Olivia L. Henry, MAT ’24, a teacher at Winston Churchill High School in Montgomery County (Maryland) Public Schools, was awarded the “Rising Star” Teacher of the Year award, recognizing a teacher in her/his first three years in the profession who has made an immediate impact in the classroom and on the school. Receiving the recognition was not the only thing that moved her—it was knowing who was behind it.

“To know that the people I work with every day (who are experts of their crafts and educators I look up to) took the time to nominate me and recognize the hard work I’ve been putting in the past few years made me feel so seen,” Henry said. “I'm grateful to have a department and school that makes celebrating our successes and hard work a priority!”

A Foundation Built on Mentorship

Henry credits much of her early success to the support she received both during her preparation at AU’s Baker School of Education and in her first years in the classroom. She speaks enthusiastically about two educators who shaped her approach to teaching.

“Mr. Van Tassell for sure! He has been the GOAT—he’s the best mentor, coach, boss, supervisor, you name it!” Henry said of her department leader. “He leads our department with integrity, passion, and care. Having such a supportive mentor made a huge difference in my first few years of teaching.”

Her AU education proved equally profound an influence. “I can’t speak enough praises of [Adjunct Instructor] Amy Trenkle. She is the most incredible teacher and taught me so much practical knowledge and tons of skills that I still use every day,” Henry explained. “Amy Trenkle taught us how to teach social studies to be culturally responsive and inclusive, while maintaining rigor and high expectations with our students. She helps us diversify our curriculum and modes of learning so students are interacting with social studies, instead of just pure lecture (which is what I grew up with).”

Finding Joy in the Work

For teachers just starting out, Henry offers advice that reflects her own philosophy: embrace the moments of lightness in what can be demanding work.

“My advice for new teachers is to have some fun! Regardless of what age you teach, kids are hilarious—none of my other friends with corporate or legal jobs laugh nearly as much as I do every day, and it’s because of the students,” she said. “This job can be grueling, so try your best to find pockets of joy and hope in your classroom.”

A Culture of High Expectations and Warmth

Henry’s approach to classroom culture centers on what she calls being a “warm demander”—combining high expectations with genuine care and enthusiasm. “I genuinely love my job and love working with young people—their joy, creativity, passion, and resilience, is all contagious!” she says. “Keeping rigor and expectations for students high while also maintaining my enthusiasm for the job fosters trust between my students and me, and therefore positive relationships.”

This philosophy extends beyond individual student relationships. Henry believes in what she calls the “ripple effect,” creating positive connections with students that help them build positive relationships with each other, spreading that energy throughout the school and, ideally, into the wider world.

It’s an approach that clearly resonates, both with her students and with the colleagues who recognized her rising star.

• Learn more about the Master of Arts in Teaching program at American University's Baker School of Education, offered online and in person.