The Discovery Education Awards honor educators, schools, and districts who make a notable impact on student achievement by driving meaningful student learning and growth. Selected through a competitive nomination and application process, the 2026 winners exemplify a deep commitment to supporting students.
2026 Educators of the Year
The DE Educator of the Year Award winners bring energy, creativity, and purpose to their classrooms, fostering learning spaces where students thrive. Though their instructional paths are unique, they share a common dedication to innovation, adaptability, and leadership as they build influential programs and encourage continuous student growth.
Dr. Amber Dumbuya, ELA Teacher, School for Arts Infused Learning, Georgia
Dr. Dumbuya is an educator who supports students’ academic, social, and personal growth by pairing high expectations with curiosity, collaboration, and intellectual risk-taking. In her classroom, students engage deeply with complex texts and ideas through inquiry‑based lessons that emphasize close reading, research, and evidence‑based reasoning rather than simply finding the “right answer.”
Dr. Dumbuya intentionally fosters a learning environment where questioning, discussion, and uncertainty are welcomed, helping students build confidence and view learning as a process of exploration and growth. Through collaborative projects and dialogue, students develop critical social skills such as listening to different perspectives, working through challenges together, and building on one another’s ideas.
One particularly impactful experience was her nine-week interdisciplinary project in which students used a nonfiction reading to explore themes of stewardship and reciprocity by researching, planting, and caring for living plants.
This hands-on project transformed abstract literary themes into lived experience and deepened students’ sense of responsibility, patience, and reflection.
Dr. Dumbuya is known for her willingness to experiment with innovative instructional strategies, interdisciplinary learning, and thoughtfully selected technologies to enhance engagement and understanding. She actively integrates research, primary sources, and digital tools to create opportunities for students to synthesize ideas and express learning in multiple formats. She believes that when students are challenged, supported, and trusted as thinkers, they can succeed far beyond the classroom.
Milton Fernandez, 5th Grade Teacher, Seminole Elementary, Miami-Dade County Public Schools
Milton Fernandez is a fifth-grade teacher at Seminole Elementary in Miami‑Dade County Public Schools who creates a classroom grounded in curiosity, belonging, and possibility. His learning environment empowers students to take academic risks, explore big questions, and develop confidence socially, emotionally, and intellectually.
Through inquiry‑based instruction, Milton shifts learning beyond simply finding correct answers. He designs lessons where students lead discussions, collaborate with peers, and construct understanding together.
Beyond core academics, he integrates robotics, chess, coding, and STEM challenges to help students learn through productive struggle. He is known for creating unforgettable learning experiences, including immersive historical lessons (ask about the time he dressed in full 1770’s colonial attire to teach a social studies lesson!) that transport students into the content and spark genuine excitement for learning.
Through intentional design, creativity, and unwavering commitment to his students, Milton Fernandez ensures that learners don’t just master standards—they develop the mindset and skills needed to thrive well beyond the classroom.
historical lessons (ask about the time he dressed in full 1770’s colonial attire to teach a social studies lesson!) that transport students into the content and spark genuine excitement for learning. Through intentional design, creativity, and unwavering commitment to his students, Milton Fernandez ensures that learners don’t just master standards—they develop the mindset and skills needed to thrive well beyond the classroom.
Mayank Handa, Special Education & English Teacher, Arizona Autism Charter Inc.
A dedicated educator at Arizona Autism Charter School, Mayank Handa consistently supports students’ growth by designing individualized pathways to success for all learners. He works closely with multidisciplinary teams to develop and implement data‑driven IEPs, ensuring instruction is responsive, accessible, and aligned to each student’s developmental progress.
In his classroom, Mayank fosters confidence, resilience, and self advocacy through structured language supports, visual scaffolds, and consistent progress monitoring. One signature instructional experience integrates real‑world communication and life skills into English instruction, allowing students to practice job interviews, workplace conversations, and community interactions through role‑play and collaborative discussion.
Drawing on his background in career coaching and language development, Mayank was able to help students connect academic learning to future independence and employment opportunities. Many students who initially struggled with participation gained confidence and began applying these communication strategies across academic and social settings.
Mayank’s research‑informed practice is shaped by over 12 years of international teaching experience and specialized training in Special Education, ESL, and TESOL. Currently pursuing a doctoral degree in educational leadership with a focus on special education, he continually integrates emerging research and inclusive practices into his work. Through thoughtful instruction, collaboration, and leadership, Mayank Handa exemplifies a deep commitment to inclusive education that empowers students to overcome barriers and achieve lasting success.
Melissa Myer, Itinerant Special Education STEM Teacher, Lancaster-Lebanon IU13, Pennsylvania
Melissa Myer is an itinerant special education STEM teacher who designs learning experiences that are accessible, meaningful, and empowering for every student she serves. She thoughtfully adapts materials, embeds Augmentative and Alternative Communication (AAC), and incorporates specialized tools such as switches and adaptive equipment to ensure all learners can actively participate and experience success.
Melissa breaks down complex STEM concepts into hands-on, cause‑and‑effect activities that allow students to explore at their own pace while building confidence and understanding. Her lessons feature high‑contrast visuals, carefully positioned materials, and multisensory supports that remove barriers and create clear pathways to learning.
One standout example of her practice is a beach erosion lesson grounded in real-world science, where students used the STEM design process to investigate erosion and engineer solutions through beach nourishment. This authentic, tactile experience strengthened students’ scientific reasoning while connecting learning to environmental challenges.
What sets Melissa apart is her unwavering commitment to access, dignity, and student voice; communication and inclusion are foundational to every lesson she designs. She continually reflects on her practice, pursues new learning such as American Sign Language, and adapts her approach to meet evolving student needs. Through her intentional design, mentorship, and leadership, Melissa transforms access into opportunity and ensures STEM learning is truly inclusive for all learners.
Holly Thomas, Elementary Instructional Coach, Burke County Public Schools, North Carolina
Holly Thomas, elementary instructional coach in Burke County Public Schools in North Carolina, is an exceptional science educator and instructional leader who creates learning environments where curiosity, collaboration, and confidence drive student growth.
Her phenomenon‑based instruction brings science to life. Through structured discussion, evidence‑based reasoning, and student reflection, Holly empowers learners to arrive at their own conclusions and build deep conceptual understanding. She intentionally fosters collaboration and student voice, encouraging learners to share ideas, build on peers’ thinking, and respectfully challenge one another. This supportive classroom environment values and celebrates uncertainty and risk‑taking.
Beyond the classroom, Holly supports educators across the district by modeling lessons, leading professional learning, and ensuring instruction remains responsive to student needs. A gifted collaborator, she works closely with others to strengthen science teaching through reflective practice and meaningful feedback. Through her thoughtful leadership and commitment to inquiry‑based instruction, Holly elevates science learning for both students and teachers across her community.
Samantha Westerlind, Elementary Technology Teacher, Cherokee County Schools, Georgia
Samantha Westerlind is an elementary technology teacher in Cherokee County Schools, Georgia, who transforms complex modern technology into meaningful, hands‑on learning that builds critical thinking and interdisciplinary mastery. Her mission is to ensure students are not just digital consumers, but empathetic architects of the future who understand both the logic and ethics behind the tools they use.
Samantha bridges abstract science and STEM standards with tangible applications, engaging students in projects such as physical computing, environmental data analysis, and cross‑grade introductions to artificial intelligence. Through her intentional focus on AI literacy, students learn to build and train models rather than passively use technology. This allows them to develop resilience through trials, errors, and iteration. Samantha fosters “computational empathy” by teaching students that mistakes are data points—helping them persevere, reflect, and grow.
One signature project of Samantha’s involved 4th graders training AI‑powered devices to help Kindergarteners practice gentle touch with therapy dogs, strengthening both digital literacy and social skills.
Samantha’s technology curriculum is fully aligned to core science and math instruction, contributing to measurable gains in school-wide science achievement. Through reflective practice, collaboration, and leadership beyond her classroom, Samantha Westerlind equips students with the confidence and skills to thoughtfully design the technology of tomorrow.
2026 Schools of the Year
The Discovery Education Schools of the Year are dedicated to empowering every student to reach their full potential and step confidently into the future. We celebrate the inspiring stories and achievements of five exceptional schools recognized as “School of the Year,” representing the very best of education through creativity and commitment.
A.D. Henderson University School and FAU High School, Florida
At A.D. Henderson University School and FAU High School, a deeply shared sense of purpose drives every aspect of the student and educator experience. As a public K–12 laboratory school uniquely partnered with Florida Atlantic University, the school models what’s possible when research, innovative curriculum, and applied learning are fully integrated.
Students are held to exceptionally high academic and behavioral standards while benefiting from a comprehensive, multi-tiered support system that ensures every learner can thrive. Research is not an add-on but a cornerstone of the school’s identity, engaging students as active creators of knowledge. This has yielded nationally recognized outcomes, from peer-reviewed publications to patents and prestigious awards.
Purpose-built science spaces and vertically articulated STEM curriculum signal to students from the earliest grades that they are scientists, thinkers, and problem-solvers. Peer mentoring at the high school level deepens learning while cultivating leadership and communication skills.
Educators are equally empowered through robust systems of collaboration, coaching, and action research that treat teaching as a reflective, scholarly practice. Through early college pathways, world-class partnerships, and authentic research experiences, students graduate with unparalleled academic and professional opportunities. Together, these elements form a cohesive model of education that is rigorous, inclusive, research-driven, and designed to connect classroom learning to the wider world.
Alternative Paths Training School (APTS), Virginia
Alternative Paths Training School (APTS) is a nonprofit special education private day school dedicated to supporting learners with special abilities across academic, behavioral, and life domains.
Guided by a belief that every individual deserves enriching and meaningful opportunities, APTS empowers students through highly individualized instruction, adaptive support, and intentional skill development that enhances quality of life at all stages. APTS implements specialized programs to address independent living, adaptive behavior, social‑emotional learning, and career readiness.
Student needs are identified and addressed through a modified MTSS framework, and learning extends beyond the classroom through Compass Clubs, life skills labs, community‑based instruction, and enrichment experiences that mirror authentic school and community settings.
APTS also prioritizes access to joyful, inclusive extracurricular experiences through differentiated assemblies, celebrations, and schoolwide events. Through strong partnerships, continuous data review, and a commitment to equity and growth, APTS ensures learners develop the skills, confidence, and agency needed to thrive within and beyond the school environment.
Armwood High School, Hillsborough County Public Schools, Florida
Armwood High School is guided by a clear and consistent mission grounded in the belief that every student deserves rigorous instruction, strong relational support, and systems that remove barriers to success.
This vision is operationalized daily through the school’s Triple R framework of “Rigor, Routines, and Relationships,” which creates coherence in teaching, learning, and leadership.
Armwood’s work is aligned with Marzano’s High Reliability Schools framework, embedding excellence through safe learning environments, effective instruction, and continuous improvement. Data‑driven practices, including structured data dives and weekly MTSS meetings, allow educators to identify needs early and implement targeted support.
Learning extends beyond the classroom through career academies, community partnerships, service learning, and real-world experiences that build agency and relevance.
These aligned systems have driven sustained improvement in achievement, growth, graduation rates, and college and career readiness.
Through intentional leadership, strong instruction, and a whole child approach, Armwood High School ensures students graduate confident, resilient, and prepared for life beyond high school.
Checotah Intermediate School, Checotah Public Schools, Oklahoma
Checotah Intermediate School is driven by a deeply lived mission: Creating Individual Success and Challenging All to Succeed. In this rural community, growth is measured not by comparison, but by how far each student progresses from their own starting point.
Every learner sets individualized academic goals in reading and mathematics, tracks progress monthly, and conferences with teachers to celebrate gains and adjust instruction in real time. This intentional focus on growth has transformed learning into a motivating, personal journey for students at every level.
Student growth is recognized in many ways, with schoolwide celebrations that honor not just achievement, but also effort, perseverance, attendance, and character. The school prioritizes strong collaboration to help teachers, staff, and families stay aligned in supporting each child’s success. Through proactive, data-informed systems and responsive practices, Checotah Intermediate School can identify needs early and adjust support quickly so every student stays seen and supported.
Learning extends beyond the classroom through STEM challenges, service learning, goal ownership, and authentic community partnerships. As a result of this student‑centered approach, Checotah Intermediate has achieved exceptional academic growth and national recognition while building a school culture rooted in belief, resilience, and possibility for every child.
Phillis Wheatley Elementary School, Woodbridge School District, Delaware
Phillis Wheatley Elementary School (PWES) is guided by a clear mission grounded in excellence, equity, and the belief that every student can grow and achieve at high levels. This shared purpose shapes instruction, systems, and school culture, ensuring that all learners are supported, challenged, and valued.
Academically, PWES delivers rigorous, standards‑aligned instruction supported by a strong Multi‑Tiered System of Supports (MTSS) that emphasizes early identification, targeted intervention, and consistent progress monitoring. Collaborative PLCs, curriculum fidelity practices, and monthly instructional walkthroughs ensure high‑quality instruction remains focused on student growth.
PWES prioritizes whole‑child development through a CARE‑ing culture that teaches responsibility, empathy, and perseverance. Proactive behavior systems and restorative practices help students build self‑regulation and positive relationships. Strong partnerships with families and the community further support student success.
Learning extends beyond the classroom through arts partnerships, literacy experiences, and student leadership opportunities that connect academics to real‑world relevance.
Through aligned systems, intentional support, and a commitment to continuous improvement, PWES prepares students for success academically, socially, and emotionally—both now and in the future.
2026 Districts of the Year
The Districts of the Year for 2026 are redefining public education. Their innovative efforts are driven by collaboration and a commitment to ensuring all students are empowered to succeed. Today we celebrate these districts as a beacon of strong leadership and resolve.
Barbers Hill Independent School District, Texas
Barbers Hill ISD is driven by its mission of “Excellence by Any Measure,” a non‑negotiable commitment that sets high expectations for every student academically, socially, and emotionally. The district’s rigorous internal benchmarks ensure students are supported to move beyond passing toward true mastery of content.
Recognizing that excellence requires resilience and belonging, Barbers Hill invests in intentional supports ensuring every student is socially and emotionally connected and CCMR‑ready.
Educators are empowered through elite instruction, targeted professional development, instructional coaching, and data‑driven PLC collaboration that keeps teaching aligned to district goals. A multi‑tiered system of support allows Barbers Hill to respond quickly to individual student needs through high‑impact interventions, enrichment, and inclusive practices. Barbers Hill works diligently to ensure no child is overlooked.
Learning extends beyond the classroom through strategic partnerships with industry leaders and robust programs that provide real‑world experience and professional pathways. The district’s holistic approach is reflected in consistent “A” ratings from TEA and 100% CCMR readiness among graduating seniors.
Through innovation, intentional alignment, and a focus on the whole child, Barbers Hill ISD prepares students to graduate academically equipped, socially resilient, and fully prepared for their futures.
Waterford Public Schools, Michigan
Waterford Public Schools places student well-being at the heart of everything it does, creating a supportive and engaging environment where every learner is known, valued, and encouraged to thrive.
Through strong relationships, restorative practices, MTSS supports, and meaningful mentorship, the district intentionally nurtures students’ social and emotional growth alongside academic excellence. Waterford is deeply committed to high-quality instruction, investing in educator expertise, aligned curriculum, and evidence‑based practices that meet the needs of all learners.
Its districtwide implementation of the science of reading and LETRS training has earned statewide recognition, empowering teachers to deliver precise, research based literacy instruction that drives measurable growth. In mathematics, Waterford leverages personalized learning to meet students where they are and accelerate progress. The district’s intentional use of data allows educators to identify needs early and respond with targeted intervention and enrichment.
Learning extends beyond the classroom through athletics, performing arts, robotics, career pathways, and strong student engagement opportunities that build confidence and connection. With ninety-two percent of graduates pursuing education beyond high school, Waterford defines success through academic growth, engagement, and readiness for life. Guided by strong leadership, collaboration, and innovation, Waterford Public Schools continues to stand out as a student‑centered district where all learners can flourish.
Westinghouse Arts Academy Charter School, Pennsylvania
Westinghouse Arts Academy Charter School (WAA) is guided by a mission to deliver a rigorous, arts‑integrated education that prepares students for postsecondary success while nurturing creativity, character, and community.
At WAA, the arts are essential to learning, serving as powerful tools that deepen engagement, strengthen critical thinking, and build resilience across all academic content. Students experience standards‑aligned instruction infused with visual arts, dance, theater, music, and digital media, ensuring learning is meaningful, relevant, and connected to real‑world application. Social and emotional growth is supported through the PBIS “Rise Up” framework—Respect, Integrity, Success, Effort, Unity, and Pride—which creates consistent expectations and leadership opportunities.
WAA’s MTSS structures, inclusive practices, restorative supports, and strong student‑adult relationships ensure all learners are identified early and supported with fidelity. Learning extends beyond classroom walls through performances, exhibitions, portfolios, and community partnerships that connect students to authentic audiences and professional standards. Through intentional systems and human-centered design, WAA equips students to grow academically, creatively, and socially, preparing them to thrive in college, career, and life.
