The 扒哥黑料 Awards honor educators, schools, and districts who鈥痬ake a notable impact on student achievement by鈥�driving meaningful student learning and growth.鈥疭elected through a competitive nomination and application process, the 2026 winners exemplify a听诲别别辫听commitment to supporting students.听
2026 Educators of the Year
The DE Educator of the Year Award winners bring energy, creativity, and purpose to their classrooms, fostering learning spaces where students thrive. Though their instructional paths are unique, they share a common dedication to innovation, adaptability, and leadership as they build influential programs and encourage continuous student growth.听
Dr. Amber Dumbuya, ELA Teacher, School for Arts Infused Learning, Georgia
Dr. Dumbuya is an educator who supports students鈥� academic, social, and听personal听growth by pairing听high expectations听with curiosity, collaboration, and intellectual听risk-taking.听In her classroom, students engage deeply with complex texts and ideas through听inquiry鈥�based听lessons that emphasize close reading, research, and听evidence鈥�based听reasoning rather than simply finding the 鈥渞ight answer.鈥澨�听
Dr. Dumbuya听intentionally fosters a learning听environment听where questioning, discussion, and uncertainty are welcomed, helping students build confidence and view learning as a process of exploration and growth. Through collaborative projects and dialogue, students develop critical social skills such as listening to different听perspectives, working through challenges together, and building on one another鈥檚 ideas.听听
One particularly impactful experience was her听nine-week听interdisciplinary project听in which听students听used a nonfiction reading to听explore themes of stewardship and reciprocity by researching, planting, and caring for living plants.
This hands-on project transformed abstract literary themes into lived experience and deepened students鈥� sense of responsibility, patience, and reflection.听听
Dr. Dumbuya is known for her willingness to experiment with innovative instructional strategies, interdisciplinary learning, and thoughtfully selected technologies to enhance engagement and understanding. She actively integrates research, primary sources, and digital tools to create opportunities for students to synthesize ideas and express learning in multiple formats.听She believes that when students are听challenged, supported, and trusted听as thinkers, they听can听succeed far beyond the classroom.听
Milton Fernandez, 5th Grade Teacher, Seminole Elementary, Miami-Dade County Public Schools
Milton Fernandez is a听fifth-grade听teacher at Seminole Elementary in听Miami鈥�Dade听County Public Schools who creates a classroom grounded in curiosity, belonging, and possibility. His learning environment empowers students to take academic risks, explore big questions, and develop confidence socially, emotionally, and intellectually.听听
Through听inquiry鈥�based听instruction, Milton shifts learning beyond simply finding correct answers. He听designs听lessons where students lead discussions, collaborate with peers, and construct understanding together.听听
听Beyond core academics, he integrates robotics, chess, coding, and STEM challenges to help students听learn听through productive struggle.听He听is known for creating unforgettable learning experiences, including immersive historical lessons听(ask about the time he dressed in full 1770鈥檚 colonial attire to teach a social studies lesson!)听that transport students into the content and听spark听genuine excitement for learning.听听
Through intentional design, creativity, and unwavering commitment to his students, Milton Fernandez ensures that learners听don鈥檛听just master standards鈥攖hey develop the mindset and skills needed to thrive well beyond the classroom.听
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Mayank Handa, Special Education & English Teacher, Arizona Autism Charter Inc.
A dedicated educator at Arizona Autism Charter School, Mayank Handa consistently supports students鈥� growth by designing individualized pathways to success for all learners. He works closely with multidisciplinary teams to develop and implement data鈥�driven听IEPs, ensuring instruction is responsive, accessible, and aligned to each student鈥檚 developmental progress.听听
In his classroom, Mayank fosters confidence, resilience, and听self advocacy听through structured language supports, visual scaffolds, and consistent progress monitoring. One signature instructional experience integrates听real鈥�world听communication and life skills into English instruction, allowing students to practice job interviews, workplace conversations, and community interactions through听role鈥�play听and collaborative discussion.听听
Drawing on his background in career coaching and language development,听Mayank听was able to听help students connect academic learning to future independence and employment opportunities. Many students who initially struggled with participation gained confidence and began applying these communication strategies across academic and social settings.听听
Mayank鈥檚听research鈥�informed听practice is shaped by over 12 years of international teaching experience and specialized training in Special Education, ESL, and TESOL. Currently pursuing a doctoral degree in educational leadership with a focus on special education, he continually integrates emerging research and inclusive practices into his work. Through thoughtful instruction, collaboration, and leadership, Mayank Handa exemplifies a deep commitment to inclusive education that empowers students to overcome barriers and achieve lasting success.听
Melissa Myer, Itinerant Special Education STEM Teacher, Lancaster-Lebanon IU13, Pennsylvania
Melissa Myer is an itinerant special education STEM teacher who designs learning experiences that are accessible, meaningful, and empowering for every student she serves. She thoughtfully adapts materials, embeds Augmentative and Alternative Communication (AAC), and incorporates specialized tools such as switches and adaptive equipment to ensure all learners can actively participate and experience success. 听
Melissa breaks down complex STEM concepts into听hands-on,听cause鈥�and鈥�effect听activities that allow students to explore at their own pace while building confidence and understanding. Her lessons feature听high鈥�contrast听visuals, carefully positioned materials, and multisensory supports that remove barriers and create clear pathways to learning.听听
One standout example of her practice is a beach erosion lesson grounded in听real-world听science, where students used the STEM design process to investigate erosion and听engineer solutions through beach nourishment. This authentic, tactile experience strengthened students鈥� scientific reasoning while connecting learning to environmental challenges.听听
What sets Melissa apart is her unwavering commitment to access, dignity, and student voice;听communication and inclusion are foundational to every lesson she designs. She continually reflects on her practice, pursues new learning such as American Sign Language, and adapts her approach to meet evolving student needs. Through her intentional design, mentorship, and leadership, Melissa transforms access into opportunity and ensures STEM learning is truly inclusive for all learners.听
Holly Thomas, Elementary Instructional Coach, Burke County Public Schools, North Carolina
Holly Thomas,听elementary听instructional听coach in Burke County Public Schools in North Carolina, is an exceptional science educator and instructional leader who creates learning environments where curiosity, collaboration, and confidence drive student growth.
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Her听phenomenon鈥�based听instruction brings science to life.听Through structured discussion,听evidence鈥�based听reasoning, and student reflection, Holly empowers learners to arrive at their own conclusions and build deep conceptual understanding. She intentionally fosters collaboration and student voice, encouraging learners to share ideas, build on peers鈥� thinking, and respectfully challenge one another.听This听supportive classroom听environment听values听and celebrates听uncertainty and听risk鈥�taking.听
Beyond the classroom, Holly supports educators across the district by modeling lessons, leading professional learning, and ensuring instruction听remains听responsive to student needs.听A gifted collaborator, she works听closely with听others听to strengthen science teaching through reflective practice and meaningful feedback. Through her thoughtful leadership and commitment to听inquiry鈥�based听instruction, Holly elevates science learning for both students and teachers across her community.听
Samantha Westerlind, Elementary Technology Teacher, Cherokee County Schools, Georgia
Samantha Westerlind is an elementary technology teacher in Cherokee County Schools, Georgia, who transforms complex modern technology into meaningful, hands鈥�on听learning that builds critical thinking and interdisciplinary mastery. Her mission is to ensure students are not just digital consumers, but empathetic architects of the future who understand both the logic and ethics behind the tools they use.听听
Samantha bridges abstract science and STEM standards with tangible applications, engaging students in projects such as physical computing, environmental data analysis, and听cross鈥�grade听introductions to artificial intelligence. Through her intentional focus on AI literacy, students learn to build and train models rather than passively use technology. This allows them to听develop resilience听through听trials, errors, and iteration.听Samantha fosters听鈥渃omputational empathy鈥澨齜y teaching students that mistakes are data points鈥攈elping them persevere, reflect, and grow.听听
One signature project听of Samantha鈥檚听involved 4th graders training听AI鈥�powered听devices to help Kindergarteners practice gentle touch with therapy dogs, strengthening both digital literacy and听social听skills.听听
Samantha鈥檚 technology curriculum is fully aligned to core science and math instruction, contributing to measurable gains in school-wide science achievement. Through reflective practice, collaboration, and leadership beyond her classroom, Samantha Westerlind equips students with the confidence and skills to thoughtfully design the technology of tomorrow.听
2026 Schools of the Year
The 扒哥黑料 Schools of the Year are dedicated to empowering every student to reach their full potential and step confidently into the future.听We听celebrate the inspiring听stories and achievements of five exceptional schools recognized as 鈥淪chool of the Year,鈥澨�representing听the听very best听of education through creativity and commitment.听
A.D. Henderson University School and FAU High School, Florida
At A.D. Henderson University School and FAU High School, a deeply shared sense of purpose drives every aspect of the student and educator experience. As a public K鈥�12 laboratory school uniquely partnered with Florida Atlantic University, the school models what鈥檚 possible when research, innovative curriculum, and applied learning are fully integrated.听听
Students are held to exceptionally high academic and behavioral standards while听benefiting听from a comprehensive, multi-tiered support system that ensures every learner can thrive. Research is not an add-on but a cornerstone of the school鈥檚 identity, engaging students as active creators of knowledge. This has yielded听nationally recognized outcomes, from peer-reviewed publications to patents and prestigious awards.听听
听Purpose-built science spaces and vertically articulated STEM curriculum signal to students from the earliest grades that they are scientists, thinkers, and problem-solvers. Peer mentoring听at the high school level听deepens learning while cultivating leadership and communication skills.听
Educators are equally empowered through robust systems of collaboration, coaching, and action research that treat teaching as a reflective, scholarly practice. Through early college pathways, world-class partnerships, and authentic research experiences, students graduate with unparalleled academic and professional opportunities. Together, these elements form a cohesive model of education that is rigorous, inclusive, research-driven, and designed to connect classroom learning to the wider world.听听
Alternative Paths Training School (APTS), Virginia
Alternative Paths Training School (APTS) is a nonprofit special education private day school dedicated to supporting learners with special abilities across academic, behavioral,听and life domains.听听
Guided by a belief that every individual deserves enriching听and听meaningful opportunities, APTS empowers students through highly individualized instruction, adaptive听support,听and intentional skill development that enhances quality of life at all stages. APTS implements specialized听programs听to address independent living, adaptive behavior,听social鈥�emotional听learning, and career readiness.听
听Student needs are听identified听and addressed through a modified MTSS framework, and learning extends beyond the classroom through Compass Clubs, life skills labs,听community鈥�based听instruction, and enrichment experiences that mirror authentic school and community settings.听听
听APTS also prioritizes access to joyful, inclusive extracurricular experiences through differentiated assemblies, celebrations, and schoolwide events. Through strong partnerships, continuous data review, and a commitment to equity and growth, APTS ensures learners develop the skills, confidence, and agency needed to thrive within and beyond the school environment.听
Armwood High School, Hillsborough County Public Schools, Florida
Armwood High School is guided by a clear and consistent mission grounded in the belief that every student deserves rigorous instruction, strong relational support, and systems that remove barriers to success.听听
This vision is operationalized daily through the school鈥檚 Triple R framework of听鈥淩igor, Routines, and Relationships,鈥澨齱hich creates coherence in teaching, learning, and leadership.听听
Armwood鈥檚 work is aligned with Marzano鈥檚 High Reliability Schools framework, embedding excellence through safe learning environments, effective instruction, and continuous improvement.听Data鈥�driven听practices, including structured data dives and weekly MTSS meetings, allow educators to听identify听needs early and implement targeted听support.听
Learning extends beyond the classroom through career academies, community partnerships, service learning, and听real-world听experiences that build agency and relevance.
These aligned systems have driven sustained improvement in achievement, growth, graduation rates, and college and career readiness.听听
Through intentional leadership, strong instruction, and a听whole child听approach, Armwood High School ensures students graduate confident, resilient, and prepared for life beyond high school.听
Checotah Intermediate School, Checotah Public Schools, Oklahoma
Checotah Intermediate School is driven by a deeply lived mission:听Creating Individual Success and Challenging All to Succeed.听In this rural community, growth is measured not by comparison, but by how far each student progresses from their own starting point.听听
Every learner sets individualized academic goals in reading and mathematics, tracks progress monthly, and conferences with teachers to celebrate gains and adjust instruction in real time. This intentional focus on growth has transformed learning into a motivating, personal journey for students at every level.听
Student growth is recognized in many ways, with schoolwide celebrations that honor not just achievement, but also effort, perseverance, attendance, and character. The school prioritizes strong collaboration to help teachers, staff, and families stay aligned in supporting each child鈥檚 success. Through proactive, data-informed systems and responsive practices, Checotah Intermediate School can听identify听needs early and adjust support quickly so every student stays seen and supported.听
Learning extends beyond the classroom through STEM challenges, service learning, goal ownership, and authentic community partnerships. As a result of this听student鈥�centered听approach, Checotah Intermediate has achieved exceptional academic growth and national recognition while building a school culture rooted in belief, resilience, and possibility for every child.听
Phillis Wheatley Elementary School, Woodbridge School District, Delaware
Phillis Wheatley Elementary School (PWES) is guided by a clear mission grounded in excellence, equity, and the belief that every student can grow and achieve at听high levels. This shared purpose shapes instruction, systems, and school culture, ensuring that all learners are supported, challenged, and valued.听听
Academically, PWES delivers rigorous,听standards鈥慳ligned听instruction supported by a strong听Multi鈥慣iered听System of Supports (MTSS) that emphasizes early identification, targeted intervention, and consistent progress monitoring. Collaborative PLCs, curriculum听fidelity practices, and monthly instructional walkthroughs ensure听high鈥憅uality听instruction听remains听focused on student growth.听听
PWES prioritizes whole鈥慶hild development through a CARE鈥慽ng culture that teaches responsibility, empathy, and perseverance. Proactive behavior systems and restorative practices help students build self鈥憆egulation and positive relationships. Strong partnerships with families and the community further support student success.听
Learning extends beyond the classroom through arts partnerships, literacy experiences, and student leadership opportunities that connect academics to听real鈥憌orld听relevance.听听
Through aligned systems, intentional听support,听and a commitment to continuous improvement, PWES prepares students for success academically, socially, and emotionally鈥攂oth now and in the future.听
2026 Districts of the Year
The Districts of the Year for 2026鈥痑re redefining public education. Their innovative efforts are driven by collaboration鈥痑nd a commitment to ensuring all students are empowered to succeed. Today we celebrate these districts as a beacon of strong leadership and resolve.鈥�听
Barbers Hill Independent School District, Texas
Barbers Hill ISD is driven by its mission of听鈥淓xcellence by Any Measure,鈥澨齛听non鈥�negotiable听commitment that sets听high expectations听for every student academically, socially, and emotionally. The district鈥檚 rigorous internal benchmarks听ensure students are supported to move beyond passing toward true mastery of content.听听
Recognizing that excellence requires resilience and belonging, Barbers Hill invests in intentional supports ensuring every student is听socially and emotionally听connected and听CCMR鈥�ready.听听
Educators are empowered through elite instruction, targeted professional development, instructional coaching, and听data鈥�driven听PLC collaboration that keeps teaching aligned to district goals. A听multi鈥�tiered听system of support allows Barbers Hill to respond quickly to individual student needs through听high鈥�impact听interventions, enrichment, and inclusive practices.听Barbers Hill works diligently to ensure no child is overlooked.听听
Learning extends beyond the classroom through strategic partnerships with industry leaders and robust programs that provide听real鈥�world听experience and professional pathways. The district鈥檚听holistic approach听is reflected in consistent 鈥淎鈥� ratings from TEA and 100% CCMR readiness among graduating seniors.听听
Through innovation, intentional alignment, and a focus on the whole child, Barbers Hill ISD prepares students to graduate academically听equipped, socially resilient, and fully prepared for their futures.听
Waterford Public Schools, Michigan
Waterford Public Schools places student听well-being听at the heart of everything it does, creating a supportive and engaging environment where every learner is known, valued, and encouraged to thrive.听听
Through strong relationships, restorative practices, MTSS supports, and meaningful mentorship, the district intentionally nurtures students鈥� social and emotional growth alongside academic excellence. Waterford is deeply committed to听high-quality听instruction, investing in educator听expertise, aligned curriculum, and听evidence鈥�based听practices that meet the needs of all learners.听听
Its districtwide implementation of the science of reading and LETRS training has earned statewide recognition, empowering teachers to deliver precise,听research based听literacy instruction that drives measurable growth. In mathematics, Waterford听leverages听personalized learning to meet students where they are and accelerate progress. The district鈥檚 intentional use of data allows educators to听identify听needs early and respond with targeted intervention and enrichment.听听
Learning extends beyond the classroom through athletics, performing arts, robotics, career pathways, and strong student engagement opportunities that build confidence and connection. With听ninety-two听percent of graduates pursuing education beyond high school, Waterford defines success through academic growth, engagement, and readiness for life. Guided by strong leadership, collaboration, and innovation, Waterford Public Schools continues to stand out as a听student鈥�centered听district where all learners can flourish.听
Westinghouse Arts Academy Charter School, Pennsylvania
Westinghouse Arts Academy Charter School (WAA) is guided by a mission to deliver a rigorous,听arts鈥�integrated听education that prepares students for postsecondary success while nurturing creativity, character, and community.听听
At WAA, the arts are essential to learning, serving as powerful tools that deepen engagement, strengthen critical thinking, and build resilience across all academic content. Students experience听standards鈥�aligned听instruction infused with visual arts, dance, theater, music, and digital media, ensuring learning is meaningful, relevant, and connected to听real鈥�world听application. Social and emotional growth is supported through the PBIS 鈥淩ise Up鈥� framework鈥擱espect, Integrity, Success, Effort, Unity, and Pride鈥攚hich creates consistent expectations and leadership opportunities.听听
WAA鈥檚 MTSS structures, inclusive practices, restorative supports, and strong听student鈥�adult听relationships ensure all learners are听identified听early and supported with fidelity. Learning extends beyond classroom walls through performances, exhibitions, portfolios, and community partnerships that connect students to authentic audiences and professional standards. Through intentional systems and听human-centered听design, WAA equips students to grow academically, creatively, and听socially,听preparing听them to thrive in college, career, and life.听
