to push through that and to give them their voice back, to show them that their voice matters, and assure them that I don’t just want to listen...I want to hear them. I attribute the success I’ve had in my career to the fact that I build relationships with students instead of just showing up to throw information at them each day.

Risk taking: I am also a big proponent for showing students that mistakes are ok and are welcome. I’ve made a ton of mistakes in my life, mistakes that were horrible at the time, but there isn’t one mistake that I haven’t learned from. I believe that sometimes students need to see that adults don’t expect them to be perfect, and that we…in turn…were not perfect ourselves at their age. At any age, for that matter. Learning to laugh at yourself is a rare skill, but it is a skill that I can model for them each and every day. Besides, in writing, mistakes often turn out to be some of the best stories and lessons.

Relatability: I teach writing all day long, a subject that is groaned about by young and old, and yet I use my love for it to teach others not only the importance of the craft…but why they should love it too. There’s a quote that I live by in my classroom each day, “Enthusiasm Ignites Greatness,” and I’ve found that the enthusiasm that a teacher has for a subject when broken down and simplified when you show your students your own struggle with the material, creates a love for that subject and a greater appreciation. Each year I get 120-ish students who hate to write. They want their voice heard and they want it appreciated, but they do not want to put those words down on paper. When they hear that I’m a writer and that I’ve been teaching for over twenty years, the first response is to clam up and not want to put words on paper. It is only when I express just how difficult it is, what my challenges are, how I’m great at it but it’s still scary, and share knowledge from published authors throughout history, that students start seeing that they aren’t alone in this struggle. I make it my point to write back to every student, no matter what the assignment is, and I tell them each day that I will be writing everything that they are writing in class. I model it, I own it, and I live it right with them. (Mistakes, failures, successes, and all!)

Ms. Angelique Sharpe

When I first entered my teaching program, I decided that my teaching philosophy would always be simple: all students deserve to learn and have a great education in order to improve their future and ensure they have a good life. From the first day I began teaching, I have held true to that philosophy. I believe my students deserve the best out of me every day, so I come to class prepared, well-planned out, full of energy and ready to motivate them to learn and love math the way I do. 

My philosophy of teaching mathematics is to show students how important and useful math is in the real world. Most students do not feel comfortable learning math because they do not understand how to apply it. My goal is to show how every math standard can be applied to life.

Ms. Carla Youmans

In education, people often ask teachers, “What do you teach?” Most teachers reply to this question with a grade level and a subject.  My reply, always, is “I teach kids.”  While I am a believer in structure and standards (and these things guide my daily practice as an educator), I feel that my journey as a person and an educator are filled with compassion, passion, firmness yet flexibility.  Developing a classroom and professional culture built around my definition of LEARN helps me be the teacher I wanted as a student.  The L is LEARN revolves around love.  Teachers need a strong love of learning, the subject matter or grade level in which they teach, a love of “constant improvement,” and a love of people and children.  Expectations represent the E in LEARN.  I set high expectations of myself, my students, and my peers.  Putting in the work to perform at my best is something in which I take great pride; therefore, I expect it of others. Respect is a key to success in ANY environment. Respect for myself, my students, my peers, my community and my family (work/life balance) is imperative in the school classroom to create an engaging and successful learning environment. Finally, the N signifies my desire to constantly get better by NEVER stopping learning.  Whether it is learning new technology, new students’ names, new strategies, new colleagues, etc…we can NEVER stop learning!  I encourage all to remember to LEARN on their journey!

Ms. Jessica Ashley

Ms. Catherine Duncan

My name is Catherine Duncan, and I have dedicated my life to teaching mathematics to students with special needs. From a young age, I knew I wanted to make a difference in the lives of children, and becoming a special education teacher has allowed me to fulfill that dream.
 

I began my career 10 years ago in GCPS, armed with a degree in Special Education and a passion for helping students overcome their challenges. Throughout my journey, I have always prioritized building strong relationships with my students. I believe that understanding each student’s unique needs and strengths is the key to effective teaching.
 

My classroom is a place where every student feels valued and supported. I use a variety of teaching methods to ensure that all my students can understand and enjoy mathematics. Whether it’s through interactive technology, hands-on activities, or personalized instruction, I strive to make learning engaging and accessible for everyone.

Hard work and dedication are at the core of my teaching philosophy. I spend countless hours differentiating lessons, creating specially designed instruction, and seeking out new resources to enhance my teaching.

In addition to teaching, I am committed to my own professional growth. I regularly attend professional development and have began to facilitate trainings at Math Bootcamps demonstrating effective co-teaching in math. I am committed to enriching future educators as well. I have mentored new teachers and student teachers, sharing my knowledge and passion for special education to help them succeed.

My greatest joy comes from seeing my students progress and grow confidence. I believe that with the right support and encouragement, every student has the potential to excel. My goal is to inspire a love for learning in my students and to help them achieve their full potential.

Teaching is not just a job for me; it is my calling and purpose. I am grateful for the opportunity to make a positive impact on the lives of my students every day.