Year 5 Blue Chip Teachers Turn Passion Into Impact Across GMSD

What begins as a five-year journey ends with something far more personal.

Presented before members of the School Board and district leadership, the Blue Chip projects span grade levels and content areas, offering a snapshot of what happens when educators are given the time and space to explore what matters most in their classrooms.

“I think it’s great to stretch our teachers to really think about something that they can add to the district, for others to learn from,” said Board Member Ryan Strain. “And really just love seeing the passion that they have for their students and their job. It’s a great opportunity to let our folks shine.”

That energy was evident across this year’s presentations.

At Houston Middle School, Brooke Terry introduced a Model UN program designed to expand student voice and global awareness, while Justin Ingram’s “Reading Circle: A Student Connection” focused on strengthening relationships through literacy.

At Houston High School, Dr. Chris O’Brien explored strategies for maximizing college readiness through Advanced Placement and dual enrollment courses. Another team, Brian Browley, O’Malley King, and Caroline Slivinski, examined the evolution and future of the Houston High Transition Academy, highlighting a program designed for students with disabilities that extends learning beyond the traditional four-year high school experience, offering an additional two to four years of support.

Other projects reflected a blend of innovation and heart.

At Riverdale School, Mabry Mokros and Erin Oldershaw launched “Read It Forward,” while Sydney King and Tristian Pennington developed a project centered on using storytelling to foster inclusion.

Their work included the creation of a children’s book honoring a former student, sharing his story with younger learners in a way that builds understanding, empathy, and connection. The team partnered with the student’s family throughout the process, ultimately bringing the story into classrooms where it continues to spark meaningful conversations among students.

At Forest Hill Elementary School, Kara Fernandez and Kelley Minogue focused on early literacy through play. Their project, “Game On! Boosting Early Literacy in Grades K–1,” used grant-funded resources from the Germantown Education Foundation to transform intervention into an engaging, hands-on experience through phonics-based games.

“The work that our intervention team does doesn’t often get to be seen by the masses, and they are in their spaces doing the hard work,” said Forest Hill Principal Kendra Pickens. “Today they got to show how they make it fun and engaging and exciting for students all day long.”

Pickens noted that the impact is both measurable and visible.

“The data speaks for itself. We get to see those kids grow, and work towards closing the gap,” she said. “But also, you see the joy. They are laughing, clapping. It’s fun, and they’re learning.”

Across campuses, that balance of rigor and joy emerged as a common thread.

From “Homebound and Beyond” by Daphne Hall and Taylor Harnish, which explored ways to better support students receiving services outside the traditional classroom, to projects rooted in literacy, inclusion, and student engagement, each presentation reflected a moment when something clicked.

For many teachers, the projects represent a shift, from navigating the demands of the profession to discovering the work that fuels them.

“Over these past five years, watching them grow as professional educators and now seeing them give back to their classrooms, their school and the district is really inspiring,” said event organizer and Assistant Superintendent of Human Resources Elissa Stratton.

The Blue Chip program, a structured five-year journey for teachers new-to-GMSD, is designed to support that growth. By the final year, teachers are not only refining their practice but contributing ideas that can be scaled across the district.

And for those in the room, they offer something just as powerful: a chance to see educators doing work they genuinely love.