OCDE announces 2027 Orange County Teachers of the Year with surprise visits

Quick look: Six Orange County educators were surprised on campuses across the county after being selected through a competitive review process, with K-12 honorees eligible for the state program and all to be recognized Nov. 13 at the Disneyland Hotel.

Cheers, applause and a few tears marked a day of celebration across Orange County as six educators were surprised with the news that they had been named the 2027 Orange County Teachers of the Year.

A big yellow school bus carrying Orange County Department of Education representatives, sponsors, reporters and camera crews made celebratory stops at each honoree’s campus. County Superintendent of Schools Dr. Stefan Bean joined the team to help recognize the teachers, who were greeted by students, colleagues and loved ones as they learned of the distinction.

Reactions ranged from stunned disbelief and emotional celebrations as each educator was recognized in front of their school communities. Each received an apple-shaped award along with gifts provided by SchoolsFirst Federal Credit Union, the program’s premier sponsor.

The honorees were selected through a comprehensive application and interview process conducted by a panel of educators and community members. Five of the six recipients represent the K-12 system and are eligible to apply for the California Teachers of the Year program. The sixth, representing the community college system, is recognized through a parallel track of the county’s program.

All six teachers of the year will be formally honored at a gala on Nov. 13 at the Disneyland Hotel, where each educator will receive a $25,000 award from the Orange County Teachers of the Year Award Foundation, established by the William, Jeff and Jennifer Gross Family Foundation.

Without further ado, here’s an introduction to the 2027 Orange County Teachers of the Year.

Brittany Walters, Dr. Peter Marshall Elementary School, Magnolia School District

In Brittany Walters’ kindergarten classroom, learning is shaped moment by moment — guided by careful observation, responsiveness and a deep understanding of each student’s needs.

With 17 years of teaching experience, Walters creates a classroom environment where academic instruction and personal connection go hand in hand. Throughout the day, she adjusts her approach based on her students, offering additional support, encouragement or a quiet conversation when needed. Her focus on the “whole child” helps ensure students feel safe, supported and ready to learn. 

Her impact often extends well beyond a single school year. Walters recalls supporting a student whose father was battling cancer, providing consistent care through daily check-ins, academic support and opportunities for connection. Years later, that same student reached out to share she had earned a full-ride scholarship to an Ivy League university — a moment that reflected the lasting relationships Walters builds with her students. 

Walters also creates opportunities for students to connect and engage through shared experiences that strengthen classroom culture. Through schoolwide activities and creative, hands-on learning, she creates an environment where students feel comfortable taking risks and expressing themselves.

At Dr. Peter Marshall Elementary, where many students are part of a dual-language program, Walters is intentional about helping students see themselves reflected in their learning. She incorporates culturally responsive materials and collaborates with families to ensure lessons are relevant and inclusive.

Her commitment to expanding opportunities led to the creation of a campus partnership through the Disney Musicals in Schools program, giving students access to performing arts experiences that build confidence, collaboration and a sense of belonging.

Principal Alma Guzman said Walters’ dedication remains consistent throughout the year.

“What ultimately sets Mrs. Walters apart is her consistency and passion,” Guzman said. “The enthusiasm she brings in August remains in June. She shows up fully for students every day.”

Dr. Katherine Green, Golden West College, Coast Community College District

Dr. Katherine Green teaches chemistry as a discipline grounded in practice, structure and persistence, not innate ability.

With 19 years of teaching experience, the Golden West College professor has built her instructional approach around the belief that mastering chemistry is a skill that can be developed. By creating a classroom environment rooted in structure and a sense of belonging, she aims to help students build both scientific proficiency and confidence.

Green often describes her roles as a “human catalyst,” working to reduce the barriers that can make complex material feel inaccessible. By breaking down challenging concepts and providing consistent opportunities for practice, she helps learners engage more deeply with the subject.

Her approach has produced measurable results. Since implementing more student-centered and equitable practices, success rates in her chemistry courses have increased from about 78 percent to 93 percent, while maintaining rigor through the nationally recognized American Chemical Society final exam.

Green also celebrates high achievement in a visible way, maintaining a wall in the office recognizing students who have earned a perfect on the final — a milestone that reflects both mastery and persistence.

Her philosophy is reflected in the growth of students who may not have initially seen themselves in STEM fields. By emphasizing practice, collaboration and real-world application, she creates opportunities for students to build confidence and reimagine what they are capable of achieving.

Former student Matt Villa said Green’s teaching left a lasting impression.

“I will never forget the day I met Dr. Green,” Villa said. “She has been one of the most influential professors I have had the pleasure of learning under.”

The impact extends beyond individual classrooms. As a faculty leader and mentor, Green supports colleagues in refining instructional practice and improving student outcomes across campus.

Dr. Justin Moore, dean of math and science at Golden West College, said Green creates an environment where high expectations and support go hand in hand.

“She models the balance of rigor and humanity that defines truly exceptional teaching,” Moore said.

Kathryn Cerasuolo, Hope School, Anaheim Union High School District

For Kathryn Cerasuolo — known to students and colleagues as “Coach K” — teaching is both a calling and what she describes as her dream job.

As an adapted physical education teacher at Hope School, Cerasuolo works with students ranging from seventh grade through adult transition, many of whom have extensive support needs. Her approach centers on meeting students where they are and supporting them through each milestone, whether it’s building motor skills, gaining confidence or achieving personal goals.

In her classes, progress is measured not just in physical ability, but in moments of joy and connection — from a student taking independent steps after weeks of practice to another riding an adaptive bike around campus, cheered on by peers and staff.

Cerasuolo emphasizes empowering students to be active participants in their own growth. Through structured routines, individualized support and consistent encouragement, she helps students build confidence while developing lifelong skills. Her work reflects a belief that physical education extends beyond movement to include communication, social development and self-expression.

Relationships are central to her teaching. She connected with a student known on campus as “Queen” by building trust through music and shared experiences, including singing along to “Total Eclipse of the Heart,” and helping the student find confidence and belonging within the school community.

Beyond the classroom, Cerasuolo plays a key role in shaping campus culture. As co-lead of the associated student body through a Voices of Community Engagement student leadership program, she has created opportunities for students with disabilities to connect with peers across the district. Initiatives like the Hope Cup and events such as “Lunch With a Tiger” bring together students, families and community members, building inclusion and shared experiences.

Hope School Principal Louie LeMonnier said Cerasuolo’s leadership has had a lasting impact on the school community.

“She has dismantled long-standing social barriers and redefined the meaning of community on our campus,” LeMonnier said. “Inclusion is not just a policy, but a lived reality for every student.”

Megan Avalos, Rossmoor Elementary School, Los Alamitos Unified School District

Long after her fifth-grade students leave Rossmoor Elementary School, Megan Avalos remains one of their biggest champions.

In her 14 years as an elementary educator in the Los Alamitos Unified School District, Avalos has built an environment where learning extends beyond academics and relationships continue well past the school year.

“Teaching is never bell-to-bell,” Avalos said. “I cheer from the sidelines at Friday night lights, celebrate milestones like bar and bat mitzvahs, and proudly watch them graduate. These lasting connections are at the heart of my work and the reason my students leave not only prepared for school, but confident in who they are and who they can become.”

That philosophy is reflected in her classroom practices. Each year, after completing a novel study of “The True Confessions of Charlotte Doyle,” her students write letters to their future selves about staying true to who they are. At the end of their eighth-grade year, Avalos mails the letters home to give families a meaningful opportunity to reflect on their child’s growth.

Beyond the classroom, Avalos has helped foster student camaraderie. Through Rossmoor’s Houses program — where students are placed into teams inspired by the Knights of the Round Table — she helps lead assemblies, service projects and a buddy system connecting younger and older students, creating lasting friendships that often continue beyond elementary school.

To elevate student voice, Avalos leads the Knight Leadership Council, where fifth graders serve their campus through announcements, school initiatives and acts of appreciation for staff.

Across the Rossmoor campus, she has also implemented targeted instructional supports alongside her grade-level team and district specialists to address learning gaps in reading and math, strengthening both academic performance and student confidence.

Principal Amy Coltey said Avalos’ influence can be seen in the way her students grow both academically and personally.

“Megan creates a classroom environment where students feel safe, valued and inspired to grow,” Coltey said. “Her ability to balance high expectations with deep care ensures students leave her classroom not only stronger learners, but stronger individuals.”

Ryan Healy, Marco Forster Middle School, Capistrano Unified School District

For Ryan Healy, teaching is a full-circle moment.

Years after sitting in a middle school classroom as a student, he now teaches within the same four walls where his journey began — at Marco Forster Middle School in the Capistrano Unified School District.

In his nine years as an educator, Healy has become deeply woven into the fabric of the campus, teaching English Language Development, theater, stagecraft and yearbook while leading the Peer Assistance Leadership program and creating spaces where every student feels supported and inspired to belong.

In Healy’s classroom, connection comes first. Each day begins with a simple, intentional routine — he poses a question during attendance to give every student a voice. When a student walks in late, classmates pause to clap for them and recite together, “we’re glad you’re here.”

Across his classes, Healy centers project-based learning and differentiated instruction, ensuring students of all experience levels can thrive. Whether building theatrical sets, leading campus initiatives, capturing school memories or strengthening language skills, students are challenged to grow while supporting one another.

Beyond the classroom, Healy’s impact extends across campus and into the community. He advises PAL students on service campaigns, meets with the families of 243 English learner students to create reclassification plans and has expanded access to theater arts by connecting learners with industry professionals and securing resources for no-cost training and performance.

“As a product of the community, I am a testament to the transformation service can have on a student,” Healy said. “Every day, I have the privilege of helping develop the next generation of community leaders who will be inspired to give back in the same way I was inspired.” 

Principal Catherine Thompson said Healy’s work reflects a lasting drive to uplift every student in succeeding. 

“This level of impact is only possible through a genuine love for the profession and an unwavering dedication to the community he loves and serves,” Thompson said.

For Healy, the goal is to help every student feel excited to walk through the school gates each morning, creating moments that launch a sense of purpose and excitement for learning.

Wendy Saldivar, Loara Elementary School, Anaheim Elementary School District

In Wendy Saldivar’s classroom, language becomes a bridge that connects students to learning, new opportunities and to one another.

As a fifth-grade teacher in the Spanish Dual Language Immersion program at Loara Elementary School, Saldivar brings 12 years of experience to a classroom where bilingualism, academic rigor and a commitment to helping students believe in their abilities guide her approach. 

Before entering education, Saldivar worked as a public safety dispatcher, driven by a desire to help others in times of need. Today, that same purpose guides her as an educator who encourages students to persevere, embrace challenges and “go for the gold.”

Her lesson plans center on hands-on, cognitively guided instruction. In math, students explore multiple strategies to solve problems — often writing directly on their desks using dry-erase markers as they explain their thinking and learn from one another. Interdisciplinary projects, like designing 3D animal models to calculate volume while researching ecosystems, blend math and science in creative ways.

From making art to studying history, Saldivar creates opportunities for students to think critically and take pride in their progress. Structured routines like the walk and talk portion of her fifth-grade class strengthen students’ communication and confidence, while peer support helps every student feel they are on the same team. 

Learning doesn’t stop at Saldivar’s classroom door. Through Spanish Language Development class and cultural exploration activities, she invites families to share traditions, stories and experiences that will help students see themselves reflected in the curriculum. She also leads schoolwide events like Think Like an Engineer Night, connecting students with bilingual STEM professionals and making future career pathways more visible and attainable.

Her commitment to access is evident in the opportunities she creates, including hands-on marine science experiences and family-centered field trips that introduce many students to the ocean for the first time.

“Watching my students leave my classroom empowered as learners, leaders and contributors to their community is the most inspirational part of my work,” Saldivar said.

Principal Dr. Monica Berro said in just two years at Loara Elementary, Saldivar has built strong connections with families and the community.

“From coordinating family science nights to leading meaningful engagement opportunities, she consistently demonstrates her commitment to creating enriching experiences for her students,” Dr. Berro said.