golden apple AWARDS
Educators of Distinction wish lists
Thank you for supporting the Golden Apple Educators of Distinction! These individuals and teams inspire, lead and innovate classrooms across Greater Green Bay and we are honored to recognize them.
Below you will find more about each teacher and team, along with their Amazon wish lists to help stock their classrooms.
The apple denotes the 2026 Golden Apple recipients.
Aaron Kilsdonk
Seymour High School
Teaching agriculture means Aaron Kilsdonk often adjusts his lesson plans for real-life situations that cannot be scripted. Whether helping a goat give birth during class or demonstrating how to properly handle a rabbit for the safety of both student and animal, no two days are the same.
Preparation, adaptability and patience help him create a structured yet flexible classroom where students feel supported, challenged and engaged. He intentionally builds a sense of belonging so students see themselves as an essential part of the learning experience from the first day.
Throughout each unit, Kilsdonk assesses what students already know and identifies gaps and misconceptions using traditional assessments, hands-on activities and reflective opportunities. He uses that information to refine his lessons and create meaningful experiences that support student growth. For example, the safety unit in his Small Animal Care class sets the tone for the trimester. Students share their experiences with small animals and quickly move beyond the bites and scratches they have encountered to uncover new information they had not considered. This approach sparks curiosity, encourages open discussion, and helps students recognize the importance of learning together.
Kilsdonk believes leadership goes beyond a title. It means serving others, modeling expectations and contributing to a positive culture inside and outside the classroom. He serves on the high school leadership team, known as the Guiding Coalition, and advises the FFA chapter. He is also in his second term as past president of the Wisconsin Association of Agricultural Educators (WAAE) and volunteers in the community by working at high school athletic games, assisting with youth livestock programs and serving as dairy superintendent at the county fair.
Adam Rudar
Notre Dame De La Baie Academy
Adam Rudar is a high school social studies teacher with more than 20 years of experience in education. He currently teaches Introduction to Social Studies, Introduction to Psychology, IB Psychology, and Global Politics, emphasizing critical thinking, inquiry and real-world applications of the social sciences. His teaching is grounded in the belief that understanding human behavior, systems and decision-making empowers students to engage thoughtfully with the world around them.
Rudar earned a bachelor of arts in social studies and psychology from St. Norbert College and a master of arts in psychology from Northcentral University (now National University). He is pursuing a Ph.D. in leadership with a focus on innovation and continuous improvement at Concordia University Wisconsin. In addition to his classroom work, Rudar has served in numerous leadership roles, including department chair, staff council chair and committee work on curriculum and data initiatives, contributing to accredidation, instructional alignment and schoolwide improvement efforts.
Rudar decided to become a teacher after being inspired by educators who supported and challenged him during middle and high school. Influential college professors further shaped his passion for social studies, particularly psychology. He strives to create a supportive and intellectually engaging classroom where students feel both challenged and accepted.
Outside the classroom, Rudar enjoys a wide range of interests, including art, anime, video games and learning guitar. He believes that pursuing personal passions enriches his teaching and allows him to connect with students in meaningful ways, sharing curiosity, creativity and a love of learning beyond the textbook.
Alex Downing
Red Smith Elementary/Middle School
Alex Downing knows firsthand how boring history can be. In fact, the subject was by far his least favorite until his sophomore year of high school, when his European history teacher changed his perspective. It was the first time Downing saw history as more than reading a textbook, completing packets, and memorizing dates and names. Today, he incorporates innovative and engaging activities into his lessons as a seventh-grade social studies teacher.
From simulating the Black Death and Japanese feudalism to researching ancestry and interviewing family members to create a unique personal heraldry, students in Downing’s classroom draw not only on their own interests but also on their cultural and lived experiences. He strives to foster a community designed to meet students at various levels and abilities. By getting to know his students, he is able to challenge them individually while bridging gaps for all.
What some might consider failures, Downing views as growth opportunities. His adaptability has allowed him to overcome many hurdles, both personally and professionally. He spent the first several months of last school year in a wheelchair after being diagnosed with an extremely rare form of bone tumor. With determination and a conviction to keep fighting, he continued teaching throughout his rehabilitation and is now tumor-free.
Leadership means a great deal to Downing as he reflects on the parents, coaches, and teachers who shaped him into the person he is today. He demonstrates leadership within his school as the social studies department chair, leading six of his peers. He is also a member of the Continuous School Improvement Team and Security Team and serves as a football and track coach. He piloted a new districtwide social studies resource and co-founded an esports club that had more than 30 members last year.
Allison Nitti
Red Smith Elementary/Middle School
Allison Nitti is in her third year teaching fifth grade at Red Smith K-8 School. She earned a bachelor’s degree in education with a minor in art from the University of Wisconsin-Green Bay and will complete a master’s degree in learning communities at the University of Wisconsin-La Crosse in May.
Born and raised in Green Bay, Nitti credits her mother, a special education teacher, with inspiring her passion for education from an early age. She believes in building strong relationships with students and creating a classroom where every child feels seen, heard and encouraged to grow. Her classroom is full of laughter, respect and kindness, with a focus on fostering a love of learning.
Outside the classroom, Nitti is a volleyball player, artist and dog lover. She and her wife, Lindsay, live in Green Bay with their two dogs. Summers are spent camping, hiking, enjoying time with friends and family and catching up on reading. Her favorite quote, from educator Rita Pierson, is: “Kids don’t learn from people they don’t like,” reflecting her commitment to connecting with students and supporting their success both academically and personally.
Andrea Barington
Holy Family Catholic School
With over 20 years of dedicated experience in education, Andrea Barington is honored to serve as the PreK–8th Grade Physical Education and 7th–8th Grade Health teacher at Holy Family Catholic School. Her diverse and rewarding career spans roles from preschool teacher and director to specialized work in Physical Education and Developmental Adaptive Physical Education (DAPE). This broad background allows her to support the physical, social and emotional development of her students at every stage of their growth.
Barington’s educational foundation began at the University of Minnesota, Minneapolis, where she earned a B.S. in Human Ecology with a focus on Human Development. She later expanded her expertise at St. Cloud State University, earning a B.S. in Physical Education and DAPE. She is currently a licensed PE and Health teacher in the state of Wisconsin.
She chose to become an educator to make a genuine difference. Having personally struggled as a student, she possesses a deep empathy for those who find the academic journey difficult. She encourages her students to understand that failure is not the opposite of success, but a vital part of it. She frequently shares the motto “fail up,” inspiring students to use every setback as a stepping stone toward their goals.
Barington’s life and teaching philosophy are rooted in Philippians 4:13: “I can do all things through Christ who strengthens me.” Whether in the gym or the health classroom, her mission is to empower the students at HFCS to realize their potential and find the strength to overcome any obstacle.
Andrew Crane
Southwest High School
A student once compared Andrew Crane to a game show host because of his enthusiasm, sense of humor, and the variation of his lessons. He brings energy into his teaching and will do whatever is necessary – singing, standing on a desk, joking, or even laying on the ground – to capture his students’ attention.
Three principles guide him as an educator. Understanding that students seek the meaning behind what they are asked to do, Crane uses real-time data, examples, and current events to make his lessons matter. Whenever a student, administrator, or colleague comes to him with a request, he always tries to say yes. And finally, as an Eagle Scout who was once taught campsite etiquette, his philosophy is to always leave things better than they were before.
Every class starts with an inspirational quote, a celebration, birthday announcements, learning targets, and a joke. He is confident in his ability to read his classroom by watching students’ facial expressions and body language. In addition to gathering objective data on how well they understand a lesson, Crane enjoys coming up with new analogies when it is clear that he is not yet reaching his students.
An alumnus of Southwest High School, Crane takes a great deal of pride in his school, its students, and its alumni. He promotes positive school culture and a sense of belonging as part of the Multi-Level System of Support (MLSS) Committee. He advises the Politics Club and has previously led the Debate Club and Mock United Nations. He is also part of the Southwest Distinguished Alumni Committee and Green Bay Area Public Schools Hall of Fame Committee. But his favorite leadership role is serving as the public address announcer for Southwest football and basketball games, a position he’s held for the last 18 years.
Annie Stewart
Father Allouez Catholic School
Annie Stewart is a kindergarten teacher at Father Allouez Catholic School with 27 years of teaching experience. She earned a bachelor of arts degree in education with a minor in early childhood education from St. Norbert College. Stewart is a certified dyslexia practitioner and a Foundations coach and facilitator. She also holds a certificate from the Catholic Leadership Academy and serves as the lead teacher at Father Allouez.
From a young age, Stewart knew she wanted to be a teacher, inspired by her deep love for children and learning. She is passionate about creating a nurturing and inclusive classroom where every child is recognized and supported as a unique individual. Guided by her personal motto, “Be the reason someone smiles,” Stewart is dedicated to helping her students grow academically, socially and emotionally.
In her classroom, she fosters curiosity, kindness and confidence, encouraging students to explore, ask questions and develop a lifelong love of learning. Stewart believes that building strong relationships with her students is as important as academic instruction, creating a safe and joyful environment where every child can thrive.
Baylee Simonar
Saint Mary’s School Luxemburg
Baylee Simonar is a 5th–6th grade teacher at St. Mary’s Catholic School, where she teaches science, social studies, and mathematics. Now in her third year of teaching, Baylee brings energy, curiosity, and a student-centered approach to the upper elementary classroom. She earned a Secondary History degree with a Broadfield Social Studies certificate from the University of Wisconsin–Green Bay, graduating summa cum laude in 2022.
For two years Baylee taught Spanish across the school and continues to include weekly Spanish lessons to give students a worldly perspective. Drawing on her travel and study-abroad experiences, Baylee weaves international examples and cultural connections into science, social studies, and math units so students appreciate diverse ways of knowing and see learning in a broader context.
She designs hands-on projects, inquiry-based labs, and collaborative research tasks that invite students to explore real-world problems. Baylee chose to become a teacher after witnessing limited educational resources abroad and the profound love of learning children still displayed; she wanted to inspire that same enthusiasm in her students. Each time a student lights up at a new concept, she feels fulfilled knowing she helped spark that curiosity. She encourages students to be courageous learners who ask thoughtful, critical questions. Her classroom motto is: “Education is the most powerful weapon which you can use to change the world.” — Nelson Mandela.
Bridget Johnson
Cormier School & Early Learning Center
Bridget Johnson is a 4K teacher with 15 years of experience in education and a deep appreciation for the small, meaningful moments that shape early learning. She works with young students to help them feel comfortable at school, confident in themselves and curious about the world around them.
Johnson earned a bachelor’s degree in elementary education, with a minor in early childhood education, from St. Norbert College. She said she first decided to become a teacher while in first grade, inspired by her early love of school and the sense of connection she felt in the classroom. That early calling continues to guide her work with young learners.
Her experiences inside and outside the classroom have shaped her perspective as an educator, deepening her understanding of how children grow, explore and discover. She believes in the importance of patience, care and partnership, and she strives to create a supportive environment where students feel seen, encouraged and free to express themselves.
Johnson believes the early years of education are about more than preparing for what comes next. They are about helping children feel known, capable and valued as they begin to see themselves as learners. She is committed to creating a classroom where children feel safe to try, proud of their efforts and supported every step of the way.
Her favorite quote, from John H. Clarke, is: “Feeling loved gives a child roots; feeling capable gives them wings.”
Claudia Stewart
Parkview Middle School
Claudia Stewart teaches art at Parkview Middle School in the Ashwaubenon School District. She is in her third year of teaching and her second year at Parkview after previously teaching elementary art in Sheboygan. In her current role, she works with middle school students to develop artistic skills while encouraging creativity, self-expression and confidence.
Stewart earned a bachelor’s degree in art education from St. Norbert College. She chose to become a teacher because of her love for art and her desire to share that passion with her students. She was inspired by her own teachers, as well as her mother, who is also an educator.
Art has been a constant presence in her life and became an important outlet during her time as a student. She said it provided both an escape from more challenging classes and a space where she could express herself freely. Today, she strives to create that same type of environment for her students, one where they feel comfortable exploring ideas, taking creative risks and discovering their own artistic voice.
It is especially meaningful to Stewart that she now teaches in the same school and district she once attended. Returning to her alma mater and working alongside teachers who once inspired her has created a full-circle experience that continues to shape her work in the classroom.
She emphasizes student choice and creativity in her lessons, designing projects that allow for individual expression and personal interpretation. Her goal is to help students build confidence in their abilities and carry their creativity beyond the art room into other areas of their lives.
One of her favorite quotes, from Pablo Picasso, is: “Every child is an artist. The problem is how to remain an artist once we grow up.”
Dan Albrent
Ashwaubenon High School
Dan Albrent makes it a priority to be visible in the school hallways, greeting students as they arrive and wishing them well as they leave. He believes establishing a positive school culture begins with small, daily interactions that foster a sense of belonging.
In his classroom, he maintains a dynamic commitment to flexibility. He understands that students do not reach their goals at the same time and that the path to success is not linear. Albrent uses data and student feedback to refine his instruction. He allows students to retake formative assessments after relearning the material, and since implementing the policy, he has seen an increase in scores which is evidence of the confidence students gain when given the opportunity to correct their mistakes.
Albrent designs projects that connect his class with the broader student body. For example, students create public service announcements on TikTok about overfishing to raise awareness among their peers and design posters promoting composting for display in the lunchroom. A courtyard green space serves as a collaborative living classroom featuring native trees, wildflowers and a greenhouse. He invited construction students to build benches and chairs for the area and Family and Consumer Education
courses to use herbs and fruit grown there for culinary projects, fostering a truly cross-
curricular environment.
To Albrent, leadership means setting an example that inspires others to follow, not simply being the loudest voice in the room. He took a lead role in redesigning courses to meet new standards at his school and actively pursues professional growth to improve student outcomes. He sponsors an Eco Club and is writing grants to bring hands-on genetics learning to his students through mini-PCR kits. Ultimately, he hopes to model the lifelong learning he expects from his students.
Dan Dennis
Leonardo Da Vinci School for Gifted Learners
Dan Dennis grew up and graduated from high school in Hancock, Michigan, where he also began his higher education at Suomi College. He later transferred to the University of Wisconsin–Green Bay, earning a degree in elementary education with a minor in science. He went on to earn a master’s degree in educational technology from Marian University, strengthening his skills in integrating technology and innovation into the classroom.
Dennis is a 27-year veteran of Green Bay Area Public Schools. He spent 14 years teaching at Nicolet Elementary before joining the Leonardo da Vinci School for Gifted Learners where he has primarily taught science to students in grades 6–8. He enjoys helping students develop curiosity, problem-solving skills and a love of learning through hands-on experiments and inquiry-based lessons.
He chose a career in education inspired by his grandfather, Gordon G. Barkell, a longtime teacher, superintendent and mentor. Barkell’s impact on his community was so significant that a school in Hancock, Michigan was named in his honor. Dennis said his grandfather’s example instilled in him a sense of purpose and a desire to make a meaningful difference in the lives of young learners.
Outside of teaching, Dennis enjoys all things Star Wars. One of his favorite quotes comes from Master Yoda: “Always pass on what you have learned,” a principle he said guides both his teaching and his approach to life. He strives to create a classroom environment where students are encouraged to share knowledge, explore their interests and carry their learning forward into the world.
Elizabeth Awve
Sunnyside Elementary School
Elizabeth Awve is an elementary teacher with 12 years of experience and a genuine love for helping students grow academically and personally. She currently teaches third grade, creating a classroom that is supportive, engaging and encouraging for all learners.
Awve earned a bachelor of science in elementary education from the University of Wisconsin–Stevens Point. Over the years, she has continued to grow as an educator by learning new strategies and adapting her teaching to meet the diverse needs of her students. She believes that strong relationships and a positive classroom culture are just as important as academic success and strives to make each student feel valued and supported.
She chose teaching because she wanted to make the same kind of difference in students’ lives that her own teachers made in hers. Awve works to be a teacher her students feel comfortable learning from, asking questions of, and trusting. She also values building meaningful connections with families, believing that strong partnerships play a key role in student success.
Awve believes every child is capable of learning and growing when given encouragement, patience, and support. One of her favorite teaching quotes captures her philosophy: “Children may forget what you taught them, but they will never forget how you made them feel.” This belief guides her daily work and reflects her commitment to making a positive and lasting impact on the students she serves, fostering confidence, curiosity and a love of learning.
Emily Krueger
Algoma Elementary School
Emily Krueger is a transitional kindergarten teacher with 15 years of experience in education. She spent seven of those years working with English Learner students in the Green Bay Area Public Schools and has been teaching 4K/Kindergarten for the past eight years at Algoma Elementary School. She attended the University of Wisconsin-Oshkosh for her bachelor’s degree in Early Childhood Education and earned her master’s degree in Applied Leadership from the University of Wisconsin–Green Bay.
She chose to become a teacher, because she wants to make a meaningful impact during a child’s earliest years of learning. Early childhood is a critical time for building confidence, curiosity and a love of learning. She is passionate about connecting learning through play to support students’ academic, social and emotional growth. She loves that she gets to continue nurturing these relationships as students grow throughout their elementary years.
She also loves the strong relationships she builds with families. She values meaningful family partnerships and the opportunity to connect families with resources and programs that support their children both in and out of the classroom. She is grateful for the daily volunteers who help support student success, as well as area businesses who welcome her class for local field trips. Teaching allows her to build strong connections within the community and help children and families find a sense of belonging.
A quote that resonates with her is, “You must leave this world a better place than it would have been if you had not existed.”
Erica Hardwick
Lineville Intermediate School
Erica Hardwick is a dedicated middle school educator who teaches english language arts and social studies to sixth-grade students. With four years of classroom experience, she is passionate about helping students build strong literacy skills, think critically about the world around them, and develop confidence in their voices. Hardwick believes middle school is a pivotal time in a child’s academic and personal growth and works to create a classroom where students feel safe, supported, and excited to learn.
She earned her associate degree from Bay de Noc College before completing a bachelor’s degree in elementary education at Northern Michigan University. Her educational journey combined with hands-on classroom experience, has shaped her student-centered approach, emphasizing meaningful lessons, real-world connections and relationship-building as the foundation of effective learning.
Hardwick chose teaching because she wanted to make a lasting impact on students beyond academics. She is drawn to the opportunity to encourage curiosity, advocate for her students, and be a consistent, positive presence in their lives. She believes learning happens best when students feel seen, heard and valued.
A guiding philosophy for Hardwick comes from the television show Abbott Elementary: “This profession isn’t about being the best, it’s about doing your best. Being a constant for your students…It’s the showing up that counts,” said Gregory Eddie, a teacher on the show. Hardwick strives to live by this principle, showing up for each student and helping them grow both academically and personally.
Erica Kentop
Forest Glen Elementary School
Erica Kentop is a fourth-grade teacher at Forest Glen Elementary in the Howard-Suamico School District. She has been teaching for 21 years, all in fourth grade at Forest Glen. Kentop earned her elementary teaching degree from the University of Wisconsin-Oshkosh with a minor in Spanish. She feels fortunate to work alongside a team of dedicated educators in a district that puts students first.
Kentop’s love of teaching began in childhood, when she would play school with friends in her neighborhood. She has always been passionate about working with children, from babysitting locally to leading youth programs in high school. That passion has only grown over the years, and she enjoys spending time with kids at events and social gatherings outside the classroom. Her students are what make her love coming to work every day.
In her classroom, Kentop strives to create a nurturing and supportive environment where every child feels seen, valued and encouraged to reach their full potential. One of her favorite quotes, displayed by her classroom desk, serves as a daily reminder of her teaching philosophy: “Before you leave this class, always remember: I love. You matter. You can do anything. I believe in you.” She says it reflects the message she wants every student to carry with them: confidence, encouragement and the belief that they are capable of great things.
Outside of school, Kentop enjoys spending time with her family, exploring creative projects and finding ways to bring fun and curiosity into learning. Her commitment to building meaningful relationships with her students continues to be the heart of her teaching, shaping a classroom full of laughter, growth and memorable experiences.
Heidi Herrala
McAuliffe Elementary School
Heidi Herrala is a fourth-grade teacher with 17 years of experience. She brings passion, purpose and dedication to her classroom, creating an environment where students feel safe, valued and inspired to learn and grow.
Growing up in Ironwood, Michigan, Herrala was shaped by a close-knit community that valued relationships, kindness and care for others. She was also influenced by her mother, a college educator, who showed her the transformative power of teaching. Herrala said those early experiences guided her toward a career in education.
She earned a degree in elementary education and human development, with a minor in psychology, from the University of Wisconsin–Green Bay. She later earned a master’s degree in applied leadership in teaching with an emphasis in technology, reflecting her commitment to continuous growth and to brigning engaging, innovative practices into the classroom.
Her teaching philosophy centers on advocacy: every child deserves an advocate. She strives to build confidence, nurture resilience and celebrate growth in all its forms, ensuring students feel supported both as learners and as individuals. Her thoughtful approach helps students take risks, discover their strengths and develop a lifelong love of learning.
She lives in Green Bay with her husband, Steve, daughter, Khrysta, and their three dogs. Herrala is guided by the motto: “No one can do everything, but everyone can do something,” aiming to make that “something” meaningful for every child she teaches.
Jen Kelm
Baird Elementary School
As an elementary school counselor, Jen Kelm believes that building relationships is an important part of working with children. She regularly visits all classrooms to teach life skills and social emotional lessons, which provides many opportunities for her to get to know almost every student in her building. She strives to make all students feel like a valuable part of their learning community.
There is no typical day at school for Kelm. She stays flexible to meet the needs of any situation by thinking fast, changing her pace and responding accordingly. She offers individualized support for students with unique challenges and uses data to help create intentional groups for students with similar needs. One thing that does stay consistent from day to day is the many smiles, hugs, high fives, waves, and heart hands she offers and receives. Kelm says the greatest part of her job is the students.
Kelm is very passionate about the Mental Health of her students and staff. She was recently awarded a grant to bring three mental wellness days to her school. Those days are designed to help students identify feelings and emotions, practice mindfulness and calming strategies, and build skills for addressing stress and anxiety. She knows that students are future leaders of our world and having the skills to take care of their mental health will aid in their success.
Kelm calls a leader someone who inspires others through advocacy, passion and commitment. She has served on several committees and teams that focus on whole school goals, social emotional curriculum, student recognition and equity. She has led staff meetings and professional development sessions, organized fundraisers and assemblies, and helped to create clubs and groups involving students. She is currently building and implementing a schoolwide Growth Mindset & Mental Wellness initiative.
Jennifer Sloniker
Doty Elementary School
Jenny Sloniker is in her seventeenth year of teaching, including the past 13 years in fourth grade. She earned a degree in elementary education from Silver Lake College in Manitowoc, with minors in adaptive education and Spanish. Teaching has always been her dream. As a child, she spent countless hours playing school with her sisters, driven by a passion for helping others discover their strengths and reach their full potential.
Sloniker credits her own teachers for inspiring her to become the best version of herself, and she is grateful to now follow her passion by shaping the minds of her past, present and future students. She empowers her students to think independently, embrace their individuality and grow into their authentic selves. One of her favorite quotes, “Be the change you wish to see in the world,” guides her approach to teaching and life.
Beyond academics, Sloniker emphasizes the importance of compassion, curiosity and self-confidence. She believes that by sharing her love of learning and her dedication to helping others, her students will go on to make a positive impact on the world. Her classroom is a space where students are encouraged to explore, question and celebrate their unique talents, creating a foundation for lifelong growth and learning.
Joel Jarock
Pulaski High School
With 30 years in the classroom, Joel Jarock has refined his teaching practice, but three traits remain at the core of his success: adaptability, relationship-building and a passion for teaching. A high school math teacher, he brings concepts to life by designing real-world activities that move beyond the textbook and spark students’ curiosity.
Jarock leads his classroom with a set of guaranteed standards that are non-negotiable, regardless of students’ level, ability or past experiences. He models hard work and positivity to create a welcoming environment built on consistency and collaboration. Students play an active role in their learning through selecting their own groups or identifying concepts that need reteaching at the end of a unit. By inviting their input, Jarock fosters both ownership and accountability.
He regularly assesses student understanding through rapid, informal checks for learning. This year, he added a self-reflection component that encourages students to provide feedback using short responses or rubrics. He meets with colleagues twice a week to analyze student data and identify trends to inform future lesson planning. While he continues to refine how best to use the self-reflection data, he credits technology and collaboration with giving him access to more meaningful information than ever before.
Jarock describes leadership as living in a fishbowl and takes pride in leading by example. As Mathematics Department Head, he schedules courses for his colleagues. In 2018, he identified a need for a dual credit teacher for courses in partnership with Northeast Wisconsin Technical College (NWTC). While earning the 18 graduate credits required to teach those courses, Jarock was diagnosed with colon cancer. Despite a year of chemotherapy, multiple surgeries and recovery, he continued teaching full time, completed the necessary credits and has led the dual credit courses ever since.
Kathryn Brown
Pulaski High School
Kathryn Brown currently serves as Director of Choirs at Pulaski High School where she leads four curricular choirs and three extracurricular ensembles. She also spearheaded the establishment of a Tri-M Music Honor Society chapter at Pulaski High School two years ago. In addition, she is the music director for the PHS musical, which has received regional recognition through the CenterStage Program.
Brown has dedicated more than three decades to music education in Northeastern Wisconsin, sharing her passion for music with students from elementary through high school. She holds a bachelor of music degree from the University of Wisconsin–Green Bay and a master of music degree from the University of Wisconsin–Madison.
During her tenure at Pulaski High School, the choral program has traveled extensively, performing at prestigious venues such as Walt Disney World in Florida, Universal Studios Hollywood, the Rose Bowl Bandfest in Pasadena, and Carnegie Hall in New York City. This year, her choir will travel to Italy to perform in Rome during the holiday break in collaboration with Dominika Zamara, a Polish-born opera singer based in Italy.
A lifelong lover of learning, Brown knew from a young age that she wanted to become a teacher. Guided by a deep commitment to inclusion and connection, she chose music education as a way to combine her passion for performance with her dedication to students. A quote by Maya Angelou displayed in her office reflects her educational philosophy: “I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.”
Kelly Gossen
St. Thomas More Catholic School
Kelly Gossen teaches kindergarten and first grade English as part of a dual language program. She has been teaching for about 11 years, including some time as a substitute before becoming a full-time classroom teacher. In 2012, she earned a bachelor’s degree in early childhood education from the University of Wisconsin-Madison, and in 2025, she earned a master’s degree in liberal arts studies from St. Nobert College.
Gossen has been a teacher at heart for as long as she can remember. She loved school as a child so much that she created a classroom in her basement and played school every day after class. She spent her allowance at the “School House” and was fortunate to receive old schoolbooks, supplies, unused book orders, and Weekly Readers from her teachers which helped stock her basement classroom. Her childhood hobby became a lifelong passion when she discovered the joy of working with real students in a classroom setting.
Gossen believes teaching is as much about connection and engagement as it is about preparation. Her favorite quote, by author Gail Godwin, reflects this philosophy: “Good teaching is one-fourth preparation and three-fourths pure theater.” In her classroom, she strives to make learning dynamic, meaningful and joyful, nurturing curiosity and a love of learning in every child.
Kristin Blanchard
West De Pere Middle School
Kristin Blanchard is an eighth-grade science teacher at West De Pere Middle School. She has been in education for more than 25 years, earning a bachelor of science degree from the University of Wisconsin-Oshkosh and a master’s degree in educational technology from Marian University.
Blanchard felt called to teaching because she believes youth are our greatest resource and that education is one of the most powerful ways to shape the future. She strives to inspire curiosity, build confidence and empower her students by creating meaningful relationships in the classroom. By fostering a supportive and engaging learning environment, she encourages students to explore, question and recognize their potential.
In addition to her work with students, Blanchard emphasizes collaboration with colleagues to continually improve instruction and contribute to a positive school culture. One of her favorite mottos, “To teach is to touch the future,” reflects her commitment to making a lasting impact on the lives of those she teaches. Through her dedication and passion, she seeks to inspire not only academic growth but also personal development that will extend far beyond the classroom.
Laurie Grunwald
Jackson Elementary School
Laurie Grunwald is a first-grade teacher with 28 years of experience and a deep passion for helping children discover who they are as learners and as individuals. She earned her undergraduate degree from the University of Wisconsin–Green Bay and a master’s degree in Integrating the Arts from Lesley University in Massachusetts.
Grunwald became an elementary teacher, because she believes the early years are a critical time to shape how children see themselves as learners. From the earliest years of her career, she has been inspired by the joy, curiosity and resilience of young learners. In her classroom, she works to create a safe and nurturing environment where relationships come first, mistakes are welcomed as part of the learning process, and students are encouraged to take risks, grow and believe in themselves. She strives to meet each child where they are and help them move forward with confidence and hope.
Grunwald said her teaching philosophy is guided by one of her favorite quotes from Maya Angelou: “People may forget what you said or what you did, but they will never forget how you made them feel.” She aims to create a classroom where every student feels valued, supported and inspired to explore their potential.
Leah Cramer
Bay Port High School
Leah Cramer describes her teaching style as a “full-on experience.” She harnesses her energetic personality and creative problem-solving to make lessons relatable for students. She makes sure students have a clear grasp of her instructions and understand the why after discovering that students who make that connection become more engaged in the content.
As someone who team-teaches sections with Special Education and English Language Learners, Cramer understands that not every student learns the same way or comes to class with the same experiences or background knowledge. She wants to make learning accessible to everyone. For example, she offers audio versions of every single text read in class for students to play individually and help them read on their own. She also uses a lot of informal check-ins with her students including exit tickets, thumbs up and down for understanding, and partner-pair shares to get a pulse on student growth and progression. She never teaches a course the same way twice, because she is always finding ways to improve.
Her goal is to create a positive classroom community for students to help them feel secure. By ensuring students feel seen and valued, Cramer hopes they will feel more comfortable as part of the larger school family. She starts each class with a “class pet” slideshow compiled of pet photos submitted by students at the beginning of the year. This helps set a positive, welcoming tone for the day and allows the class to bond over a shared interest.
She believes a leader’s job is to identify problems and offer solutions. Colleges noticed incoming freshmen had difficulty keeping up with assigned reading, so Cramer implemented a daily Sustained Silent Reading (SSR) opportunity for students. Various colleagues noticed the success of that practice and have now implemented it within their classes to better prepare students.
Michelle Kontny
De Pere High School
Michelle Kontny is a social studies teacher at De Pere High School and is celebrating her 20th year in education. She teaches introduction to Psychology, Advanced Placement European History, and World History for sophomores, juniors and seniors. Kontny earned a bachelor of arts in history and secondary education from St. Norbert College.
Kontny chose teaching to champion every student’s potential, believing that all students can learn and succeed when their teacher reminds them they are capable of meeting any challenge. She reinforces this belief as a reflective practitioner, continually adjusting lessons in real time to differentiate instruction and provide targeted support for her students.
In addition to her classroom work, Kontny serves as an instructional coach and mentor for new staff, supporting colleagues and fostering a positive, collaborative school culture. One of her favorite quotes, written in a journal entry by Soren Kierkegaard, reflects her approach to teaching: “Life can only be understood backwards; but it must be lived forwards.” For Kontny, this perspective underscores the importance of reflection, growth and the forward momentum of learning for both students and educators alike.
In her classroom, she emphasizes critical thinking, meaningful discussion and real-world connections, encouraging students to engage with history and psychology in ways that develop both understanding and empathy. Her dedication to guiding students and colleagues alike has made her a valued member of the De Pere High School community.
Paula Goeben
Sunnyside Elementary School
With more than three decades of experience in education, Paula Goeben currently serves as an elementary school counselor working with students from kindergarten through fifth grade. A proud alumna of the University of Wisconsin-Milwaukee, she earned a bachelor’s degree in psychology and a master’s degree in school counseling from the university.
Now in her 32nd year in the field, Goeben’s career is driven by a simple but profound motivation: a genuine love for working with people and a belief in the power of early prevention. By supporting children during their most formative years, she strives to provide a strong foundation that helps prevent larger challenges later in life.
Goeben is deeply committed to professional growth and staying at the forefront of her field. She actively participates in the Wisconsin SchoolCounselor Association (WSCA) and has completed training in the Neurosequential Model in Education which applies brain
Her approach is guided by her motto: “Kids do well if they can.” By focusing on skill-building and understanding the reasons behind each child’s struggles, Goeben has spent more than 30 years helping students find their footing, build confidence, and thrive both academically and personally. Her work emphasizes empathy, resilience and the belief that every student has the potential to succeed when given the right support.
Sao Yang
Unified School District of De Pere
Sao Yang, known as “Sue” to colleagues, friends and family, is in her 27th year as an English language arts teacher. She currently teaches ELA to freshmen and sophomores at De Pere High School. Yang earned a bachelor of science in education from the University of Wisconsin-Oshkosh in 1998, with a major in English, a minor in speech communication, and an emphasis in secondary education. She went on to earn a master of science in education with an emphasis in curriculum and instruction from the same university in 2004.
Yang did not initially plan to become a teacher. She changed her major during her sophomore year after discovering that biology was not the right fit. That decision opened a world of possibilities in the power of words and reading, and she embraced the opportunity to share her passion for literature with others. She says she has never looked back, finding it truly astonishing to see students grow intellectually year after year.
She is continually inspired by her students’ curiosity, creativity and intelligence, and she enjoys learning from them as much as she hopes they learn from her. Yang’s favorite quote by Dr. Seuss reflects her teaching philosophy: “The more that you read, the more things you will know. The more that you learn, the more places you’ll go.” Through her classroom, she hopes to instill a lifelong love of reading in her students and encourage them to continue exploring literature well into adulthood.
Sean Berendes
Bay View Middle School
Sean Berendes teaches seventh-grade social studies at Bay View Middle School where he has been on staff for 10 years. His teaching style emphasizes simulations and respectful discussions designed to engage students of all learning abilities. Beyond the classroom, Berendes coaches track and boys basketball, leads the ECHO group focused on student voice, and has served as an ACE trip leader for service-learning experiences for seven years. Over the past three years, he has also created and manages the Student Learning Incentive Program (SLIP), which promotes positive interactions between students and staff while fostering 21st-century skills.
Berendes earned a bachelor of arts degree in history from St. Norbert College. His decision to become a teacher was inspired by his love of traveling and exploring historical sites, which led him to share his passion for history with students. He strives to help students see multiple perspectives, connect current events to the past, and understand how history shapes the world today.
A guiding principle for Berendes comes from one of his favorite TV shows, “Ted Lasso.” The word “Believe” is displayed over his classroom doorway on a homemade sign, serving as a daily reminder for students that he believes in their ability to do their best. He builds a foundation of mutual respect in his classroom, fostering openness, understanding and a space where students feel comfortable being themselves.
Shelby Koll
Elmore Elementary School
Shelby Koll is a dedicated kindergarten educator with four years of teaching experience and a strong commitment to fostering academic growth, curiosity and resilience in young learners. She earned a bachelor’s degree in Education from the University of Wisconsin–Green Bay and later completed a master’s degree with a focus on literacy at Concordia University Wisconsin. These academic experiences, combined with her classroom practice, have provided a strong foundation in both content knowledge and instructional design, shaping a teaching philosophy centered on building relationships and nurturing a lifelong love of learning.
Inspired by many childhood hours spect “playing school” in her basement and a lifelong passion for helping children, Koll became a teacher to support students in discovering their own interests and developing the skills they need to succeed both inside and beyond the classroom. She is committed to creating a supportive learning environment where all students feel valued, challenged and encouraged to grow.
A favorite quote by Rita Pierson that guides Koll’s work as an educator is: “Every child deserves a champion—and adult who will never give up on them, who understands the power of connection, and insists that they become the best that they can possibly be.” This philosophy reflects her focus on building strong relationships.
Terri Lesjack-Decker
Southwest High School
Terri Lesjack-Decker has been a teacher at Green Bay Southwest High School since 2001. She currently teachers English Language Arts 9, AP Language and Composition for ninth through eleventh-graders, and Creative Works for 11th-and-12th-graders.
Lesjack-Decker earned a Bachelor of Arts in English Education from the University of Wisconsin-Green Bay in 2000 and a Master of Science in Education from the University of Wisconsin-La Crosse in 2020. She lives in Green Bay with her husband, Dan, and their son, Nathaniel, who is in his second year at the University of Wisconsin-Platteville pursuing a degree in electrical engineering.
She said she knew she wanted to be a teacher as early as second grade, inspired by her own teacher, Mrs. Peterson. She showed warmth, kindness and compassion, helping Lesjack-Decker find her place in a brand-new school by hosting a tea part for the girls during recess. That early experience sparked a lifelong passion for teaching, one that continues to guide her work with students today.
Lesjack-Decker is dedicated to making a difference in the lives of her students. She said she strives to change the world, one student at a time, guided by her favorite quote from Nelson Mandela: “Education is the most powerful weapon which you can use to change the world.”
Weston Berndt
Preble High School
The authentic passion Weston Berndt has for welding and the skilled trades is evident in every lesson he teaches as a Technology Education teacher. He offers students more than simple encouragement–providing honest, constructive feedback that inspires them to reflect and grow. Weston makes a point to understand each student as an individual and supports them beyond the classroom by showing up to their events and activities. Through these relationships, he builds the trust students need to feel comfortable learning, taking risks, and developing their skills.
Berndt understands that every student enters the shop with diverse backgrounds, abilities, and levels of confidence. He intentionally greets each student as they walk through the door ensuring they feel seen, welcomed, and valued. His demonstrations are thoughtfully adapted, breaking skills into clear, step-by-step processes and showing multiple techniques to support different learning styles. Berndt also brings real-world relevance to his instruction by sharing current industry practices, tools, and expectations–knowledge he gained through summers spent working at local manufacturers such as Robinson Metals and Pool Works.
One of the ways Berndt measures his success as an educator is through the workforce placement of his students. Currently, five of his former students are employed in welding roles at Five Point Manufacturing, and another five are working full-time at NewTech Metals. Additionally, approximately 20 former students are now members of the Local 400 Pipe Trades Union–which includes pipefitting, plumbing, fabrication, and HVAC services. These outcomes demonstrate that students leave his program with the technical skills and professional habits needed to meet industry expectations.
Berndt defines leadership through his actions, consistency, and willingness to support those around him. He leads after-school community enrichment welding programs for adults and serves as the advisor for SkillsUSA, where participation has more than doubled under his guidance and three students have advanced to the national competition.
Teams
Phantom Knight Charter School | West De Pere High School
Thomas Ashley
Thomas Ashley is a teacher and advisor at Phantom Knight School of Opportunity in the West De Pere School District. He teaches grades 7–12 alongside Erica Stindt, using a project-based learning approach that allows students to engage in learning in a unique and supportive environment. Ashley is in his third year at Phantom Knight where he began his teaching career.
He earned a bachelor’s degree in history and education from the University of Wisconsin–Green Bay. Ashley’s career is driven by a passion for building relationships, supporting people and fostering meaningful learning experiences. These values drew him to Phantom Knight where he has the opportunity to make a significant impact on students and the broader community.
Teaching has been a long-time goal for Ashley, inspired by his grandmother and mother, both of whom are former and current educators in the Green Bay area. Their example gave him a deep understanding of and respect for the teaching profession, as well as a commitment to making a lasting impact across generations.
A guiding philosophy for Ashley comes from his favorite quote: “Better than a thousand days of diligent study is one day with a great teacher.” He draws on this principle from his own experiences with mentors—both in academics and in personal pursuits, including sailing—learning valuable lessons from people in all walks of life. Ashley aims to pass those lessons on to his students, helping them grow not only academically but also personally, and inspiring them to reach their full potential.
Erica Stindt
Erica Stindt always knew she wanted to be a teacher, especially one for students who might need something extra or something different in order to feel understood and be successful. She is an advisor and special education teacher for grades 7 through 12 at Phantom Knight School of Opportunity in West De Pere.
Initially interested in teaching English learners, Stindt ultimately received her bachelor’s degree in special education from the University of Wisconsin–Madison. Later, she achieved her master’s in education with a reading certification from Viterbo University.
As Phantom Knight is a small, project-based charter school, Stindt has a hand in teaching all subjects alongside her awesome team. She especially loves engaging with reading and writing, helping students choose research social science topics, and providing support when they ask for her help in math—as long as it’s not Calculus.
She has 22 years of teaching experience, having spent the first 16 years of her career in elementary special education and reading intervention before making the leap to middle/high school at Phantom Knight six years ago. As Paulo Freire wrote, “Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other,” and Stindt strives to apply this mindset to herself as well as instill it in her students each day.
Alternative Education Team | Seymour Community High School
Jenny Mueller
Jenny Mueller is in her third year as a teacher at Seymour Community High School. She teaches at Thunder Academy, the school’s alternative high school, and also provides credit recovery courses for high school students.
Teaching has always been a part of Mueller’s life. As an older sister, she spent much of her youth guiding and supporting younger family members, sparking an early interest in helping others learn. After earning a biology education degree from the University of Wisconsin-Stevens Point, she was excited to begin her career in the classroom.
Now with 15 years experience in education, Mueller has worked in a variety of roles, including substitute teacher, at-risk paraprofessional and high school teacher in biology, chemistry and physical science. Half of her career has been spent teaching science in online environments. These experiences, particularly in alternative learning settings, have fueled her passion for helping students achieve their goals in different ways, meeting each learner where they are.
A favorite quote of Mueller’s comes from John and Hank Green: “Don’t forget to be awesome.” She keeps this in mind daily as a reminder to encourage her students to discover their own paths to success, celebrating their achievements along the way. Her goal is to create a supportive environment where students feel empowered, capable and inspired to reach their full potential.
Kevin Vander Zanden
Kevin Vander Zanden is a high school alternative education and health education teacher with 15 years of experience supporting students’ academic and personal growth. He earned a bachelor’s degree in physical education and health education from the University of Wisconsin–Oshkosh and a master’s degree in educational Leadership from the University of Wisconsin–Superior.
Vander Zanden chose a career in education because of the meaningful impact teachers can have on students’ lives. He is particularly passionate about helping students discover their strengths, overcome challenges, and grow into the best versions of themselves—academically, socially, and personally. His work in alternative education reflects a commitment to meeting students where they are, fostering strong relationships, and creating inclusive learning environments where all students feel valued and capable of success.
As a health education teacher, Vander Zanden emphasizes lifelong wellness, personal responsibility and informed decision-making. He believes that education extends beyond content knowledge, shaping confident, resilient individuals prepared for life beyond high school. He integrates real-world applications, discussion, and critical thinking into his lessons to help students understand the relevance of their learning and make thoughtful choices.
Vander Zanden’s educational philosophy is grounded in care, connection, and trust. He is guided by the principle that “students don’t care how much you know until they know how much you care,” a quote that informs his approach to teaching and mentoring. Through his work, he aims to inspire students to reach their potential while fostering a safe, supportive and engaging environment where learning and personal growth go hand in hand.
Kregg Mueller
Kregg Mueller is a teacher at Thunder Academy, Seymour Community High School’s alternative education program, where he primarily works with juniors and seniors.
Mueller brings 17 years of diverse teaching experience, having worked in four different school districts with students ranging from 4K through 12th grade. Over the years, he has taught physical education, health, English and, for the past eight years, has focused on alternative education.
He graduated from the University of Wisconsin–Stevens Point in 2009 with a major in physical education and a minor in English. Mueller decided to become a teacher because of the positive experiences he had growing up in the Seymour Community School District. He credits the many outstanding teachers and coaches who inspired him and motivates him to be a meaningful and supportive presence for students in his own community.
A guiding quote for Mueller comes from Nelson Mandela: “Education is the most powerful weapon which you can use to change the world.” He believes this idea is as relevant today as ever, shaping his approach to teaching and reinforcing his commitment to helping students reach their full potential, both academically and personally.
Mark Schmoll
Mark Schmoll is a dedicated educator at Thunder Academy at Seymour Community High School. He is committed to providing meaningful learning opportunities for students both inside and outside the classroom.
A 1999 graduate of Seymour High School, Schmoll returned to his alma mater after a diverse teaching career, bringing experience, energy and a commitment to student growth.
He earned a degree in biology from Lawrence University, where he also played football and wrestled. He later pursued graduate studies in the school counseling program at Lakeland College and earned a master’s degree in education from Walden University with an emphasis in technology. Schmoll is certified in alternative education through the University of Wisconsin–Milwaukee.
Schmoll chose teaching because of his passion for helping students explore, discover and reach their full potential. He strives to create a classroom environment where students feel supported, valued, and encouraged. By fostering strong relationships with students, he ensures that learning is not only effective but also engaging and relevant to their lives.
He often reflects on one of his favorite quotes by Theodore Roosevelt: “People don’t care how much you know until they know how much you care.” This philosophy guides Schmoll’s approach to teaching and mentoring, reminding him that connection and trust are the foundation of student success.
Physical Education Team | West De Pere Intermediate School
Anthony Zornow
Anthony Zarnow is in his seventh year of teaching, working with fifth-and sixth-grade physical education students while also supporting adapted physical education programs. In his role, he focuses on creating inclusive learning environments where all students can participate and succeed, regardless of ability level.
He earned a degree in physical education, with a minor in health education, from the University of Wisconsin-Stevens Point. He later returned to continue his education and obtained certification with adaptive physical education, strengthening his ability to support diverse learners and meet individual student needs.
Zornow initially considered teaching because of his mother’s influence, but his interest quickly grew into a passion. He discovered a love for designing activities that allow students to express themselves creatively through movement while building important physical and social skills.
He believes physical activity should be engaging, inclusive and meaningful for all students. His classes emphasize participation, creativity and personal growth, helping students develop confidence in their abilities while fostering a positive attitude toward being active.
One of his favorite quotes, from Albert Einstein, is: “Play is the highest form of research.” Zarnow said physical education is sometimes misunderstood as “just playing,” but he emphasizes that play is essential to learning. Through structured and purposeful movement, students develop problem-solving skills, creativity and resilience. They also learn to collaborate, adapt to challenges and think critically in dynamic situations.
His goal as a physical educator is to provide positive movement experiences that build confidence, promote lifelong healthy habits and help every student discover the joy of being active.
Lucy Lozar
Lucy Lozar teaches fifth- and sixth-grade physical education at West De Pere Intermediate School. She has been teaching physical education and health for 12 years. Lozar earned a bachelor of science degree from the University of Wisconsin–Stevens Point, with a major in physical education and a minor in health education. She has been a National Board Certified Teacher in early middle childhood physical education since 2023.
Lozar chose to become a physical education teacher to help students build confidence and competence in physical, social and emotional skills, equipping them with tools to live happy and healthy lives. She believes that physical education is about more than movement; it is an opportunity to foster teamwork, resilience and self-assurance.
Her favorite quote about teaching physical education reflects this philosophy: “The game is never more important than the people you play with.” Lozar emphasizes that how students treat one another matters most. By promoting respect, kindness, and empathy, she cultivates a culture of positivity and inclusion in her classroom. When students feel safe and supported, they are more willing to step outside their comfort zones, take risks and try new skills in front of their peers.
Through her teaching, Lozar encourages students to value personal growth as much as achievement, creating an environment where both learning and character development go hand in hand.
