Teacher of the Year – Maia Wiggins, Theater Arts

In completing this section, summarize factors that influenced you to become a teacher.  Describe what you consider to be your greatest contributions to or accomplishments in education.

Teaching is a family tradition. My mother, grandmother, great-grandmother, and grandfather were all educators, as were my aunts and uncle. Growing up in a family of teachers, I faced my own academic challenges with dyslexia, often feeling limited as I struggled to keep pace. However, with my family’s guidance, I saw that my struggles didn’t define me; they strengthened me, inspiring me to follow in their footsteps and help others find their strengths through learning. B.B. King once said, “The beautiful thing about learning is that no one can take it away from you.”

My professional journey began as a college recruiter, where I encountered countless students with big dreams who felt lost in the process. They didn’t know where to start, and it became clear that early intervention could make all the difference. That realization drew me to high school teaching. I wanted to reach students at a critical point, helping them build the confidence, direction, and skills they’d need to navigate their future with purpose.

As a high school teacher, I encounter students with learning differences. I love that I can provide the encouragement that I received from my family. My most rewarding accomplishment has been empowering students to see their potential and helping them turn obstacles into strengths. Teaching is about instilling confidence and resilience in every student, just as my family instilled it in me.

Describe your personal feelings and beliefs about teaching including your perception of what makes an outstanding teacher.  Describe the rewards you find in teaching.

As a theater arts teacher, I aim to help students find their voice on stage and in life. Theater enables students to explore their identities, authenticate themselves, and connect with others. I have witnessed firsthand how transformative it can be for students who start in my Theater Arts 1 class with a simple monologue. Over time, they grow in confidence, creativity, and self-expression.

An outstanding teacher creates a safe space where students can take risks, discover their potential, and feel genuinely supported. In theater, this means equipping students with the tools to share their stories, develop resilience, and believe in themselves on and off the stage. It is essential to recognize the unique potential in every student, even when they may not see it in themselves yet.

One of the most rewarding aspects of teaching is observing this growth unfold. For instance, I have seen shy students who would barely speak up in class step out of their comfort zones to perform or even compete in the National Thespian Competition. These milestones are significant because I know that each achievement began with a small step in the classroom, a bit of encouragement, and a great deal of courage on their part.

Teaching theater is about helping students find their voices and realize they can accomplish more than ever imagined. I teach because seeing them gain confidence and excel in ways they never thought possible brings me joy.

Describe your Community Development such as volunteer work, civic and other school related activities.

In my role as a theater arts educator, I am deeply committed to fostering community development through volunteer work, civic engagement, and various school-related activities. My involvement in BTEC’s mentorship program allows me to collaborate with experienced theater educators, exchanging valuable insights and best practices. This ongoing mentorship helps me grow professionally and enhances my school’s theater arts program.

Outside the classroom, I contribute to my school community by mentoring new teachers and offering guidance on classroom management, production planning, and student engagement. I also volunteer my time to organize and support school performances and events that encourage student creativity and self-expression.

Additionally, I participate in after-school programs and workshops designed to empower students, particularly those facing academic or personal challenges. These initiatives give students the tools to succeed while fostering a sense of connection and collaboration within the school community.

My dedication to these community development efforts reflects my commitment to creating an inclusive and supportive environment where students and educators can thrive and reach their full potential..

Rookie Teacher of the Year – Walker Fennell, Assistant Band Director

If you could sum up your philosophy of teaching in one paragraph, what would you say?

As an educator, I believe it is my responsibility to create a safe and supportive environment where each student is motivated to take ownership of their learning and grow in their craft. The trust between students, peers, and the teacher is essential for fostering an atmosphere where students feel comfortable sharing ideas, receiving feedback, and taking risks. Therefore, by understanding each student’s unique motivations and setting achievable goals, I can help them gain confidence and self-motivation in mastering their skills. At the end of the day, I strive to inspire students musical growth through providing the patience, adaptability, and empathy needed to meet their unique opportunities for improvement, ultimately helping them succeed both academically and musically.

What would you consider major issues in public education today?

In the band world, students’ education is often driven more by the ensembles competitions than through a holistic approach to music education. While festivals, marching competitions, and UIL events can be a motivating factor for some students, they often place too much emphasis on winning and rankings, which are subjective and difficult to judge in the context of an artistic competition. This chase for a high placement shifts the role of educators away from fostering creative and personal expression, which grows our students education and love for music. The approach should be the opposite: by prioritizing the development of students’ musical skills and deepening their passion for music, the results of a subjective competition will improve.