2026 Kansas Master Teacher Award Winners

Emily Chandler, 5th Grade Teacher at Fort Riley Elementary, USD 475 Geary County

Emily Chandler

Emily Chandler is a fifth-grade teacher at Fort Riley Elementary, where most students have a connection to the Fort Riley installation. This unique setting creates both a distinctive and deeply connected learning community. This said, Emily recognizes the diverse needs of her students and makes it a priority to celebrate both academic and social-emotional progress. Chandler states, “I strive to meet students where they are while promoting high academic and personal growth.”

Mrs. Chandler intentionally cultivates a classroom environment where students feel genuinely connected through positive relationships, fostering a space that encourages curiosity, independence, and strong student ownership. By taking time to learn about each student—through personal conversations and individualized posters—she builds a foundation of trust and connection.

Since her main philosophy is building connections, Chandler immerses herself in her students’ interests, even becoming familiar with popular fifth‑grade topics like Fortnite. She has found that the more authentically she engages with students, the more willing they are to learn, take risks, and challenge themselves.

Emily not only cares but invests in students by helping remove barriers interfering with their success. A parent states, “She has a deep understanding of the unique needs of military children and goes above and beyond to support them, not only academically but also emotionally.”

With nearly 20 years of experience in education, Emily Chandler is a highly qualified professional. She earned her B.S. from Texas A&M University in 2002, followed by a master’s degree in theological studies from Texas Christian University in 2007. She is currently pursuing a second master’s degree in educational administration. Chandler says “As a future building administrator.... I aim to lead schools in ways that support student achievement, teacher development, and sustainable, meaningful change.”

Mrs. Chandler realized the need to teach social-emotional skills and sought to create a new classroom culture. With this, she shifted the focus of learning the skills in theory to applying them in real-life situations. She wanted to reinforce the skills daily through various games and challenges. Together, they set goals and had great success in changing behavior. She also collaborated closely with the school counselor to establish shared language and expectations around conflict resolution.

One of Emily’s core beliefs is that growth is rooted in effort and progress. She models this philosophy for her students, stating “The role of the teacher is to show students what is possible and help them create their own paths forward".

Casey Ewy, 8th Grade Social Studies teacher at Susan B. Anthony Middle School, USD 383 Manhattan-Ogden

Casey Ewy

Casey Ewy is an 8th grade social studies teacher at Susan B. Anthony Middle School in Manhattan, Kansas. Ewy teaches in a district with strong community partnerships with families, where people and local organizations support school events, service projects, and real‑world learning. Dr. Ewy and her colleagues have created an environment where academia and human connection coexist, preparing the students to succeed in the classroom and outside world.

Casey Ewy is a proud wildcat, graduating from Kansas State University with three different degrees. She graduated with her B.S in Elementary Education in 1995. Then immediately began on her master's degree in Special Education. Afterwards she got her Ed.D. in Educational Administration in 2007.

Dr. Ewy’s approach is always relational before instructional—visiting students before school begins, listening deeply, and refusing to give up on them. She doesn’t lower expectations but creates steady ones. She believes that teaching remains deeply human work—messy, challenging, and profoundly meaningful.

Ewy believes teaching is about composing an experience—one where curriculum, standards, and assessments matter, but what truly lasts is how the classroom felt. Her philosophy centers on helping students “Leave a Legacy” through the values of Leadership, Empathy, Grit, Accountability, Courage, and Youthfulness, which she explains through the songs that shaped her middle‑school years. “Don’t You (Forget About Me)” captures the foundation of her philosophy that students need to know that they are not invisible. “That’s What Friends Are For” represents how her classroom is a community: one where everyone celebrates all victories. “The Way It Is”- Ewy states “This song reflects my belief that students must grapple with injustice honestly while also learning that the way it is does not have to be the way it stays.” “Everybody Wants to Rule the World” guides her work in helping adolescents practice leadership with empathy and responsibility. “Livin’ on a Prayer,” is a reminder to both the students and Mrs.Ewy that school is hard, but having grit is key. “True Colors” represents Dr.Ewy’s dedication to creating an inclusive space where every student can be their authentic self; respect, dignity and accountability are all non-negotiable.“Walk Like an Egyptian” represents that learning should be fun and encapsulate the youthfulness of students. Lastly, “We Are the World” reflects that teaching is an act of hope, and that Ewy is preparing students not just academically but as empathetic, responsible citizens who know they matter.

Colleagues describe herskilled with “hard‑to‑reach” students, but Ewy understands they are not unreachable—they are cautious, often carrying histories of disappointment and disconnection. With her skill set, she created two self-contained programs for students with emotional and behavioral needs. “She keeps the big picture in mind-helping students grow into healthy, happy, and productive membersof society.”- Principal

During Casey Ewy’s thirty years in both general education and self‑contained settings, she has learned that successful teaching is measured not by perfectly executed lessons but by meaningful moments—students taking risks, finding purpose, and feeling safe enough to linger at the door.

Kathleen Gilliland, Mathematics and Robotics teacher at Emporia High School, USD 253 Emporia

Kathleen Gilliland

Kathleen Gilliland is a dedicated high school mathematics and robotics educator at Emporia High School within USD 253, where her work is grounded in student engagement, authentic relationships, and the development of student agency. Teaching in a diverse, high-poverty community, Kathleen approaches education as both an academic and deeply human endeavor—one that requires intentional structures, trust, and meaningful connection to helpstudents thrive.

Beyond the classroom, Kathleen is a respected leader within her school and broader community. She has served as a department chair, Sophomore Board sponsor, union representative, and mentor to future educators through partnerships with Emporia State University. Her commitment to community engagement is evident in her organization of student-led fundraisers, coordination of volunteer efforts at school and community events, and cultivation of strong partnerships with families and local businesses. Through these efforts, she models leadership, collaboration, and civic responsibility while strengthening students’ sense of belonging.

Kathleen is also deeply committed to continuous professional growth. Her instructional practice reflects ongoing reflection and evolution, moving from teacher-centered instruction to highly collaborative, student-centered learning environments that prioritize critical thinking, communication, and shared responsibility. Her leadership has contributed to positive changes in policies and practices that directly impact student learning and foster strong, supportive relationships between students and caring adults. As one colleague notes, she is “without question, a leader both in her classroom and across our school community.”

Students consistently describe Kathleen as an educator who sees them as whole people. One student reflects, “Mrs. Gilliland is one of the very few instructors who has made a lasting impact on me, both as a student and a person,” highlighting her unique ability to recognize high school students as individuals navigating the world for the first time. Above all, Kathleen Gilliland teaches more than mathematics. She teaches students how to engage with one another, advocate for themselves, and believe in their own potential—preparing them not only for academic success, but for meaningful participation in their communities and the world beyond the classroom.

Heather Hall, Science and Research Teacher at Blue Valley West High School, USD 229 Blue Valley

Heather Hall

“In my current role, I don’t just teach science — I build learners,” says Heather Hall, AP teacher at Blue Valley West High School. She views her role as an architect of learning,designing experiences that promote growth and recognizing that no two students are alike. Her goal extends beyond developing expertise in biology; she strives to teach students how to persevere, question, analyze, and rebuild when their understanding becomes uncertain.

Dr. Hall holds a Bachelor of Science in Microbiology from Michigan State University and a Ph.D. in Molecular Bioscience from Washington State University. Her strong academic background creates a classroom that is both rigorous and supportive. Instructional coach Bill Smithyman describes Dr. Hall’s impact across grade levels: “Dr. Hall is your absolute first choice, whether you’re a disengaged ninth-grade biology student or an Ivy-bound twelfth-grade Research and Seminar student.”

At the center of Dr. Hall’s philosophy is the belief that confidence is developed through challenge rather than innate ability. She strives for her students to leave her classroom more confident, kind, and curious than when they entered. Hall believes equitable learning begins with meeting students where they are. In her classroom, this means creating learning experiences that balance challenge and support - from inquiry-based labs and structured reflection routines to opportunities for revision and reconstruction of understanding. She intentionally builds flexibility into classroom routines so students can engage at their own pace, ensuring that those who need additional support receive it while also providing meaningful enrichment opportunities for others.

Heather recognizes that while students thrive in a high-achieving classroom, that environment can also generate significant pressure and stress. She prioritizes connection and individualized support, understanding that when students struggle or shut down, it is rarely due to apathy but often uncertainty about where to begin. As she notes, “Avoidance is almost always a symptom of anxiety, not apathy.” She finds deep satisfaction in guiding students toward authentic learning rather than memorization, equipping them with the skills and confidence necessary for lifelong success.

Michelle Kelly, K-5 Reading Interventionist at Glenwood Ridge Elementary, USD 458 Basehor-Linwood

Michelle Kelly

Michelle Kelly is a deeply respected energetic educator, literacy specialist, and community leader whose career is defined by empowerment, connection, and an unwavering belief in every child’s capacity to succeed. With more than 25 years of experience spanning special education, early elementary education, and literacy intervention, she currently serves as a K–5 Reading Interventionist in USD 458 BasehorLinwood. In this role, Michelle blends research-based instructional practices with heart-centered teaching, ensuring that students receive both academic rigor, meaningful emotional support, and an enthusiasm for learning.

Grounded in her background in psychology and special education, Michelle intentionally creates a learning environment that celebrates effort and growth, while welcoming mistakes, and encouraging students to reflect, problem-solve, and advocate for themselves as learners. Her instruction is highly engaging and multisensory. Through catchy rhymes, crazy hand gestures, interactive lessons, collaborative experiences, project-based learning, and class cheers, Michelle fills her students with knowledge, self-pride, and motivation as they become the experts in their own learning. Michelle leads her learners to see what approaches work best for them, empowering every student to utilize those strategies at an independent level.

Michelle is widely recognized for her expertise in literacy instruction, particularly in the science of reading. Her commitment to equity is evident in her work with English language learners, students with disabilities, and children facing academic or behavioral challenges, many of whom demonstrate significant academic growth under her guidance. Colleagues and families alike recognize the lasting influence of her work, noting that “Michelle’s impact has rippled into so many lives and continues to spark a love of education, creativity, kindness, and greatness.”

Beyond her direct work with students, Michelle is a trusted mentor and leader within her district. She supports colleagues through entertaining, yet pertinent professional development, instructional coaching, and collaborative problem-solving, often serving as a bridge between educational research and classroom practice. As Professional Development Chairperson, she advocates for meaningful, teacher-driven learning opportunities and actively works to address the growing mental and emotional demands placed on educators.

Michelle’s influence extends well beyond the classroom. A passionate advocate for family engagement and community connection, she has led PTO initiatives, created home–school learning resources, and designed community-based projects that empower students to see themselves as active contributors to their community. Her educational philosophy closely reflects the words of Mark Twain: “The two most important days in your life are the day you are born and the day you find out why.” Michelle does not simply teach lessons—she helps students discover their purpose, understand the “why” behind their learning, and develop a genuine curiosity that inspires them to want to know more.

Rachel Tanney, Gifted Teacher at Heatherstone Elementary, Sunnyside Elementary and Madison Place Elementary, USD 233 Olathe

Rachel Tanney

Rachel Tanney is a gifted educator with Olathe Public Schools, the largest school district in the Kansas City metropolitan area and the second largest in the state. Working across multiple schools within USD 233, she serves a richly diverse student population representing a wide range of economic, cultural, and linguistic backgrounds. Rachel believes teaching is not about delivering information, but about guiding students as they uncover knowledge for themselves. Collaboration is central to her practice, and she values partnering with colleagues to share ideas, strategies, and reflective practices that strengthen instruction. Her students understand that her two primary responsibilities are to keep them safe and to help them learn, and she strives to ensure every child leaves her classroom feeling challenged, supported, inspired, and deeply valued.

A compassionate, reflective, and deeply committed educator, Rachel’s impact is consistently recognized by colleagues, students, and families. One colleague notes that “Rachel’s commitment to her students is tremendous and is a key reason for the success she has helped bring into each of them,” while another shares that “she pours herself into her work, consistently going above and beyond to ensure that every student feels supported, valued, and capable of success.” Her teaching has been described as “purposeful, reflective, and responsive,” thoughtfully balancing high expectations with meaningful support.

Rachel is also regarded as a leader within her school community, generously sharing her experience and serving as a trusted resource for others. As one SDUHQW reflects, “Mrs. Rachel stands out for her remarkable ability to listen deeply to students and families, communicate thoughtfully, and turn ideas into meaningful action.” Since joining the Olathe National Education Association (ONEA) in 2008 as a new educator, she has supported its mission of advocating for strong professional development, positive teaching conditions, and policies that benefit both students and educators. In addition to her classroom role, Rachel mentors students pursuing careers in elementary education, extending her commitment to learning into the future of the profession.

Students echo the admiration of her colleagues, describing her as kind, caring, and consistently helpful, and crediting her with keeping them focused, motivated, and confident in reaching their goals. Through her empathy, integrity, and leadership, Rachel leaves a lasting and positive impact on her entire school community.

Kimberly Tate, 7th Grade Math Teacher at Chisholm Middle School, USD 373 Newton

Kimberly Tate

At Chisholm Middle School in Newton, Kansas Kimberly Tate exemplifies what it means to be an exceptional educator. As a 7th grade mathematics teacher, she is recognized not only for instructional knowledge but also for her dedication to building meaningfulrelationships and supporting students. Her principal states “She consistently demonstrates an ability to connect with students of all backgrounds and learning styles, using innovative strategies that foster both academic growth and personal confidence”.

With more than twenty years of teaching experience, Mrs. Tate brings both knowledge and passion to her profession. She earned her Bachelor of Arts in Elementary Education from Kansas State University and later completed her master’s degree in Curriculum and Instruction from Emporia State University. Her advanced education, combined with years of classroom experience, helps students and colleagues alike.

Mrs. Tate describes her teaching philosophy as a blend of progressivism and constructivism. She values progressivism for its student-centered approach, emphasis on problem-solving, and use of real-world applications. At the same time, constructivism guides her belief that students learn best by connecting new ideas to prior knowledge and asking questions. She works to instill a growth mindset in her students and help them see how math is relevant in their lives.

Kimberly takes the time to build trust, which leads to academic and personal progression. She teaches with the belief of treating others with the same amount of respect you wish back. Mrs. Tate has two main methods of reaching students. First, she treats every student with respect starting on day one. Tate takes the time to learn each name, asks questions, and validates feelings. Secondly, she never gives up on students. Whenever a student is struggling in her classroom, she takes the time to learn what is holding them back and self-reflects on how she can help them. Mrs. Tate can often be found attending extracurricular activities and community events, where she engages with families and demonstrates her genuine investment in her students’ lives. A colleague notes: “She knows that connecting with them [students] and the community only strengthens a student's classroom experience.”

Mrs. Tate emphasizes that mistakes showcase learning. Her core belief is that all students are capable of learning and deserve a safe, supportive environment. Understanding the unique challenges of middle school, she aims to provide reassurance and encouragement every day. As she explains, “I want them to know it’s okay to struggle, have confidence to face challenges, and know that they are capable of learning absolutely anything.