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Gabriela Mar¨ªa Whitemarsh is a Bilingual Mathematics Teacher at Pasco High School in Pasco, Washington. As a former graduate and proud product of Pasco High School, she feels privileged to serve students and families in her hometown. Her colleagues describe her as a fierce advocate, fighting to ensure each student, especially the historically marginalized, has equitable access to opportunities leading to bright futures.

Throughout her 18-year career in higher and K-12 education, Gabriela has held several leadership roles at the school, district, college, and community levels. Some examples include creating and transforming programs in multilingual education and as a Director for STEM-focused programs, serving as Vice President of the Hispanic Academic Achiever's Program, and serving as the Multilingual Department Chair and Bilingual Facilitator.

One of her most significant achievements is the creation of the Advanced Multilingual Mathematics Program in 2018. This program designs pathways for students new to the United States to take advanced, college-level math courses while they acquire English, something previously unavailable to them. To date, more than 92 newcomer multilingual students have participated with 60 students having earned between five and 20 college credits ranging from precalculus to calculus.

Gabriela serves as a mentor to her colleagues, current students, and former ones as they navigate being first-generation college students. Furthermore, Gabriela has led numerous trainings focused on incorporating multilingual and multicultural practices aimed at increasing successful outcomes for multilingual students.

For Gabriela, teaching is her calling. Her family and students are the top priority in her life. Building lasting relationships beyond their four high school years is the foundation of her teaching philosophy. She believes each student can succeed at high levels, something that is reflected in her daily teaching practices. For these reasons, many students cite her as a source of inspiration to become teachers themselves.

Destiny, a seasoned behavior intervention teacher with 15 years of experience, has dedicated her career to fostering positive change in students' lives. She has been recognized with the National KONA Ice ACE Award and the BP Teacher of Excellence Award. Outside of school, Destiny serves on the Little League Board and is an active alumna with the College Success Foundation, handling scholarships for disadvantaged students, as she was once a recipient herself.

Destiny's approach is built on three fundamental pillars: student relationships, honesty, and fun. She understands that strong student relationships are the cornerstone of effective behavior intervention. By investing time in getting to know each student personally, Destiny builds trust and rapport, creating a safe space where students feel valued and understood. This personalized approach allows her to tailor interventions to individual needs, making her programs more effective.

Honesty is another key component of Destiny's methodology. She believes that transparency and open communication are essential for building trust and fostering a positive classroom atmosphere. Destiny is straightforward providing students clear expectations and constructive feedback. Her honesty helps students develop self-awareness and accountability, empowering them to take ownership of their actions and make positive changes.

Fun is the third pillar of Destiny's approach. She recognizes that learning and behavior change can be challenging, and incorporating fun activities makes the process more enjoyable and engaging for students. Destiny has been known to let students pie her in the face and crack eggs over her head. This emphasis on fun enhances student engagement and helps build a positive association with learning and personal growth.

Destiny's innovative approach has transformed countless lives, helping students develop the skills and confidence they need to succeed both academically and personally. Her dedication and unique methodology make her a standout educator in the field of behavior intervention.

Gail Gregory has dedicated 34 years to fostering an inclusive, family-like environment in her classroom. With a Bachelor's in Elementary Education from Eastern Washington University and a Master's in Professional Development from Heritage University, Gregory has taught first, third, and second grades all at Hilton Elementary in Zillah, WA. Her long-time presence in this community has helped build lasting relationships with colleagues, students, and their families.

Gregory's classroom philosophy centers on creating a "school family." She passionately believes that strong relationships and a sense of belonging support students to flourish and reach their full potential. Morning meetings, activities where students acknowledge and celebrate each other, and collaborative projects that encourage teamwork and mutual learning are all essential components of this "school family" environment.

A distinctive feature of Gregory's classroom is the monthly visit from a certified therapy dog. Gregory's first therapy dog, Tanner, was honored with the WSVMA Animal Hall of Fame award for his contributions. Since 2023, Gregory's current Labrador Retriever, Ollie, has provided emotional support, listened to students read, and helped build their confidence, becoming an integral part of the classroom family.

Recognized as a past Zillah School District Teacher of the Year, Gregory's impact has extended beyond the classroom. She has mentored new teachers and guided high school students through the Future Teacher Program. She has also served as an ELA Fellow, led staff development, and served on numerous committees, including the District Guiding Coalition Team.

Gregory is deeply committed to the entire school community, from fostering a family-like environment to communicating with parents and caregivers to strengthen the partnerships between home and school. She is dedicated to continually improving educational practices that ensure her students, as well as those throughout the entire school community, receive the best possible education to support their academic and personal growth.

John Zingale teaches U.S. and Washington State History at Vancouver iTech Preparatory, a STEM-focused, early-college magnet school in Vancouver, Washington. He engages students using his HiPstory (Hands-on, individualized, Project-based History) model which supports learning through exploration of diverse topics, innovative student-driven projects, ½ñÈÕ¿´ÁÏ, and a celebration of historic contributions.

In John's class, students are the historians. They research the past first-hand, becoming investigators, archeologists, tour guides, museum exhibit designers, documentarians, and writers of policy. As official partners with the Fort Vancouver National Historic Site and the National Park Service, John's students developed interactive virtual reality tours and online exhibits of 3Dscanned artifacts for visitors. Over the past decade, John built a nationally competitive National History Day program, coaching middle and high school teams while co-coordinating the regional competition.

Dedicated to advancing social studies and technology education, John serves on the board of the Northwest Council for Computer Education and previously served as a leader with the Washington State and Oregon Councils for the Social Studies. He is a Google for Education Certified Teacher, Innovator, and Champion. Additionally, he is a building union representative, mentors student teachers, contributes open source curricular units, and presents at educational conferences.

John empowers students to shape the future, modeling this through his own ½ñÈÕ¿´ÁÏ. He ran for the Washington State Legislature, participates in local historic preservation, and volunteers with civic organizations. Students follow suit by becoming published historians, serving as legislative pages, and testifying for bills. Every student leaves his class not only with a handcrafted pocket constitution, but the knowledge of how to use it.

John has earned multiple regional, state, and national teaching awards for his innovative teaching, advocacy, and leadership. He is honored to be a champion for young leaders as they propel change in their communities and beyond.

Jacqueline Gibbons is an experienced educator with over 30 years of teaching, dedicated to helping students from underserved backgrounds find success in mathematics. With certifications in K-8, Math 4-12, and History 4-12 in Washington State,

Jacqueline began her teaching career under challenging circumstances. She student-taught 2nd grade during a time of double levy failure and was hired one week before the start of the school year to teach 7th and 8th grade math at Nisqually Middle School, a Title I school in a high-poverty area.

Having come from a similar background, Jacqueline relates deeply to the challenges her students face and is passionate about using education to break the cycle of poverty. Her dedication to student success extends beyond the classroom. In her first year of teaching, she was selected to join the Washington State Math Assessment Leadership Team (MALT), where she contributed to refining the state's math standards, test specifications, and item development. Jacqueline also served as a member of the Middle School Math Leadership Team, creating professional development for teachers in both instruction and assessment.

In addition to her classroom role, Jacqueline was a Teacher on Special Assignment at Nisqually, where she helped implement district math initiatives. She earned a Master's degree in Education with a focus on Creative Arts and applied this expertise as part of the planning team for Aspire Middle School for the Performing Arts, where she serves as math lead, assessment coordinator, and teacher of advanced 7th grade, algebra, and geometry.

Jacqueline is committed to student growth, tutoring multiple mornings each week and providing after-hours support. Her high expectations for students are paired with the support they need to succeed. With her focus on math as a key to future success, she strives to empower every student to overcome obstacles and achieve their potential.

Shannon Green has been an educator with the Sequim School District for 18 years, dedicating her career to teaching elementary. Throughout her tenure, she has consistently demonstrated a passion for fostering academic growth and student success. Shannon holds a National Board Teaching Certificate, a mark of her dedication to excellence in education.

Her commitment to professional development is evident in her proactive approach to acquiring new content and pedagogical knowledge. Over the years, Shannon has attended numerous training sessions, particularly focused on the district's math curriculum, Eureka. Her deep understanding of the curriculum has not only informed her own teaching but also allowed her to guide and mentor fellow educators in making instructional decisions. This expertise led her to present her findings in the National Council of Teachers of Mathematics (NCTM) in Washington, D.C., where her school was recognized for "bridging the achievement gap," an honor that further solidified her as a leader in her field. 

Outside of her classroom, Shannon has played an instrumental role in her school's Professional Learning Community (PLC) grade-level team. She has spent this year deepening her literacy knowledge by mastering the UFLI curriculum, with a focus on supporting second-grade students who are struggling readers. Shannon is also committed to integrating technology and equity into her teaching practices, ensuring that all students have access to the tools they need for success. In addition to her teaching responsibilities, Shannon has served as a coach for middle school volleyball and basketball, fostering teamwork and leadership in students both inside and outside of the classroom. Her teaching style is centered around building strong relationships with students, continuously analyzing and reflecting on her practices, and adjusting her methods to meet the diverse needs of her students.

Stephen Pickard teaches band at Rogers High School and Dessie Evans Elementary School in Puyallup, Washington, where he serves students across a wide range of experience levels¡ªfrom beginning fifth grade musicians to advanced high school performers. His teaching emphasizes musical excellence, student growth, and a welcoming, inclusive classroom environment.

Stephen earned his Master's degree in Conducting from Central Washington University (2019¨C2020) as well as his Bachelors in Music in 2012, and was named a Tacoma Concert Band Conducting Fellow for 2023¨C2024. Under his direction, student ensembles have consistently earned superior ratings at regional and state festivals. He is committed to supporting future music educators, having hosted multiple student teachers and contributed to district professional development efforts.

Beyond the classroom, Stephen is actively involved in state and national advocacy for music education. He currently serves as Chair of the NAfME (National Association for Music Education) Band Council, where he works to promote access, equity, and high-quality instruction in band programs across the United States. He also is a member of the Tacoma Concert Band, where he is in the trumpet section and a recent recipient of the Robert Musser Conducting Fellowship.

Stephen's approach to teaching is student-centered and relationship-driven. He believes in the potential of every young musician and seeks to create a classroom culture where curiosity, collaboration, and creativity thrive. Whether guiding a jazz ensemble, leading a concert band, or helping a fifth grader make their first sound, he brings care, clarity, and energy to his work every day.

While honored to be considered for this recognition, Stephen sees his accomplishments as a reflection of the students, families, and colleagues he learns from and works alongside. He is deeply grateful and humbled to serve a community that values music and supports its role in developing well-rounded, engaged young people.

Madonna Konshuk-Carlton is a Life Skills teacher in the Lake Chelan School District. She works with individuals with moderate to severe disabilities and has taught in the area of Special Education for the last 20 years. Her main passion is working with individuals with disabilities and she remains focused on collaboration with outside agencies such as the Division of Disabilities Administration and other local agencies to advocate for those who have been marginalized by their disability.

In 2024, Madonna received the Lake Chelan School District teacher of the year award. The work she is most proud of is her program's collaboration with the University of Washington Autism Center and the Local MASH program from ESD 171. It is from these experiences that she has learned the importance of networking with local resources and experts in various fields in order to provide the most whole-child treatment plan to children with complex needs. Living in a rural community, Madonna has watched families struggle to find resources for their children with disabilities, fueling her continued advocacy to help bring resources to her community.

As a special education teacher, she has helped those most impacted by disabilities find ways in which to be successful adults. Madonna firmly believes that behind every successful Special Education teacher there are likely many very talented and dedicated para educators. Her experiences as a member of various district leadership teams have helped her to understand the importance of educating the "whole child" by being trauma informed, and providing collaborative educational environments conducive to social and emotional learning, as well as academic growth.

Ruwani Brohier is a 5th Grade Teacher at Cordata Elementary School in Bellingham. Ruwani is a rare and outstanding blend of rigor, warmth, and collaboration skills, making her an invaluable asset to the Bellingham School District and the reason she won the Bellingham Promise Award for Great Teaching in the spring of 2024.

Ruwani embodies the concept of a "warm demander." She maintains high expectations for all students and works tirelessly to ensure each student reaches their highest level of achievement. This is true regardless of their language background, socioeconomic background, disability status, or any other label a child can have. Her demanding yet supportive approach motivates students to excel, fostering an environment where academic rigor and personal growth go hand in hand. Her students consistently make significant growth, with most students showing several grade levels worth of growth in both reading and math.

Ruwani balances this rigor with a warmth that makes students feel valued and understood, creating a classroom atmosphere where learning is both challenging and joyful. She has an incredible ability to connect with students, understand their individual needs, and provide personalized support. This genuine care extends beyond academic success, as Ruwani is deeply committed to caring for the whole child.

Ruwani is also an excellent collaborator. She has a vast knowledge of academic best practices and working with multilingual students. However, she approaches every conversation in a learner stance and is ready to learn from every adult she interacts with. She is humble and creates a collaborative experience where both parties are eager to learn and grow together. She is also a valued member of the instructional leadership team at Cordata. Ruwani worked in several positions across grades K-8 in her former district; she was a classroom teacher, intervention teacher, and held TOSA roles.