ALEAH WASHINGTON: So I just strive to practice whatever they may be struggling with, and then they see themselves overcoming one obstacle at a time. And then, you know, before you know it, you have a student who struggled to read, and they’re reading, or you have a student struggle to do math, and then they’re raising their hand in class to help the teacher answer a problem. So, you know, I think that’s a huge aspect, is just, I try to get them to just practice, practice, practice, and then we build that confidence. And also, I think what helps me with them is I’m a very like, be real teacher. Like, I’m going to be real with you and say that even as a 26-year-old, grown-up. You know, Ms. Washington struggles too, with a lot of things, and I think they see teachers as perfect and that they know everything. But I try to remind them that we’re all humans who have to practice and overcome to gain confidence in whatever we want to do in our life. So by doing this, I feel as it helped a lot of students trust me and know that we’re in this together to help them succeed in whatever way that is possible.

HANNAH BOWYER-RIVETTE: When we spoke with Mrs. Quinton, she shared the heartfelt reasons behind nominating Ms. Washington for this award. For years, Ty’s needs had been overlooked, and previous schools dropped the ball on placing him in an IEP program. But everything changed when Ms. Washington stepped in. She went above and beyond to ensure Ty received the support he needed, and Mrs. Quinton quickly saw the transformation as Ty began to catch up.

MRS. QUINTON: Well, you know, these are my last two. I have three adult children who are going through college, one’s done. And sadly, I have seen the passion for teachers decline where this is not like a passion anymore. And then you have, you know, Ty had got the ball dropped on him for several years in elementary school for trying to get him into an IEP program, and then we finally got him into a program in junior high. So start at sixth grade. He was doing really, really well over there, but unfortunately, we had to switch schools, not unfortunately at this moment, but at this moment it was unfortunate because we got him into a program, but then we got him over to, you know, Murray now, and he finished out sixth grade with IEP. Started seventh grade, again he fell through the cracks, and he was not in IEP for, you know, a few months, so he was struggling and failing. I called the school back, found out what was going on, and Ms. Washington, I mean, ran miles and jumped through hoops to help him and catch him up. And you know, at the time, he was so frustrated, like his grades were struggling. He was frustrated because he couldn’t get the help and resources that he needed. And then she came, and then just turned it all around for him. Because at first, he didn’t want to go to school. He was like, I don’t want to go, I don’t want to go.

MRS. QUINTON: And then also, too, like, she also has that passion and drive for teaching still, you know, she bonds with the kids. Her communication is really well with the kids. Like I said, you don’t have teachers going to sports events to support her kids. You know, she’s with these kids all week long, and then on her days off, she’s still gonna go and support these kids. So she’s pretty special.

HANNAH BOWYER-RIVETTE: As Mrs. Quinton shared, attending extracurricular activities for her students is a strong value for Ms. Washington, By showing up for them outside of the classroom, she builds stronger connections and shows her students that she is always in their corner. This support doesn’t just stop outside the classroom. Ms. Washington uses these experiences to bridge the gap between life and learning, helping her students see that education can be like their extracurriculars, and that consistent practice is the key to improvement. 

ALEAH WASHINGTON: So I think it’s an important value. I think it just builds deeper connections. Just seeing the kid’s face when they see their teacher in the stands or on the sidelines cheering them on. Their face, just like lights up. I think it’s the best feeling, not only for me to be able to support them, but also for them to see that I care beyond the classroom. And I love seeing their talents beyond the classroom, things that they love to do. I know coming to school, they’re always like, ugh, you know, math or English or something like that. You know what I mean. And although that’s very important, finding out what they love outside of that is important as well. So when they see you cheering them on and caring about what they like to do, personally, I think it just helps. And I’ve also noticed that when you do that, I feel like it helps in the classroom too. It motivates them more. You just build that morale with them. I feel like I’ve built that morale with them, so it’s easier to have them understand, you know, we can do good in the classroom just as good as we can do out on the field or on the basketball court or at your concert or anything like that.

ALEAH WASHINGTON: You know, with my kids on IEPs, they think that their disability is just such a burden that they can’t ever overcome it. And they think that, you know, I’m special education and I’m like, there’s nothing wrong with that. That is perfectly fine that somebody needs a little extra help. We all need a little extra help at times in our life, and it’s nothing that you know you can’t get over or overcome. And you know, with a lot of my students who are especially in sports beyond school, I always tell them, like, what do you do when you practice your sport? Why do you do it? To get better. So whenever you’re practicing your sport, that’s the same with math, reading, spelling. You practice, you practice, you practice, you get better. So that’s just something that you’ll always have to do throughout your life, you know what I mean, to complete the milestones that you’re wanting to get at.

HANNAH BOWYER-RIVETTE: Ty has experienced firsthand how Ms. Washington’s dedication goes beyond the classroom. He shares how Ms. Washington creatively weaves lessons from extracurriculars into her classroom and transforms learning into something relatable and exciting.

TY PINCHEM: I think a time I can remember and understand is when I was struggling to remember lessons and so it was hard to complete my work. I really love football.

TY PINCHEM: It made me look at school different. She helped me understand that I can be just as good at school as I am football. I am grateful for her for that.

HANNAH BOWYER-RIVETTE: Mrs. Quinton shares more about how the impact of Ms. Washington’s dedication extends beyond the classroom. Ty has experienced growth, not only academically, but personally. His improved confidence is shown not just at school, but also at home.

MRS. QUINTON: His confidence overall. Because I know when he was struggling, he you know, he would deflect and make himself out to be like a class clown, instead of, you know, being looked at as somebody who was struggling. You know, which then obviously led him to be in trouble at home. Especially like seventh grade, because like he did, get behind. So once he got in with her, I could see that his confidence went up. His behaviors came back down, and he started to really focus and get back into it. So absolutely, like she definitely, absolutely helped build his confidence.

HANNAH BOWYER-RIVETTE: For students like Ty, Ms. Washington’s dedication creates a safe, supportive environment where confidence can grow. Her impact on Ty has provided him the tools he needs to believe in himself. In his own words, Ty shares more about the positive influence of Ms. Washington.

TY PINCHEM: She can help me understand things. She takes the time to break information down in a way that makes it easier to understand. She also cares and makes time for me with the things we need.

HANNAH BOWYER-RIVETTE: Teaching students of varying abilities, grade levels, and subjects has allowed Ms. Washington to develop adaptability in her teaching. Every day brings a new opportunity for her to understand and respond to her student’s unique needs, which allows her to meet her students where they are. Her commitment to understanding everyone’s unique needs ensures that every student is seen. 

ALEAH WASHINGTON: It seems like at times, I am being pulled in like 500 directions, just because I do have so many kids, and all of them are different. That’s different personalities, different disabilities. So some days are extremely difficult. But I think a way that I handled that, and what I’m blessed with is with my certain job is I’m able to kind of go about my day with whatever they need, if that makes sense. So like a teacher who teaches math, they have seven classes a day of just strictly math. Me, I give them what’s called push-in minutes. So that means I’m going into their general education classrooms and I’m giving them whatever support they need. So I’m pulling, I’m pushing in. Just whatever they need at that moment. They can come knock on my door, say I need this. So I think that’s what gives me a lot of like leverage to be able to be the help that they need whenever they need it. So and then at the end of the day, they come back to me for what’s called a study skills class. And it’s basically a class where they say, where I’m saying a lot of the time, okay, you have this, this and this missing. What do we need to work on? I also have a great para who is a great assistance to me and my child. Ty loves her too, so she is also of great help to them at any time. So that’s the way that it seems doable to be able to give them exactly what they need.

HANNAH BOWYER-RIVETTE: Mrs. Quinton shares more about how Ms. Washington keeps an open line of communication, making it easy for her to stay involved and informed. Despite juggling multiple grade levels and subjects, she prioritizes engaging with families, making sure they feel included in their child’s learning journey.

MRS. QUINTON: What sets her apart, and I think, you know, I would think that Ms. Washington would be more challenged because she doesn’t have one subject. She has many subjects. She doesn’t have, you know, seventh graders all at a seventh-grade level, or eighth graders all at eighth-grade level. She’s got kids up and down, all over, which I think, you know, is challenging in itself, and then especially with IEP. You know, we have meetings. We keep in contact about what’s going on on a regular basis. But not only that, but if I have a question or a concern, I can email her, and she immediately gets back to me. And communication is so important when you know, I have another child, I have two eighth graders, not just one, I’ve got two. And I can talk with her, you know, with all of Ty’s subjects, because if I’m not getting the answers or responses from the teachers, she will go get those answers or responses and then let me know what’s going on.

MRS. QUINTON: But then she just doesn’t do that. But, I mean, like I said, she’s with her kids five days a week. And, you know, these aren’t kids that are going in and, like, you know, just sitting down to learn, these are kids that are going to challenge her, and some of them do challenge her, and she still does it gracefully. And then on days off, like to show up at you know, sports games and stuff and support the kids is, you just don’t see that.

HANNAH BOWYER-RIVETTE: During our conversation with Ms. Washington, she reflected on the moments that make teaching meaningful for her. For her, being able to leave a life-changing impact fuels her passion for teaching. She strives to equip her students with skills and confidence that will extend far beyond their years in her classroom.

ALEAH WASHINGTON: But I just have one that stuck out to me, where a student who is now in high school, before they left they told me that I saved their life and that they will always remember what I have taught them. The, you know, the care and love that I showed them, and that just how I made them feel. So that really stood out to me. I feel like that’s what I do for these kids every day, and that’s what I strive to make them feel like, not only when they leave these school grounds, but when they leave me and go to high school or move up in their years. I want them to be, you know, 50, and be like, oh, I remember what Ms. Washington said, or how she made me feel. So I just, working with students who feel like they genuinely love me and I, like, genuinely love them. It’s so easy some days it feels like to just be here, because like, it just works and it flows. So it just makes me feel extremely blessed. I love teaching because I feel like I’m meant to be doing this, and I am extremely grateful for the path I have traveled. And I just hope that I can continue to impact their lives in a positive way that they’ll just remember and you know, do good beyond me.

HANNAH BOWYER-RIVETTE: Thank you so much for listening and joining us today to learn more about Aleah Washington, our January honoree and recipient of the Honored National Teaching Award. To read more about her story, you can visit our website at honored.org or click the link in the episode description. If you have a teacher who you want to recognize and nominate for our teaching award, you can head to honored.org/nominate to recognize a teacher today. If you enjoyed today’s episode, you can follow us and leave us a review on whatever podcast platform you’re listening in from. Thanks again for listening, and make sure to tune in next month to hear the incredible story of our February honoree.