Every year, every semester, teachers meet new students, each one unique in personality, dreams, and backgrounds, including many who are part of diverse and disabled communities. Because Ms. Neukirch recognizes and values these differences, a belief her parents instilled in her, she creates a classroom setting that is an inviting and open space where students can be themselves and share their viewpoints. A setting format she learned from her childhood teacher, Mr. Ward, and had the opportunity to experience firsthand.

For Neukirch, choosing a career in teaching was a natural progression from growing up in a family of seven and the child of teachers. Her father was the first in his family to go to college, and her mother was one of very few female students to attend MIT in the late sixties and early seventies. Her parents had tremendous respect for education and educators and made learning a part of the family’s everyday life. Math and logic games kept them entertained and sparked curiosity.

Her teaching career began when she was six years old and pulled out the chalkboard slate to play school with her younger brother. The details of her instruction aren’t clear, but she believes it involved math equations that were a bit too advanced for her three-year-old brother. After graduating from her makeshift classroom, she taught dance classes and tutored. For the last fourteen years, she has been teaching at the high school level, seven of those at Metea High School where she met Gaby.

“Gaby struck me immediately as a tremendous student,” Neukirch says. “Gaby was a student who took her work and autonomy extremely seriously—she completed assignments quickly and very well, but was always open and receptive to feedback, and would go back and revise assignments—not for a grade, but because she knew she could improve.”

In the years Neukirch has been teaching high school, Gaby is the first student she’s had with Tourette’s. And while Gaby’s mother did provide her with background about the disorder and how it affects her daughter, Neukirch sought additional information to educate herself in ways she could help her student succeed and thrive.

“It is clear that Ms. Neukirch always maintains a desire to grow,” Gaby says. “She takes the time to learn how best to support me, and that is something I appreciate beyond words—something that many others are unwilling to do.”

Never being complacent is a goal Neukirch has for herself as a teacher, and for others. She works with freshmen government students to develop future leaders and encourages all students to take academic risks letting them know they will always be supported and valued. When asked how this relates to goals for her students she says:

“I want my students to grow their self-confidence and sense of self-worth and efficacy. I want my students to see themselves as people who are capable and strong and can achieve the lives they want for themselves, and to be positive forces for changes in their own world around them.”

Gaby is not the only person at the school impacted by Ms. Neukirch. Her classrooms are filled with students who benefit from her kindness, teaching style, and willingness to help them through struggles. She is a positive member of the Metea Valley staff, the department liaison, and a mentor for other teachers.

“She puts together weekly memos about our department and their families and sends them out to help build community in the department,” Dr. Darrell Echols, principal at Metea Valley High School, says.

Gaby thrived in Neukirch’s classroom structure and appreciated the opportunities she and other students had to express their needs. Gaby, herself, was open and honest, explaining the best ways for support, but her decision to share stressful situations or assignment problems was not a requirement. Ms. Neukirch values the student’s privacy. Gaby chose to include her teacher because she trusts and respects her. Neukirch credits her students for being advocates for themselves, but Gaby says it’s also her teacher’s flexibility that makes a difference.

“Ms. Neukirch goes out of her way to make sure I have equal opportunities to show her my knowledge.”

At times that means Neukirch advocating for her students on a higher level or taking time from her own schedule. On one occasion, Gaby was unable to participate in a class discussion because of an active tic day. Ms. Neukirch sat with her at a later time to have that conversation in a one-on-one environment. On another occasion, Gaby asked for help completing a homework assignment. Due to hearing loss, she was having difficulty understanding a video. She reached out to her teacher who in turn contacted the school’s IT Support. Because of Neukirch’s extra effort, Gaby was able to get the help she needed and complete the assignment.

Neukirch credits the treasure trove of information to be found at Metea High School, including other teachers who are willing to provide resources and ideas. She feels it is part of being a teacher.

“Students really do become part of your heart and helping individual students becomes very natural.”

It is this ability and willingness to learn and take cues from others that makes Neukirch stand out as a teacher and co-worker. She realizes she cannot fully understand another’s experiences because she has not experienced those herself. To help herself, she asks questions and says that Gaby taught her things that helped her serve all students. She introduces that into the classroom by following their examples. For Gaby, this means taking cues regarding her tics.

“She laughs when I laugh, and she turns the other way when I’m embarrassed.”

By understanding the needs of her students to the best of her ability, Neukirch is able to analyze situations. When it comes to Tourette’s, she doesn’t ignore the disorder, but discreetly redirects uncomfortable issues that may arise providing Gaby moments of relief and the ability to feel safe.

When Gaby decided to nominate Ms. Neukirch for this award, she listed sixteen ways her teacher has impacted her life and proven to be a valuable educator for disabled students. When asked what made the most difference to her as a student in Neukirch’s government class, Gaby said respect. For her, respect should be mutual. Whether you’re disabled, a student, or a teacher. And that is what Ms. Neukirch gives Gaby, her other students, and the staff at Metea Valley High School.

Neukirch is passionate about her students and the role she plays in their lives, an attribute she attributes to her parents and her former educators. She is in her element working alongside students and guiding them as she herself was guided growing up. She has taken those lessons of compassion for students and subjects and used them to create an environment where students can grow and succeed.

“What greater goal could a teacher have than to create a classroom space where integrity is valued, passion for lifelong learning is nurtured, building relationships is prioritized, and great things are expected of all students, while focusing on creating and expanding equity in all that we do.” Sydney Neukirch says.