My scholars know me as Mrs. Mac, and I wouldn't have it any other way.

 

I believe every scholar deserves someone who believes in them before they believe in themselves.

 

Some of the people who have had the greatest impact on my life were teachers, coaches, and counselors who saw something in me that I couldn't yet see in myself. They believed in me, challenged me, encouraged me, and helped me discover strengths I didn't know were there.

 

Those relationships taught me that sometimes believing in someone before they believe in themselves can change everything. I've never forgotten that lesson.

 

I didn't originally set out to become a teacher. After spending fifteen years as a wedding planner and building my own business, I found myself volunteering and substitute teaching in my children's classrooms simply because I saw a need. Schools needed substitute teachers, and I wanted to help. Looking back, I've realized that's something that's always been part of who I am. When I see a need, I naturally want to step in and help. What started as a way to serve my community ultimately led me to discover the career I was meant to have.

 

One of my first long-term assignments was with a sixth-grade class that had lost its teacher and, somewhere along the way, had begun to lose confidence in themselves. My goal wasn't just to teach the curriculum. It was to help those scholars believe in themselves again. Together, we built a classroom where every scholar felt like they belonged, celebrated successes, worked through challenges, and grew into a team. Watching that transformation reminded me why the teachers who invested in me made such a lasting impact, and it confirmed that this was exactly where I was meant to be.

 

My experience as a 5th and 6th grade Inclusion Specialist shaped the way I approach every learner. It taught me to look for each scholar's strengths first, meet them where they are, and recognize that there is rarely just one path to success. That perspective continues to guide everything I do in the classroom.

I love teaching math because it teaches scholars so much more than numbers. Watching a problem that once seemed impossible suddenly make sense is one of my favorite parts of teaching. Those moments build confidence, perseverance, and a willingness to tackle challenges that extend far beyond the math classroom.

 

Teaching science brings a different kind of excitement. I love the curiosity it sparks and the opportunities it gives scholars to ask questions, test ideas, learn from mistakes, and discover answers for themselves. Science reminds us that learning isn't always about having the right answer immediately, it's about remaining curious enough to keep searching for one.

 

Above all, I hope my classroom is a place where scholars feel like they belong. I want it to be a place where they aren't afraid to make mistakes, ask questions, challenge themselves, and discover they are capable of far more than they ever imagined. Building relationships, creating community, and helping scholars recognize strengths they didn't know were there are the parts of teaching that bring me the greatest joy.

 

Outside of school, you'll usually find our family at a baseball field and, this year, cheering from the sidelines of a soccer field as well. Between practices, games, family movie nights, and spending time with my chickens, or as they're known around our house, "the ladies," life is wonderfully full. One of my favorite times of year is spring on our family flower farm. After months of planting, waiting, and trusting the process, everything begins to bloom. It reminds me that some of the best things in life take time, patience, and hope for what is still to come. I think teaching is much the same.

 

It is truly an honor to join the Manzanita family. As a parent, I understand the trust families place in their children's teachers. As an educator joining the Manzanita family, I don't take that responsibility lightly. I look forward to partnering with families, celebrating successes, working through challenges, and helping each scholar discover strengths they may not have known were there.

 

If years from now my scholars still know they have someone in their corner, I'll know I've done my job.