OCDE announces 2026 Orange County Teachers of the Year with surprise visits

Six outstanding educators received the surprise of a lifetime Wednesday as they were named 2026 Orange County Teachers of the Year.

A big yellow school bus carrying OCDE representatives, sponsors, reporters and camera crews made celebratory stops at each teacher’s campus, from Anaheim to San Clemente. Orange County Superintendent of Schools Dr. Stefan Bean joined the team at each site to help surprise the honorees, who were greeted with cheers from students, colleagues and loved ones as they were recognized for their extraordinary impact in the classroom and beyond.

Reactions ranged from stunned disbelief to joyful tears as each finalist was celebrated in front of their school communities. Each received an apple-shaped award and a collection of gifts from SchoolsFirst Federal Credit Union, the premier sponsor of the Teachers of the Year program.

The honorees were selected through a comprehensive application and interview process conducted by a panel of educators and community leaders. Five of the six recipients represent the K-12 system and are eligible to advance to 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. 7 at the Disneyland Hotel, where each K-12 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 2026 Orange County Teachers of the Year.

Tracy Havens, Hicks Canyon Elementary School, Tustin Unified School District

A second-grade teacher at Hicks Canyon Elementary School, Tracy Havens has spent more than two decades helping young learners grow academically, socially and emotionally through connection, structure and encouragement.

Havens began her teaching career in Hillsboro, Oregon, in 2001 before joining the Tustin Unified School District the following year. Since 2005, she has been a fixture at Hicks Canyon Elementary, where students are greeted each morning with hugs, high-fives and a sense of belonging. She builds a positive classroom culture through daily Morning Meetings, social-emotional learning strategies like Feelings Journals and a Calm Corner, along with consistent routines that foster independence and confidence.

“Being in my class means being part of a family,” Havens said. “We collaborate to develop a classroom culture that is nurturing, fun-loving and safe.”

An advocate for differentiated instruction and cross-curricular learning, Havens integrates cognitively guided instruction, or CGI, a research-based approach that focuses on how students think through math problems. She pairs this with other problem-based strategies to empower students to share ideas and deepen their understanding. She also draws inspiration from her nearly 20 years of experience working at an overnight summer camp, bringing creativity, teamwork and a growth mindset into every aspect of her teaching.

When digital assignments became a struggle for her class, Havens introduced a “hearts and lives” system inspired by video games like Minecraft, encouraging students to work together to improve the quality of their work. Each week, students started with 20 hearts and tried to keep them by completing digital assignments successfully. She believes that perseverance, mindset shifts and teamwork can spark meaningful change, both in the classroom and beyond.

Outside of her classroom, Havens mentors teacher candidates from California State University, Fullerton, and serves as a lead math model for her district, hosting teachers and administrators eager to observe her five-part math structure in action. She also supports community initiatives like the Tustin Public Schools Foundation’s Dino Dash and the Team Kids Challenge, encouraging students to make an impact beyond their school campus.

Through all her roles, Havens remains committed to cultivating academic success and emotional resilience in every student she teaches — and inspiring the next generation of educators along the way.

Dr. Catherine Reinhardt-Zacair, Fullerton College, North Orange County Community College District

For nearly four decades, Dr. Catherine Reinhardt-Zacair has inspired students to discover the transformative power of language and culture.

Since joining the faculty at Fullerton College in 2015, Reinhardt-Zacair has served as a professor of French, building a vibrant learning community that extends far beyond the classroom. She began her teaching career in 1989 as a high school French and German teacher in Wisconsin, later holding roles at colleges and universities including Chapman University, where she taught from 2010 to 2015.

Guided by the philosophy that true success is when students thrive independently, Reinhardt-Zacair encourages her students to envision French as a tool for pursuing their dreams. From their first day in French 101, learners are introduced to study abroad opportunities, paid internships and international teaching programs like the Teaching Assistant Program in France — real-world pathways that many students go on to pursue.

“On the first day of instruction, we already delve into the professional resources and skills available to them throughout their French journey,” Reinhardt-Zacair said.

Beyond traditional instruction, she creates immersive, hands-on experiences, organizing field trips to French cafés, cultural events and the annual Fullerton College French Film Festival. Through the French Club and study abroad programs, she fosters leadership, confidence and lifelong friendships among her students.

Reinhardt-Zacair’s influence is visible across the campus and beyond. Her mentorship has helped students secure internships, tutoring positions and university acceptances in the United States and France. Many former students are now teaching, studying or working abroad — a testament to the community of support and opportunity she builds.

Colleagues describe her as a dynamic force for language learning in Orange County, known for her creativity, relentless advocacy for students and boundless enthusiasm. Her ability to connect, inspire and empower learners has made a lasting impact on the French program at Fullerton College — and on the lives of countless students who continue to carry her lessons forward.

Megan Lee, Loara Elementary School, Anaheim Elementary School District

In Megan Lee’s transitional kindergarten class at Loara Elementary, it’s all about building community and a welcoming learning environment for her students. With over nine years of teaching experience, she is driven by a desire to see her students succeed as lifelong learners.

Lee began her career at Loara teaching a variety of combination classes before switching to TK just over two years ago. Despite the recent change, her impact has been monumental.

Over the years, Lee has learned not to be bound by curriculum schedules, instead implementing unique, multisensory strategies to help her young students learn their letters and sounds at an accelerated pace.

Her teaching philosophy is centered around the importance of community, ensuring every student feels valued. At the start of the year, Lee emphasizes the importance of learning each other’s names and how to address one another with kindness and respect. At the end of each day, she sings a goodbye song with her students and makes sure they give goodbye hugs to each other.

She also prioritizes forming strong partnerships with parents to involve them as much as possible in their child’s learning journey. To strengthen this connection, Lee organizes “Family Meetups with Mrs. Lee,” which provides parents the opportunity to participate in their child’s learning experience via field trips to different community staples such as the library and fire station.

“Building community is my passion because of its profound impact on empowering others,” Lee said. “I am dedicated to living this mission in both my professional and personal life.”

Lee understands that true community-building also involves service. Together with a preschool colleague, she established a buddy system, pairing her TK students with younger preschoolers. Through reading, playing and drawing together, her TK students learn the importance of being positive role models and supporting others.

This hyper-focus on positivity has left a lasting impact not only on her students, but on her colleagues as well. Her ability to connect with everyone she meets and willingness to go above and beyond are what separate her and make her a true leader within her school community.

Jeannette Aguilera, Centralia Elementary School, Centralia Elementary School District

Jeannette Aguilera is a first-generation college graduate born to immigrant parents, which directly fuels her dedication to ensuring success for each of her students, no matter their circumstance. With over 10 years of teaching experience, she has learned that each student requires a different approach to fully unlock their potential.

“Education is not just my profession; it is my passion,” she said. “I am committed to the success of all students, believing every student can excel with the right encouragement, support and guidance.”

At Centralia Elementary School, Aguilera treats each of her third-grade students as a unique individual, each with their own strengths, weaknesses and learning needs. To better understand these characteristics, she first establishes a welcoming learning environment that encourages kindness, open communication and trust.

Each day, she makes an effort to greet each of her students — whether through high-fives, fist-bumps or whichever greeting they prefer. This daily practice helps students to build a level of comfort and sense of belonging so that when challenges arise, they know they have Aguilera’s full support to rely on. Aguilera also utilizes a student-led, daily community circle, which provides students the opportunity to share whatever is on their mind.

Inside the classroom, Aguilera implements a healthy dose of collaboration and active engagement. In math, she uses tangible materials to aid students, and in reading lessons, students use real “detective glasses” to help identify clue words. Above all else, Aguilera teaches that mistakes are not something to fear, but opportunities to grow. She always makes sure to point out her own mistakes and demonstrate how she learned from the experience.

Outside of the classroom, Aguilera worked with her leadership team to establish the school’s inaugural “Leadership Day,” which invites community members to take student-led tours showcasing leadership projects and other academic achievements.

With her positive energy, she uplifts her entire school, according to the superintendent of the district, and sets an example for other teachers on how to cultivate engagement across the campus.

Darcy Blake, Ladera Vista Junior High School of the Arts, Fullerton School District

In Darcy Blake’s 20 years of teaching at Ladera Vista Junior High School of the Arts, she has seen the profound impact of making each student feel seen and heard.

Blake has made it her mission not only to teach English and creative writing, but also to help students better understand themselves and the world around them.

At the Fullerton School District campus, she currently teaches seventh- and eighth-graders in courses including English language arts, honors English and composition. But her reach extends far beyond the classroom curriculum.

Each class begins with a quiet, focused warm-up to prepare students for the day’s work. Whether they’re analyzing texts or preparing to write argumentative speeches, Blake’s students are consistently engaged in critical thought. In one memorable lesson, students closed their eyes and removed their shoes while listening to a reflective essay about a walking tour of a Holocaust site — an activity designed to prepare them to study this heavy subject in greater depth.

“Experiences like these build empathy and help students navigate challenging topics, shaping their role in creating a more inclusive, compassionate world,” Blake said.

Her classroom is a space where students feel confident to improve their writing and hone their creativity. Blake regularly updates writing prompts based on student feedback, weaves diverse perspectives into her curriculum and encourages students to share their work through local and national writing contests, including the Chapman Holocaust Art and Writing Contest.

In an effort to help students feel closer to their communities, Blake teamed up with a colleague to develop a family history podcast project during remote learning. This assignment gave students a chance to connect with loved ones while strengthening their storytelling and research skills.

“I never expected students to thank me daily, smiling and waving as they exit. I never expected conference and open house nights to include visits from former students or parents who tell me their families read and discuss our text selections together at home,” she said. “I am rewarded knowing that our work in class strengthens family connections.”

In addition to her classroom duties, Blake served as the school’s chair for redesignation on the California Schools to Watch Program last year, reinforcing a culture of academic excellence.

Erin Bro, San Clemente High School, Capistrano Unified School District

From the first day of freshman year to high school graduation, Erin Bro is there — in her students’ corner every step of the way.

As a dedicated educator in the AVID — or Advancement Via Individual Determination — program at San Clemente High School for the past 15 years, Bro supports students, many of whom are first-generation college-goers or English learners, in reaching their highest potential.

In Bro’s classroom, students are greeted by a wall sign that reads “Proper preparation prevents poor performance,” which serves as a daily reminder of the work ethic and personal responsibility she instills in her students from day one.

“Students who enter my classroom know they will spend the next four years with me,” Bro said. “Within the first week, they learn they will be treated as individuals who are valued and believed in, even if they don’t feel that way about themselves.”

Bro’s teaching style is anything but traditional. Rather than relying on lectures, she energizes her classroom with collaborative learning, real-world problem-solving and college-focused activities.

In addition to teaching, she coordinates San Clemente’s AVID program and serves as a districtwide director, helping lead its growth and impact. Through a model of student empowerment, she helps students grow confident in their abilities, develop college-ready habits and set ambitious goals for the future.

Since she began overseeing AVID at the school in 2011, San Clemente High has become the first AVID National Demonstration School in south Orange County, hosting showcases to share best practices with other schools across the state.

She has also led outreach efforts to fund college visits, SAT testing and “University 101” seminars all at no cost to students. Under her guidance, all of her AVID students over the past 15 years have earned admission to college at a 100 percent acceptance rate.

One former student, once unsure if college was an option, was not only accepted but inspired to pursue a career in education after spending four years in Bro’s class.

“The beautiful part about what I do is my ‘why’ gets reinforced over and over again with incredible students who continually demonstrate the grit to overcome hardships,” Bro said.