Carissa Carr, a Gifted and Talented educator at Oakland Elementary School and Stono Park Elementary School, was named a Top Five Finalist for Charleston County School District (CCSD) Teacher of the Year. She said she is humbled and honored to be recognized among her peers.

Carr’s dedication to her students goes far beyond academics. She is committed to helping students recognize their potential and empowering families to celebrate their children's strengths. Her passion for educating children runs deep, and she hopes to use this opportunity as a finalist to advocate for a strength-based approach and mindset to educate all children - a model that is used in the Gifted and Talented Department.

“The value of knowing a student’s strengths, weaknesses, likes, and interests is like no other,” Carr said. “In my 19 years of teaching, the most rewarding part has been being able to push a student to their fullest potential by providing them with the skills, resources, and support needed so that they can accomplish anything they put their hearts and minds to.”

As a general education teacher for 11 years, Carr trained extensively to incorporate high-level learning and curriculum in her classroom in an effort to reach all students, not just the ones identified as Gifted and Talented. She said the benefit to her students was extraordinary.

“The idea is to take the approach of a child’s strength area - their talents, their interests, their career goals and aspirations for the future, and build upon those strengths and have a ‘can vs. can’t’ commitment,” said Carr. “Along the way, educators help students fill in the gaps.”

Carr and her colleagues know that talent is distributed equally, but opportunity is not, and she hopes to advocate for talent development, exposing as many or all children to higher-level thinking and curriculum. 

“When we focus on students' strengths, we empower them to see themselves as capable learners,” said Carr. “A strength-based approach nurtures confidence, motivation, and resilience - creating a foundation where growth naturally occurs. It is my hope that we, as a district, can embrace the idea of giving all students enrichment and resources.”

The Gifted and Talented Department works with a platform called Thrively that endorses the strength model. Carr described it as a whole-child approach. Assessments related to the program identify a student’s top five strengths, which include global indicators, not just academic performance.

Carr said the assessments open the eyes of her students and give them a big-picture idea of where they can go in the future.

“This component sets the students up for future success,” said Carr. “My hope is that the district can make this available to all students. Talent is everywhere, so we must create opportunities. My goal and mission is to give students resources and opportunities to as many as I can.”

Carr added that if she can touch just one life, make a difference in one student's future, and change the course of a child's life for the better, then she has successfully accomplished her job. 

“The heart that I have for teaching and my students is my greatest contribution,” said Carr. “This is not something that can be taught in school or learned in a textbook, but something that must be within. Every student has their own strengths and talents within, and it is our job as educators to help them grow and flourish. I believe that we as educators and as a community need to begin focusing on the areas of strength within our students.”

 

Shaped by curiosity and a love for the natural world, Crystal Herron's path to teaching unfolded as she discovered the power of connecting scholars to real-world science. With a marine science degree, Herron envisioned a career in research and conservation. Still, every role she took, from leading marine field programs at Grice Marine Lab to developing K-12 environmental education programs with the South Carolina Department of Natural Resources, the U.S. Fish and Wildlife Service, and the U.S. Forest Service, pulled her further into the world of education. These experiences reinforced her belief that learning should be immersive, hands-on, and deeply tied to scholars' communities.

As a Top Five Finalist for Teacher of the Year, Herron, of Charleston Charter School for Math and Science, hopes to use her platform to expand learning opportunities by utilizing local agencies and community partners. The idea is to expand hands-on learning. She believes that education should be a partnership between schools and the community, where scholars engage with the world beyond the classroom in ways that foster responsibility, collaboration, and a sense of belonging.

“For me, this humbling recognition is an opportunity for me to bring attention and recognition to everything that got me here to this point,” said Herron. “I don’t teach alone. Beyond my work with scholars, I am dedicated to serving my colleagues and strengthening education across Charleston County. My colleagues at school and our community partners are so vital to my success as an educator. The ability to bring in experts or expose students to learning environments outside of the classroom goes hand-in-hand with the required curriculum.”

Herron said her greatest contribution to education is bridging the gap between school and the real world, giving scholars a space where they don’t just prepare for the future, they step into it. 

“I will continue to advocate for education that is engaging, relevant, and community-driven, ensuring every scholar in Charleston County sees themselves as a capable and valuable part of their world,” Herron explained. “Scholars don’t just need access to information, they need opportunities to use it in ways that challenge and inspire them. Schools should work with businesses, scientists, engineers, and civic leaders, not just to expose scholars to new ideas, but to actively involve them in solving real-world problems.”

Herron said that the best education doesn’t happen in isolation. 

“Schools and communities should not be separate - they should be deeply connected,” added Herron. “If we want scholars to see education as more than a task to complete, we must make learning a process of discovery, not just absorption. They disengage when learning feels like a series of assignments and thrive when it feels like an adventure.”

As a spokesperson for the teaching profession, Herron said her message is simple: investing in teachers and schools means investing in communities. 

“A thriving education system builds a thriving workforce, a more informed society, and a stronger future,.” said Herron. “The leaders, innovators, and problem-solvers of tomorrow are sitting in today’s classrooms. The more we connect scholars with real-world experiences, mentors, and opportunities, the better prepared they will be to step into those roles.”

 

Megan Kee arrived at West Ashley High School in January of the 2019-2020 school year. She knew her first year teaching would be hard, and then the COVID-19 pandemic added extra pressure and stress to the experience. However, Kee made it through with flying colors, earning the Rookie Teacher of the Year designation.

Kee credits the school administration and the community for her success and is appreciative of the continued training and professional development she has received over the years.

“Teaching was a thing I always knew I wanted to do,” said Kee. “Everything I have worked for and achieved has a singular focus: I want to build systems that I would want for my own children.”

A large part of Kee’s own story is her family's journey. Her grandmother grew up in rural Malaysia and left home to get schooling to become a nurse. Her father was fortunate enough to attend a great school in Malaysia’s capital city of Kuala Lumpur. Similarly, Kee has had great educational privilege thanks to the sacrifices her dad made once moving to the United States.

“My desire to improve systems for all children is really rooted in the fact that people took chances on members of my family in order to give them a better shot, and I am trying to pay that forward,” explained Kee.

In college, Kee was in a guest lecture that broached the topic of Asians as the “Model Minority,” due specifically to their cultural understanding of collectivism. 

“Rather than putting focus on one's own success, culturally we put the emphasis on everyone's success,” said Kee. “Two of my classmates, one on each side, turned and said, ‘That's you’. I actually ended up writing my master's dissertation on this and the crossover between this cultural belief and learning communities for young teachers. While my heritage is not something I'm particularly in touch with, the idea of collectivism is something that I abide by and is seen in my classroom and in my school community. My door is always open to colleagues and scholars.”

Kee’s classroom, like her teaching style, is student-centric. At any moment, even when she is not teaching a class, her classroom is full of students. Alongside the wall of Kee’s room is seating for students not on her roster who need additional academic support during the school day. Students from entry-level courses, SAT Bootcamp, and off-campus dual-enrollment classes fill those seats, raising their hands when they need help, and often assisting each other. She said watching strangers collaborate within her classroom - students grade levels apart - speaks towards the inclusive nature of Kee’s classroom, where all students are welcome, and all learners are supported.

 

That’s why Kee is determined to use the opportunity as a Top Five Teacher of the Year Finalist to advocate for trust.

“I want the community to know that teachers are professionals and the extensive training and professional development provided to us has prepared us to teach and fully do the job we were called to do,” said Kee. “My hope is to advocate for trust so that the community is reminded that we as educators are prepared to serve their children.”

Kee believes that every person is impacted by education and by the quality of schools in their community. 

“The belief that anyone can teach, or that those who can’t do teach, has negatively impacted our country for decades,” said Kee. “I believe that Charleston County School District (CCSD) is making great strides towards helping the community view teachers as professionals, with a set of skills that must be honed and sharpened. Specifically, the competitive pay rate of CCSD will prevent teachers from needing supplemental income, giving them the space to really thrive professionally. It will also attract young teachers, fresh from education programs.”

Kee explained that with CCSD emphasizing that teachers impact students most, the hope is that the community shifts towards trusting teachers, administrators, and district professionals to make the decisions that they have been trained to make. 

“As public servants, we are all making choices to benefit the public as a whole, as schools are a vessel for implementing community-wide social mobility,” said Kee. “In the spirit of collaboration, my message to the public and my fellow educators would be that we are all in this together. Every single teacher across the state wants their students to be successful, just like every parent wants their child to achieve greatness. Parents, by supporting your student’s teachers and taking an active role in your student’s education, you are showing your student how important it is, because with an education, anything is possible.

Kee is looking forward to serving and is humbled and appreciative of the support she has.

“Students can do anything, and I hope that as their teacher, I show them that they are capable,” Kee added.

 

Katie Scheaffer is a science teacher at Thomas C. Cario Middle School, where she has taught for over four years. In her teaching experience, Scheaffer has had the privilege of working in two middle schools with drastically differing student demographics. Yet within the walls of each of these schools, she has witnessed excellence from both teachers and students.  

“As educators, we must continually elevate our field both individually and collectively,” said Scheaffer. “If selected to serve as District Teacher of the Year, I would want to spotlight student and teacher excellence and 'speak life' or elevate this profession, which is often surrounded by noise. Every educator must choose to speak positively about all aspects of teaching, including those we encounter: our students, colleagues, and the broader community. I would specifically like to shift the perception of middle school away from the 'dreaded three years' to instead highlighting it as the best three most enriching years.”

Guided by CCSD's motto, "Students are the heart of our work," as District Teacher of the Year, Scheaffer said she would collaborate with teachers across the district to develop strategies that draw students into the classroom each day. 

“The teacher is in the best position to unlock countless possibilities for students, including their most extraordinary superpower, a love of learning,” said Scheaffer. “Collectively, with other teachers in CCSD, I want to ensure that our classroom seats are filled with the students who may one day be the ones who make significant contributions to our world.”

“With the incredible amount of change that happens within an adolescent child, middle school can be a constant,” continued Scheaffer. “Students encounter newfound freedoms and the opportunity to make choices both in and outside of instruction. Middle school gives students an opportunity to dive deeper into content, often allowing them to explore areas of interest. Cognitively, students are able to think more critically and creatively about topics, which can foster meaningful conversations.”  

Scheaffer said that outside the school walls, she will advocate for education in local communities and spheres of influence. 

“I often hear the phrase, 'bless your heart,' in reference to the demands placed on teachers,” Scheaffer said. “Yet, it is our professional responsibility to shift the conversation and highlight the incredible opportunities available in our field. With students at the center of our mission, we educators have a unique opportunity and platform to speak life into them, positively impacting not only them but also shaping future generations.” 

Scheaffer is an educator who hopes her students leave her class more curious and more knowledgeable. She also believes that students should feel valued and happy, and that is a social and emotional benchmark she strives for daily.

“Twenty-four years later, I still love what I do,” added Scheaffer. “The rewards far outweigh the challenges. I am grateful for how far I have come. As a Top Five Finalist, I am looking forward to connecting with the abundant talent found across the district.”

Eric Wilkinson, the choir director at Wando High School, said he has his dream job - he has dedicated 24 years to educating young students in music performance, and his award-winning program is a testament to his dedication to the importance of the arts in education.

In Wilkinson’s classroom, he actively addresses the Profile of the South Carolina High School Graduate through a comprehensive approach that integrates world-class knowledge, world-class skills, and life and career characteristics, all within the dynamic environment of choral music education. 

His students engage with a broad spectrum of musical literature, singing in multiple foreign languages, including Italian, French, German, Swahili, Chinese, and Estonian. Students work effectively with diverse groups, learning to listen, blend, and support one another to achieve a unified sound. Additionally, he emphasizes self-direction through activities that require motivation, goal setting, and accountability. Students set personal and ensemble goals, track their progress, and reflect on their growth.

“My students achieve musical excellence through this multifaceted approach and develop the knowledge, skills, and characteristics essential for success beyond high school,” said Wilkinson. “As the District Teacher of the Year, my message to the teaching profession and the public would focus on the transformative power of Fine Arts education in building better schools and communities. Fine Arts teachers and programs are not just supplementary to education but foundational in fostering environments where students thrive academically, socially, and emotionally.”

Wilkinson’s vision for his students at Wando is that they realize that as they become better musicians, they become better people.

“It is a cyclical improvement,” said Wilkinson. “My dream is that my students take the skills they learn and weave them into the fabric of who they are.”

Wilkinson explained that thriving Fine Arts programs create dynamic school cultures where students are eager to attend. Preparing for performances motivates students, fostering a sense of purpose and belonging. For many, he said, Fine Arts classes are the highlight of their day, providing a creative outlet that nurtures their talents. 

“This engagement improves attendance and academic performance,” added Wilkinson. “ Fine Arts programs also strengthen vertical alignment within school districts through regular communication with feeder and collegiate programs. This network supports both students and educators, fostering collaboration and a shared vision for arts education.”

Wilkinson, whose students participate in his program during all four years in high school, believes that  Fine Arts education is a catalyst for building better schools. He said it nurtures creativity, strengthens community ties, and prepares students to be innovative, empathetic leaders. 

“As a spokesperson for the teaching profession, I am committed to advocating for the vital role of Fine Arts in education, ensuring every student has the opportunity to experience its profound benefits,” said Wilkinson.