Anthony Galavotti, a science teacher and football coach at Lucy Garrett Beckham High School, is thankful for the connections he builds with students and staff. He began his journey as an educator in 2019 at Septima P. Clark Academy through TeachCharleston, where he describes his experience as both challenging and rewarding. While coaching quickly became a passion, stepping into the classroom felt equally natural, solidifying his commitment to both. 

Galavotti loves coaching the students he is teaching and seeing them every day at Lucy Beckham High School. His impact extends far beyond his classroom, strengthening the teaching profession through innovation, mentorship, and an unwavering commitment to students, particularly those from underrepresented populations. 

“The most influential experience leading me into teaching was my first season coaching football at West Ashley High School,” Galavotti explained. “ After volunteering with the program, I was immediately drawn to the relationships formed with students and the responsibility that came with mentoring them. Coaching reinforced the importance of consistency, trust, and putting students first. Within the first week, I realized teaching would allow me to make a lasting impact.”

Those experiences shaped his "kid-first" philosophy. He believes meaningful learning begins with relationships, and when students feel known, valued, and supported, they are more willing to engage and grow. 

“The impact I strive to make is rooted in creating an inclusive classroom environment where students feel safe being themselves while being challenged to become responsible and compassionate individuals,” he added. “As a coach, I emphasize accountability, discipline, communication, and respect. These are skills I believe extend far beyond the football field. I work intentionally to create an inclusive, supportive environment where all student-athletes feel valued and held to high standards. My ‘kid-first’ philosophy carries seamlessly from the classroom to the field, as I prioritize building trust and relationships before focusing on performance. This approach strengthens my ability to mentor students through challenges, celebrate their successes, and guide them as they grow into responsible young adults.”

Galavotti said the most meaningful moments often come from conversations, feedback, and reflections students share about feeling comfortable, supported, and confident in his classroom. 

“Getting to know what students care about and what they value allows me to teach them more effectively and advocate for them beyond the classroom,” explained Galavotti. “Ultimately, the greatest reward is watching students grow, not just academically, but as individuals who believe in themselves and their ability to succeed.”

Galavotti hopes his guidance, teaching, and coaching styles build confidence in his students and carry on into everything they put their mind to. 

“When they leave my classroom, I want them to know that they were valued and cared about, and I hope that gives them the confidence to be themselves in whatever it is they decide to do outside of high school,” Galavotti said.

Being named a Top Five Finalist for District Teacher of the Year has been a reaffirming experience for Galavotti. 

“There has been a definitive shift in the district to kids over content,” said Galavotti. “There is much more focus on taking care of the kids and then from there build a comfortable, safe learning space where they are confident, and you start to see learning as a process, not just a measure of their ability. The recognition has reaffirmed that what I am doing works and is being noticed. I love teaching for a district that also finds value in that model.”

Galavotti said that if selected as District Teacher of the Year, his key message to educators, families, and the public would be that every student is capable of success when educators commit to reaching and connecting with all learners. 

“Education should focus on removing barriers rather than lowering expectations,” he added. “High standards matter, but they must be paired with intentional support, strong relationships, and a belief that every student belongs in our classrooms and communities. Being visible outside of our classrooms also brings additional fulfillment and rewards.”

Galavotti said this message is rooted in his experiences as both a teacher and a coach. 

“Whether in the classroom or on the field, meaningful relationships create trust, and trust creates opportunity for growth,” Galavotti explained. “When educators prioritize connection, they are better equipped to meet students where they are academically and emotionally, without compromising rigor. Holding students to high standards communicates belief in their potential, and providing support ensures those standards are attainable. Lastly, closing the achievement gap is a major concern and something I hope to work with my colleagues on collectively doing successfully.”

Leads with a Belief that Students Perform Better When They Know They are Seen

Patrick Martin was barely out of college when he became not just a teacher but a dorm parent at a boarding school. It was trial by fire, but an experience that shaped his way of thinking. It was where he learned how crucial it was to build learning environments grounded in relationships, community, trust, and possibility.

“There is power in ‘community,’ and that is something that is great to see in Charleston County - a district that is incredibly large, and at Charleston County School of the Arts,” said Patrick, who teaches English 4 College Prep and Honors, AP Language and Composition, and Teacher Cadets. 

Community is important to Martin because that is what pulled him out of a spiral of internalizing failure. 

“Reading was difficult, my academic challenges became personal, and instead of being recognized as a student who needed support, I was often perceived as difficult, a label I eventually lived up to through incomplete work and frequent trouble,” Martin explained. “By the end of seventh grade, I had failed every subject and barely made it into high school, believing that school was not a place where I belonged or could succeed.” 

That belief changed because of two teachers who helped him see that he was not a failure but simply different. Martin was also encouraged to pursue his own interests and questions, showing him that learning could be engaging, relevant, and deeply personal. 

“Neither lowered expectations; instead, both communicated belief with clarity and consistency, reshaping how I saw school and myself,” said Martin. “Those experiences are the foundation of why I teach and how I lead. I strive to create classrooms where students feel seen, capable, and valued, especially those who arrive carrying doubt, frustration, or past failure. This commitment is especially important for students living in poverty, where academic struggle is often compounded by instability and limited access to support. I am particularly attuned to students who struggle quietly or act out loudly, because I know how easily those behaviors can mask unmet needs.”

Twenty-six years into his career, Martin said that every year he is reminded why he continues to teach. The progress and growth he sees in his students bring him the most joy.

“I hope my students look back and remember their time in my classroom as a turning point in their education,” Martin said. “Now, as a Teacher Cadet instructor and host teacher for student teachers, I can see the power of mentoring. This starts with trust. I design classrooms where students track their own growth, reflect on setbacks, and see effort translated into improvement rather than punishment. Through consistent check-ins, public celebration of growth, and high-interest, choice-driven assignments, I help students understand that improvement is not accidental - it is cultivated through structure, relationships, and belief. Teaching, for me, is an intentional act of hope, one that begins with belief and is sustained through daily practice.”

Martin believes teachers serve as conduits between students and the many communities that shape their lives - families, administrators, cultural institutions, and the broader civic world. 

“Schools are strongest when those connections are intentional and relational, and when students see their voices reflected, respected, and amplified,” Martin explained. “I am deeply attentive to the communities my students represent, and I work to learn alongside them.”

Community partnerships are also embedded in Martin’s curriculum. He developed a Gullah Geechee unit for English 1 that includes visits to the International African American Museum and engagement with local scholars and artists, a visit to the Avery Research Center, and more.

“At the core of my philosophy is student empowerment,” explained Martin. “Students must be able to envision themselves, academically, socially, and emotionally, by the time they walk across that stage. Every relationship, project, and partnership is one step in that process. When students see their voices valued and their identities honored, they move toward self-actualization. That is the work of teaching, and it is the privilege of my life.”

In addition to putting students first, Martin has long been an advocate for his fellow educators, contributing to strengthening the teaching profession by focusing on recruitment and retention through three interconnected strategies: mentoring, amplifying teacher voice, and advocating for fair compensation. He believes that together, these approaches support educators at every stage of their careers while keeping student learning and school stability at the center.

“If selected as District Teacher of the Year, the message I would share with educators, families, and the public is simple and unifying: students first, always—and voices together to get them there,” Martin said. “When we intentionally center students and bring educators, families, and communities into shared purpose, public education becomes a powerful engine for growth, belonging, and possibility. Leadership is not just about articulating values, but about translating them into action.”

 

 

Rachel Meyer, a kindergarten teacher at Mary Ford Early Learning and Family Center, knows that children do not rise to low expectations, and because of that, she has a deep commitment to students and an unwavering belief that all children can achieve at high levels. Her secret is to be intentional in planning, skillful in delivery, and reflective in practice. She creates a classroom environment where students feel safe, supported, and challenged, resulting in real academic gains.

“It is fulfilling to me to see students achieve and see themselves as capable learners,” said Meyers. “I will never forget the teachers who held me to higher standards. I believe effective accountability should be rooted in a growth-minded approach that prioritizes student impact. As a leader, I emphasize strong collaboration and aligned efforts, with a continuous commitment to growth for both students and educators. As a team, we are committed to strengthening our practice by sharing the same vision and striving for student success. I strive to positively influence my colleagues, families, and community by always being willing to give the extra degree.”

Making connections and witnessing the lasting impact she makes on students is important to Meyer. Still, she said her most meaningful contribution as an educator is working to close the achievement gap.

“To improve equity in student outcomes and close the racial achievement gap, I work tirelessly to ensure my students and families have access to the resources they need,” said Meyer. “We celebrate our wins no matter how big or small. I remain committed to closing the racial achievement gap in Charleston County through building strong foundations, research-based instruction, data-driven decisions, and student-centered learning.”

By prioritizing connections in her classroom and using data-driven decision-making, Meyer fosters her students' emotional well-being while remaining responsive to their needs. She sets a strong foundation and fosters growth that extends beyond the classroom.

Meyer’s commitment to education and the community reaches beyond the classroom. She extends her role as an educator by contributing her skills and pouring back into the community through volunteer opportunities such as packing backpack buddies, donating to food banks, and participating in park cleanup efforts. 

“Through volunteering, I have been able to develop stronger connections to my community and better understand its needs and how to support them best,” Meyer explained. “One effort I am most proud of is offering swim lessons at an affordable price to toddlers, children, and adults. In a coastal community, the lack of access to affordable swim education is not only an equity issue but also a serious safety concern. I hope to one day begin a program that provides free swim lessons to everyone. My goal is to increase accessibility to affordable swim lessons by removing financial barriers and to strengthen water safety skills in the community.”

Meyer also believes that by investing in a child's education early on, schools and districts lay the foundation by reducing academic and emotional barriers, growing confidence, and ensuring equity through family partnerships. 

“Equity begins with early intervention and cultivating strong family foundations,” Meyer explained. “When schools and families work in unison to identify social, emotional, and academic needs, we prevent small challenges from escalating into long-term barriers. These practices build confidence, strong learning habits, emotional regulation, and a sense of belonging that sets students on a path to success.”

Meyer said she is especially excited to represent the Early Learning Community as a Top Five Teacher of the Year Finalist. 

“There are so many incredible teachers across this district, so it is an honor to represent,” she explained. “It will be my honor to emphasize the importance of early learning, as it sets the foundation for future learning.”

 

 

 

 

Julie Sorensen strengthens and improves the teaching profession through her commitment to students, her reflective instructional practices, and her leadership within the school community. At Matilda F. Dunston Elementary School, where she is a third grade reading teacher, Sorensen consistently models what high-quality teaching looks like by creating a classroom environment rooted in trust, respect, and meaningful relationships. Students feel valued, known, and supported, which allows them to take academic risks and engage fully in learning.

“There is not a day that passes that I don't want to come to work and start a new day,” said Sorensen. “I love pouring into these children in North Charleston who are growing up in the same place I did.”

Sorensen’s colleagues describe her as someone who does what is right, advocates for students, and continuously deepens instruction. Besides being someone that her peers, coaches, and administrators can count on to pitch in and do whatever it takes to help students succeed, Sorensen knows that life outside of the four walls of the classroom also contributes to a child’s success, which is why she makes an effort to attend their games after school and on the weekends. Her appearance speaks volumes to the child’s family, showing them that she values their children’s accomplishments and that these accomplishments directly impact the school and the community.

“I try not to be doubtful about my seat at the table, knowing that I have only been teaching for four years,” said Sorensen. “There are so many amazing teachers across the district, but I walk in faith knowing that I will never be put in a room that I don’t belong in. I am just really excited to work alongside these other finalists and learn about education from a completely different lens.”

Through intentional relationship-building, restorative practices, and high expectations, Sorensen strives to create a classroom where students believe in both their worth and their potential. Despite the challenges students face outside of school, Sorensen’s classroom consistently remains a place of structure, joy, and high academic expectations, where students demonstrate measurable growth and a strong sense of belonging.

“I have the opportunity each day to impact my students’ lives by inspiring them to see education as powerful and purposeful,” Sorensen explained. “This responsibility is one I hold dearly, and it is what makes this work both effective and deeply rewarding.”

Sorensen said she contributes to strengthening the teaching profession by choosing to embrace the full reality of it - the challenges and triumphs - and by continuing to move forward with pride. 

“Teaching has ripped my heart open in the best way,” said Sorensen. “From day to day, every morning I am given new mercy, and children deserve that too. So, when they mess up, I think, ‘school is the best place to do that’. This is the safest place to get it wrong, and they can learn from it and move on. That will teach them how to get it right. We all grow from those moments.”

Sorensen believes that education should help students imagine and pursue lives that are true, meaningful, and full of possibility - and that it is an educator’s collective responsibility to create the conditions that make that possible. As a Top Five Finalist for Charleston County School District’s 2026 Teacher of the Year honor, Sorensen hopes to use the platform as an opportunity to advocate for partnerships that benefit schools and students.

“When everyone is connected, and everyone values education as high as it should be valued, we can do big things in North Charleston,” added Sorensen. “Our students are descendants of a dreaming generation - families who hoped for more and worked hard to give them access to opportunity. They are remarkably resilient, and I am honored to be one of many educators committed to helping them grow into the future they deserve.”