Winners' Gallery

Dana is a driven advocate for all students, especially those she serves through her work as a Multilingual Learner paraeducator. She has a firm belief that every student is capable of success and works tirelessly to help each and every student she serves believe that about themselves as well. She started her journey in education as a volunteer a decade ago and has not stopped volunteering since. She is an active board member of the Washougal Schools Foundation and volunteers weekly for UNITE! Washougal Community Coalition and continues to support various Booster Clubs in her community. Through volunteering, Dana found her true calling: education. Dana began her work in education as a substitute before having the honor to serve as recess supervisor, where her focus was on social-emotional growth on the playground. She found her permanent home in Washougal's Multilingual Learner Program. As a child of a multilingual learner herself, and growing up in a uniquely diverse rural community, Dana truly empathizes with the hardships and strengths that come with being a multilingual learner. Her greatest joy is through the successes of the students she serves.

Education chose Ms. Emma long before she had the honor of becoming an Educator. Raised by two professor parents, Emma was invited to join the Matteo Ricci College at Seattle University to pursue a Bachelor of Arts in Humanities for Teaching. Four years later, she graduated with a Bachelor of Arts in Humanities for LEADERSHIP. From there, she spent the next several years fumbling and clawing her way through a number of small 501(c)(3)'s before dipping her toe in the world of public school as a substitute teacher. She was soon hired as a SPED Para and has served in the Developmental and Intensive Learning Centers, working with students in the highest tier of support needs. Emma also serves as a K-12 bus aide in the afternoon on the one-hour round-trip journey to a neighboring small town.

Lulu's path into education was inspired by a lifelong foundation of caregiving and mentorship. Growing up in a large family, she naturally assumed responsibility for supporting her siblings, cousins, and eventually her nieces and nephews. These early experiences cultivated her patience, empathy, and strong sense of responsibility. What began as helping family members gradually evolved into a professional calling, leading her to pursue a role as a paraprofessional and, ultimately, a paraprofessional Behavior Specialist within a school district.

In her current position, Lulu works with both general education and special education students, focusing on transforming discipline into opportunities for growth through structured, reward-based systems. Her approach emphasizes proactive interventions, relationship-building, and skill development to foster positive behavioral and academic outcomes. She has completed her 40-hour Registered Behavior Technician (RBT) training and enhanced her expertise through additional coursework in Applied Behavior Analysis (ABA). These experiences inform her evidence-based practices and commitment to individualized student support.

As a dedicated member of the PBIS tier teams, Lulu collaborates with colleagues to implement data-driven strategies that strengthen schoolwide positive behavior systems. She takes pride in contributing to comprehensive intervention plans and promoting inclusive environments where students feel supported and empowered.

Lulu is deeply passionate about her profession and finds it difficult to envision herself in any other field. She approaches her work with enthusiasm and a genuine desire to assist in any capacity needed, consistently advocating for student success. Among her greatest accomplishments is witnessing measurable behavioral growth in students who benefit from structured support and positive reinforcement. Through her dedication and expertise, Lulu continues to make a meaningful impact within her school community.
 

Tom Harn was an award-winning television editor for 27 years before the company moved across the country, so he needed to find a new job. He missed working with kids. He is the oldest of 3 brothers and 1 sister, and his mom ran an in-home daycare, so he grew up being surrounded by children of all ages, social backgrounds, and ethnicities. In high school, he was a camp counselor for the County's Developmental Disabilities Program and a coach for the Special Olympics swim team. His wife suggested working as an EBD para at the elementary school where his 3 sisters-in-law worked. There, he found his true calling.

At the school, he is known as the "Heart of the School". He got that nickname because he brings a positive energy to the school that is unmatched. Being greeted with a booming good morning from him sets the tone for a great day. He sees and accepts all kids for who they are. He reaches out to connect with each of them as individuals, and he knows most of the 560 students by name. On Fridays, Tom has karaoke parties on the playground. He also makes funny Mr. Harn stickers to hand out to the students. 

Tom is part of the PBIS room, the Bruins Den. It has met with great success in lowering class referrals, leading other schools to follow in its footsteps. One of Mr. Harn's most visible and beloved contributions is his leadership of the school's Sunshine Committee. On Wednesdays, he brings around his treat bags and hands them out to all staff, including bus drivers and maintenance crews, reminding them that they are appreciated and celebrated. He organizes soup days for staff. These seemingly small acts have a profound impact on morale and staff well-being.

Megan Lyke serves as the Public Information Officer for Sequim School District, where she leads strategic communications, community engagement, and storytelling efforts that connect schools with families and the broader community. Her journey into education is rooted in connection, service, and a deep commitment to supporting students.

After moving to Sequim, Washington, Megan and her family were new to the community and eager to build relationships. She enrolled her children in the Sequim School District and in youth soccer and soon began volunteering at their elementary school, where she supported students who were behind in reading. That experience sparked a passion for education and service that led her to apply for a job at the district office, where her outgoing nature and ability to connect with others quickly made her an asset. She started as the district receptionist, where her role included travel coordination, facilities rental management, and district-wide volunteer program coordinator.

Today, Megan leads a comprehensive and innovative communications program that has transformed how the district connects with its community. She produces the award-winning Kaleidoscope magazine, leads the Storytellers Podcast, manages digital platforms, and develops strategic messaging that strengthens trust and transparency.

Megan played a key role in the successful 2025 construction bond and EP&O levy, partnering with community groups and leading communication efforts that helped build understanding and support. This work, highlighted by a compelling community-focused video campaign, earned her Awards of Excellence from the National School Public Relations Association.

Known for her collaborative spirit and leadership, Megan also serves on community boards and committees, strengthening partnerships that benefit students and families. Megan believes public schools thrive when communities are informed, engaged, and connected, and she is passionate about telling the stories that make that possible.

At age eight, Flor Rivera stepped into an American classroom without knowing a single word of English. What could have been an isolating, overwhelming experience became something else entirely, because the teachers, paraeducators, and office staff around her refused to let her fall through the cracks. She never forgot that. And she never stopped paying it forward.

Flor began her career in education in 2010, tutoring students in an after-school program straight out of high school. What started as a job became a calling. By 2017, she joined the Auburn School District as an ASB Bookkeeper, advanced to Office Manager, and today serves as an Employment Services and Recruiting Specialist in the Human Resources Department, where she is the person who opens the door for others the way it was once opened for her.

Her impact is tangible. Flor has clarified and streamlined the district's hiring process, created equitable guides for both applicants and interviewers, and personally supported principals in effectively utilizing the applicant tracking system. She approaches every interaction with empathy, knowing firsthand how intimidating it can feel to navigate an unfamiliar process. For many people, working in a school is not just a career; it is a dream. Flor makes those dreams possible.

As a Latina professional and first-generation college student completing her Bachelor of Arts in Business Management with an emphasis in Human Resources, Flor brings lived experience to her commitment to representation, equity, and access. Outside of work, she is actively involved in her son's baseball community, organizing events and managing game-day music, modeling the same leadership and service she brings to work every day. Flor Rivera is proud to support the people who support Auburn's students.

Andrea used her Master's Degree to re-enter the work world after being a stay-at-home mom for 15 years. She began as a substitute para and teacher at multiple schools. She was then given the opportunity as a one-on-one para with an autistic girl in Kindergarten. Andrea moved up with this student to first grade and is currently helping there. She helps her student learn how to work through her emotions in order to reach her educational, social, and emotional goals.

Andrea is exhilarated at the goals accomplished this year. Truth, love, safety, and laughter have built a beautiful working relationship. From speaking a few words at a time, her student is now speaking full sentences. From writing words, she is now writing multiple sentences. From walking off or screaming, she is now asking for what she needs. From fear and full-body shutdown of loud noises, she is now turning to the noise itself and facing it. She now stays in loud assemblies and asks to leave appropriately. From fear of storms, wind, and lightning, now she tolerates it. From wandering on the playground alone content, she is now happily asking to play with friends and having friends ask to play with her. She has learned to give hugs to friends and is also comfortable saying no. She is learning to self-soothe on her own. Andrea is deeply fulfilled to stay in the educational field, celebrating the growth of her student. Outside the classroom, Andrea loves running into the students from her campus. She loves bragging about the student to her parents. Andrea is equipping her own three children to go live their very own successful, beautiful lives. Andrea has plans to continue her work with the school district and continue making community connections.

Teresa began her career in educational administration with a strong desire to serve her community and support organizational leadership. Early in her career, she demonstrated exceptional organizational ability, professionalism, and a natural aptitude for coordinating complex operations. Her dedication and reliability quickly earned her increasing levels of responsibility within the district. Teresa is a seasoned executive professional with over 25 years of experience in administrative leadership and organizational management. She currently serves as Executive Assistant to the Superintendent and District Office Manager, where she plays a pivotal role in supporting executive leadership and ensuring the efficient operation of district-level administration.

Teresa has built a reputation for professionalism, discretion, and operational excellence. She is highly skilled in executive support, strategic coordination, and office management. Her extensive experience enables her to anticipate leadership needs, manage complex schedules and communications, and maintain seamless administrative systems that support district-wide initiatives.

Teresa is known for her strong organizational abilities, attention to detail, and commitment to fostering positive relationships with staff, stakeholders, and community members. Her dedication to service and operational integrity has made her a trusted partner to senior leadership and a valued resource within the district. Teresa continues to demonstrate an unwavering commitment to excellence and leadership support. Teresa takes great pride in her role. She finds deep fulfillment in supporting educational leadership and contributing to the overall success of the district. Knowing that her work helps create a stable, organized, and effective administrative environment gives her a strong sense of purpose. Among her most notable accomplishments is her instrumental role in strengthening the efficiency and organization of the Superintendent's Office, implementing streamlined processes that improved communication, workflow, and overall district operations. Teresa is actively engaged both within her professional role and in her broader community. She supports and participates in community outreach efforts.

Kelly's passion for supporting children and families comes not only from experience but also from her own journey. Having faced learning challenges herself, she turned those struggles into a superpower, using her insights to meet children exactly where they are and help them succeed.

She began her career as a licensed in-home child care provider and later opened a State-Licensed Child Care Center. She also founded one of the first community Early Learning Preschool Programs in the city with a play-based curriculum emphasizing exploration and kindergarten readiness, serving over 150 children over the years.

With over 23 years of experience, hundreds of hours of professional training, and raising four children, including autistic twins and another with unique learning differences, Kelly has developed a deep understanding of neurodivergence and inclusion. Her advocacy for every student's right to high-quality education is grounded in supporting children in ways that foster growth, dignity, and confidence.

Currently, Kelly works as a paraeducator in the district's Structured Learning Environment (SLE) program, supporting students with complex learning needs. She collaborates with teachers, therapists, families, and fellow paraeducators to create individualized strategies that enable meaningful learning alongside peers. Her dedication earned her the district's "You Belong Award" for her transformative impact and compassion.

For Kelly, education is more than a career, it's a lifelong commitment to building inclusive communities where every child can learn, explore, and thrive.