Spotlight: Emily Litz (NJ '24)

New Jersey Milken Educator Emily Litz (NJ ‘24) is a fifth grade teacher at Malcolm E. Nettingham Middle School in Scotch Plains. Litz is known for creating an inclusive and engaging classroom environment that empowers students through hands-on, inquiry-based learning and real-time instructional adjustments. Litz received a 2024–25 New Jersey Milken Educator Award on November 14, 2024, making her the first recipient from her district.

Milken Family Foundation: How did you feel at your Milken Educator Award notification?

I was beyond surprised and in shock when they called my name. After hearing Jane explain the Milken Educator Award, I couldn't help but think about all of the teachers in my building that it described, so when it was my name, I was in disbelief! I think we often find what we are doing in the classroom to just be a part of our job, so when someone recognizes those everyday decisions that we make as teachers, it's somewhat hard to believe that you are "exceptional" at what you do.

MFF: How did students respond to your Milken Award?

As I walked up to the podium that day, I remember looking out at my students feeling as if I were a rockstar. Some were chanting, others were trying to run up for hugs, and several were yelling "we knew it was you!" As I said at my notification, my students are considered my family each year, so it really felt special having all 43 of them there!

MFF: How did you end up in education?

According to my mom, I started telling people I would be a teacher at the age of four and I created a full classroom in my bedroom, lined with every stuffed animal and doll that could fit in there for my lessons. However, I think this decision really became real after my third grade year. My teacher was brand-new that year and came in invigorated to teach and full of life for her students. I was so excited to go to school every day and I remember thinking, this is what I'm going to do as a teacher. It wasn't the way she taught me that year, but simply the way she made me feel noticed and heard as a learner. It changed me as a student and made me want to always put my best foot forward.

MFF: How do you define “success” for yourself, and for your students?

In education, I feel like educators and students get caught up in the idea of success equating to numbers on assessments, evaluations, or test scores. However, I have always found success to be showing improvement in an area that you personally want to show growth in. Being a teacher, a mentor, a mom, a wife, a friend, etc., I always have room for growth and I try to instill the same in my students. Whether it be a student wanting to improve upon dialogue in writing or contributing once in a small group discussion during science, I strive to help my students identify areas where they want to grow and help them to improve upon those skills. Then, once they have shown improvement, that is success, because honestly, is anyone truly 100% successful in life? Shouldn't we always be working on improving who we are in all areas of life?

MFF: Who are your role models?

Growing up, I always considered my parents to be my top role models because they always exemplified the type of person I wanted to be as an adult. My dad owned his own business and always treated his customers with the utmost care and respect. Over the years, I watched him interact with these customers who eventually became friends. I find I have that same quality with my students. I enjoy finding a connection with my students, so we are better able to work together and grow. As for my mom, she is a woman who always wears her heart on her sleeve. She is selfless and always motivated by a desire to help others. She was a social worker in many different fields throughout my childhood, and I was able to see just how much she tried to help children, teenagers, and even the elderly, so they could have better lives. It wasn't easy by any means and sometimes she wasn't always able to make that happen. However, she never gave up and was always looking for solutions, which I carry with myself every day as a teacher. Some days can be more challenging than others in education, but I always try to stay positive and think about the impact I can make, even if it is small.

MFF: What do you hope students remember from their time with you?

I hope my students remember me for my positive energy and motivation for them all to become "good humans." Looking back on my favorite teachers, it is not the content that I remember most, but rather the way they taught and interacted with me as a person, and I hope the same for my students.

MFF: You’ve created some truly imaginative classroom experiences—from glitter for good luck to campfire-style storytelling. What inspires these ideas, and how do they impact student engagement and learning?

With being a mom to twin four-year-olds and a seven-year-old, imaginative and hands-on play is pretty much my life at home on a daily basis. One day when I was sharing a story about my weekend, my students started to chime in with their own stories and connections. It made me realize that students are never too old to engage in "play." So, I decided to try it out with my first publishing party. I remember bringing in popcorn and making my whiteboard look like a movie theatre. I was actually anxious for their reactions! However, it was a complete hit. I noticed a huge boost in student engagement and morale when working on our next writing piece, because the students knew it was going to be "showcased" at the next party for others to see. As for my "study sprinkles" (AKA gold glitter), those were a result of student test anxiety. I tried so many strategies to ease the anxiety of my students and finally one day I said, "What if I told you that I had study sprinkles in my desk, and once they are sprinkled on your head, everything we have studied will be right there for you?" Then it was a go! Shockingly, almost 100% of the students requested the sprinkles for their tests from that day on. Yes, I know that it's imaginative, but it lightens their emotional load. If I can provide that with a "good luck" and a heavy sprinkle of glitter, I will definitely continue to subscribe to my monthly glitter order!

MFF: You’ve taken on leadership roles both in your school and district. What has been one of your most impactful contributions, and why?

Mentoring new teachers has definitely been the most impactful leadership role I've taken on yet. I remember my first year of teaching, there were so many "unknowns." I had learned how to write the ten-page lesson plans and how to meet the objectives in college courses, but no one ever prepared me for the parent/teacher conferences, the data collection, compassion fatigue, intervention referrals, and more. As a mentor, I try to cater my mentoring toward what my mentee needs and how I can best help them as an educator. I focus on listening without judgment and helping devise plans that don't create more work for the educator, but rather, lead them down a path that is smoother than where they started. Teacher attrition is a problem today and I'm hoping that positive mentorship is one way to improve upon this problem.

MFF: Are you working on any interesting initiatives or new projects these days? Is there anything else you want to share about your school?

Recently, I have joined a PBIS (Positive Behavioral Interventions and Supports) committee at my school that will be focusing on outlining a schoolwide reinforcement system for next school year. With this being an evidence-based, tiered framework that creates a thriving environment for both teachers and students, I am looking forward to sharing my insights and contributing to the discussions that will create this framework for the new school year!