My name is Stacy Williams.  I am honored to be acknowledged as District Teacher of the Year runner up for high schools. I grew up in Livingston, a small town in southern Illinois. I was raised by a teacher and a police officer, both of whom had a profound influence on my life. My mother was even my fourth-grade teacher. While it felt a little awkward calling her “Mrs. Williams,” she truly was a great teacher and role model. I didn’t originally choose education as my path. I started Southern Illinois University as a theater and dance major. My dream was to move to California and pursue a career as an actress. I did move to California, but my career path took a very different and much more meaningful direction. While in college, I held a position as a one-on-one assistant for a student who was no longer able to attend his home high school. It was there that I realized that special education was my purpose, and I immediately changed my major.

My journey continued in Chicago, where I taught elementary students with emotional and behavioral needs. It was a challenging and eye-opening experience. The school would not even allow outdoor recess because it was too dangerous. This position pushed me to become more open-minded and see the world in a new way.  After two years in Chicago, I moved to San Diego and began teaching at Morse High School (“Once a Tiger, always a Tiger!). In my second year, I became the special education department chair and started a pre-TRACE program to ensure students received transition services. That experience helped me discover my passion for transition work, helping students connect their education to their future.

For over two decades, I have had the privilege of serving students with mild to moderate disabilities in San Diego Unified School District.  I currently work as an Education Specialist at Transition Resources for Adult Community Education (TRACE). My classroom extends beyond four walls. It’s a bridge to adulthood, where young adults ages 18–22 build confidence, independence, advocacy, and real-world skills. Whether we are exploring career pathways, practicing interview skills, preparing for the driver’s permit test, or celebrating milestones, I strive to create an environment where every student feels valued, capable, and prepared for life beyond school. I’ve had the opportunity to implement new programs, lead IEP teams, and collaborate with families and community partners to ensure students have access to meaningful opportunities. I believe in meeting students where they are and walking alongside them as they grow into adulthood. I am deeply committed to advocacy and building community.

One of my greatest accomplishments has been creating work-based learning opportunities for students with disabilities. I founded “Babies and Beads,” a student-run micro-business that empowers students through entrepreneurship. At the heart of everything I do, I build relationships with students, families, colleagues, and the community. My students inspire me daily with their resilience, humor, and determination. They remind me that success looks different for everyone, and that every step forward is worth celebrating. It is truly an honor to do this work, and I remain committed to creating opportunities where all students can thrive, feel valued, and envision a future full of possibility.

My name is Emma Ehrlich and I am the English Language Development (ELD), Academic Language Development (ALD) and Visual Arts teacher for grades 6th-8th at Montgomery Middle School Media Arts & STEAM Magnet.  I was previously a 7th grade English teacher for over 20 years before transitioning to my new home at Montgomery four years ago.  

I was born in the Philippines and when I was a young child, my family moved to the United States and landed in New Jersey, where I lived out my younger years.  Then, my father’s job took us to Texas and this is why I used to identify as a Texan because it is where I ultimately grew up.  All my schooling, from elementary to high school was with the same friends in Keller, TX, until my senior year of high school.  My father’s job brought us to San Diego in 1988, and now, here I am… a graduate of the 1989 class at San Diego High School.   Go Cavers!

I continued my education at Grossmont College, Mesa College, and then finally San Diego State University where I majored in Liberal Studies and minored in Psychology.  From there, I went on to get my Master’s in Cross-cultural Teaching with a specialization in Curriculum and Instruction at National University.  After a very long, arduous journey of trying to figure out my path to becoming an educator, it turns out that I should have listened to my younger self all along, as I often played school teacher with all my stuffed animals when I was a young child.  I guess I always knew this was my calling - it just took me a while to figure it out!

Through professional learning and the guidance of my mentor teachers and many friends in the profession, I have grounded my work in equity, access, and meaningful instruction and much of my growth has been shaped by my long‑term work with multilingual learners.  I fully believe in the power of collaboration to strengthen my instruction and deepen my understanding of academic language development.  I would have never been able to do this work alone!  

As a relatively new teacher of ELD, ALD, and Visual Art, I have developed a renewed appreciation for the powerful role elective courses play in student engagement and confidence. In my classroom, I strive to create an inclusive, student‑centered environment that values creativity, autonomy, and emotional safety. I have seen firsthand how art can positively impact students by providing a space where they feel successful, expressive, and proud of their work.  I have also witnessed the growth in ability and confidence of my multilingual learners in our ELD and ALD classes when they are provided with structure and routines.  I believe every student has the ability to learn, create, and reach their full potential when they are provided with the right support, encouragement, and access. Watching my students grow—academically, creatively, and personally—continues to be the most rewarding part of my work and drives my ongoing commitment to the profession.

On a personal note, now that our boys are grown men, my husband and I finally have the ability to enjoy travelling domestically and internationally.  I also love to spend my summers reading great books, baking, knitting, being crafty, and spending as much time enjoying the sunshine as possible.

My path to education was not traditional. When I graduated from high school, college was not an option in my family. I went directly into the workforce full time, but I never let go of my desire to pursue higher education. Twelve years later, at the age of 29, I took a courageous first step by enrolling at San Diego City College, eventually transferring to San Diego State University, where I earned my teaching credential. I still vividly remember walking onto the SDSU campus for the first time, filled with disbelief and pride that something that once felt out of reach had become reality. My connection to SDSU continued to grow throughout my career. After a few years in the classroom, I returned for multiple summers as the director of Aztec Science Camp, supporting hands-on science experiences for students. Driven by a commitment to deepen my practice, I later returned once more to earn a Master’s degree in Secondary Math and Science Curriculum. I currently co-lead a program at SDSU called Crash Course, a short, hands-on teaching experience designed for science undergraduates who are exploring the possibility of becoming science educators themselves. These experiences reflect my belief that learning is a lifelong journey, and that growth comes from embracing opportunities with persistence and determination.

As a child, I was endlessly curious, captivated by rocks, insects, animals, plants, outer space, the ocean, and inspired by Jacques Cousteau. Yet despite this curiosity, my early science education consisted primarily of reading textbooks and answering questions, with little opportunity for hands-on exploration. I dreamed of becoming an oceanographer, but I never believed it was a realistic path. I was not encouraged to see myself in a science career, and that absence of opportunity profoundly shaped my teaching philosophy. Today, I am deeply committed to ensuring my students have the experiences I did not. I create a classroom environment where curiosity is celebrated, questions are valued, and students are empowered to explore, experiment, and envision themselves in STEM fields. I believe every child deserves to understand that their ideas matter and that they are capable of achieving great things. 

I am especially passionate about elementary science education because I know it builds the foundation for curiosity, critical thinking, and problem-solving. Early, high-quality science instruction fosters a lifelong love of learning and develops the scientific literacy students need to navigate an increasingly complex world. This understanding inspired me to pursue the role of a science prep teacher, where I have the opportunity to work with TK through 5th grade students and ensure that every child receives consistent, engaging, and meaningful science instruction. Above all, I strive to show my students that there is no single path to success. I share my own journey as a reminder that it is never too late to pursue your goals. I want every student to know that even if opportunities are not immediately available, perseverance, hard work, and openness to possibility can lead to extraordinary outcomes. Through my teaching, I aim not only to teach science, but to help students believe in themselves and their ability to shape their own futures.