2024 Washington State Teacher of the Year: Creating a Home in the Classroom

In these blogs, I'll share personal stories, student narratives, and insights from my peers. Throughout this journey, I want to emphasize that my experiences reflect my truth, which isn't always positive. Some stories will share instances where teachers unintentionally caused harm in my life, and I'll honestly address their impact on me. I recognize that these incidents may be decades old, and the teachers, schools, and districts have all had time to change and grow. What I love about teaching is that there is always a chance to learn and do better. I invite you to join me in exploring stories of teachers who genuinely connect with students and students who unapologetically express their needs and experiences. I hope you can connect with the stories that are woven through, that you can see yourself or students in the shared experiences. Connections are truly what drives us and I hope you experience that along the way.

When I was in elementary school, my family moved to a small town in Washington. There were just two elementary schools, one middle school, and one high school. Our middle and high schools shared a campus, and I’m convinced that we only had two elementary schools because our geographical area was large, not because we had a lot of kids. As a biracial black girl coming from a diverse area in another state, I assumed that all spaces I went to would have the diversity I had become accustomed to. That worldview was quickly challenged my first day. I very soon was often the only student of color in a space. 

I think this is something that many people can relate to. I don’t remember a lot that I connected with that first year of school in Washington. I don’t remember seeing myself in the material or having friends who looked like me, and my new teacher couldn’t get my name right (often calling me a variety of different B names: Brandy, Brooke, etc). I felt adrift and lost in this new environment, and I know that impacted my learning. How could I connect with my class if my own name was constantly forgotten? 

That experience has stayed with me to this day. I make it a priority to learn every student's name in the first week; it is not always an easy task when you have 150 high school students on your rosters. I also make sure that students can immediately see themselves in the classroom, whether that is through pictures, posters, their own work, or class materials. They need to know that this is their space where they can bring themselves every day and feel empowered enough to let down those walls, be vulnerable, and take risks. That's why when I walked into Nelda Trujillo’s classroom, it was like a ray of sunshine on my heart. 

Nelda Trujillo is a 1st-grade teacher at Gildo Rey Elementary School in Auburn. When I first walked into her classroom, it was immediately evident that her students were at the center of that space, and they owned it! I arrived during lunch on a rainy afternoon (not uncommon for us Washingtonians!). There was laughter and delight as they went around the room with one of their “get to know you” questions; I later learned this is something that they do everyday. The question posed to each student was, “What is a job you would like to have one day?” 

Nelda went around the class, making sure everyone had a chance to speak. 

“I want to be a train conductor, '' an exuberant little boy stated. 

“I want to be a teacher with red hair, just like you Mrs. Trujillo, '' another child exclaimed. 

I loved hearing the enthusiastic shouts of “a teacher.” There were so many it moved my heart. I don’t think that I ever thought I could be a teacher when I was younger. I didn’t see anyone that remotely looked like me in that role growing up, so hearing this answer more than five times in a single class by a diverse group of students filled me with such joy. Nelda was an expert at navigating students who were hesitant to answer in front of new adults (there were three of us there), helping them find their confidence when needed. Every student listened to each other and welcomed a chance to get to know something about their community. 

After lunch, a student came over and grabbed my hand, and told me she was going to show me around the room. I walked with her as she proudly showed me their welcome wall with every word of welcome from every language spoken in the classroom. “That’s mine, I speak Punjabi!” she said proudly. Others quickly joined the conversation: “I speak Spanish,” “I’m learning Korean, because one of our classmates speaks it, isn’t that cool?” It was immensely clear that in this classroom, the students were affirmed in their cultural connections; they wore that pride clear as day. 

The tour continued with pictures of all the activities and field trips they had been on that year: “See all the things we’ve learned?” I absolutely did! The group walked me past a word wall, sentence stems, and a class library where covers mirrored the community in the classroom. They took turns explaining things along the way. 

“Don’t you love our classroom?” one boy asked me. 

“I do, I love the colors and how much love I can see in your learning,” I responded. 

“Yeah, we’re really smart,” he said matter of fact. 

It was such a heartwarming reaction. There was no doubt in his voice; he was confident in his ability and in his classroom’s journey. I know this is only possible because Nelda focuses on building strong relationships with students and families, affirming every student everyday, and building an environment of trust and respect. 

Witnessing her passion for connecting with families was inspirational. Nelda’s classroom community, her student’s growth and learning, and her family engagement answer the question, “What happens when we break down barriers and partner with our families?” 

About the Author

Blaire Penry is the 2024 Washington State Teacher of the Year. Blaire teaches CTE and Fine Arts at Auburn School District and is the worksite learning coordinator for multiple schools. A true equity-driven educator, she has led in the creation of student equity groups, developed and facilitated equity and diversity professional development for a 1st-12th grade faculty, and committed to working with local leaders to make sure all students are prepared for the future that they choose.