Spotlight: Ariel Horton (DC '24)

D.C. Milken Educator Ariel Horton (DC ‘24) is an assistant principal and math coach at Noyes Elementary School. Horton is a standout leader, blending her passion for teaching with a commitment to student success. From leading weekly professional development meetings and offering actionable feedback, to planning data-driven lessons, she empowers her students and colleagues to thrive. Horton received a Milken Educator Award on March 6, 2025.

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

I was overwhelmed in the best possible way. I’m still in shock that this amazing thing happened to me when it could have gone to so many other amazing educators! More than anything I felt so grateful. It was a surreal experience!

MFF: How did students respond to your Milken Award?

My students were so excited! Just yesterday a kiddo asked me about the Award money!

MFF: What made you want to pursue a career in education?

I always felt drawn to teaching, but I fiercely fought against it for a long time. I did not want to be a teacher because I didn’t think it was “fancy” or important enough—how silly of me. I had no idea how much impact one teacher could have and I fought against it, even though in high school I would daydream about decorating my classroom. After my sophomore year of college, I could no longer fight the draw I felt and enrolled into the teacher preparation program at my college, Howard University. It was one of the best decisions of my life. Even after the difficult first year of teaching, I felt like I was born to do this work.

MFF: How do you balance your roles as assistant principal and math coach to support both teachers’ growth and student achievement?

Coaching teachers that I also evaluate would be tricky if I didn’t build trust. Building trust is essential for all relationships—not just teacher-to-student relationships! The way I balance is to ensure that teachers know while my job is to center student safety and learning, I will also do my best to prioritize teacher wellness. I show care by planning with teachers, modeling lessons or even creating work stations! Going above and beyond to communicate care allows teachers to see that they can trust me. Their trust allows us to weather storms, have courageous conversations, take risks, and lean into the work, even on difficult days.

Another  important thing that I stress is that when kids win, teachers win, and when teachers win, I win. I want teachers to know I have a vested interest in their success and that we are on the same team. Any feedback that I give is to ensure that teachers can show up successfully for their students. This helps to build strong rapport with my teachers so they never feel like I’m “out to get them.”

Last, it is essential to stay grounded in the data. We use all types of data to support student achievement: diagnostic, formative, summarize and anecdotal. Having a constant check on the pulse of the classroom helps to ensure what interventions are working and what needs to be adjusted.

MFF: What strategies have you found most effective in engaging families and the community in supporting students’ academic and social-emotional development?

The other day I greeted a kindergarten student by name and the parent said, “Oh, wow! You know my baby by name.” Sometimes building strong relationships with families is as simple as remembering their child’s name or asking about something they shared with you. Every opportunity, from drop-off to pickup, is an opportunity for trust- building interactions. When families are seen not as “students” but as “people,” it builds a sense of community. Not only do I show interest about the families in my school, but I also share with them about my own motherhood experience and we connect over having elementary-aged children. This creates a sense of belonging and togetherness as well. Last, I intentionally plan events and gatherings that I want to see in my children’s school. I want to help run a school that I would be proud of my children attending. This perspective helps me ensure that I am going above and beyond to create that experience for the families I serve.

MFF: What does “success” look like for you and your students in life?

Success looks like students being able to be mathematically proficient, being able to read, and experiencing joyful learning experiences each day. It looks like having a safe school where students have opportunities for enrichment and parents know we care about their children.

MFF: Who are your role models in education?

My role models are the colleagues at my school who are an example of excellence: the third grade teacher who taught me how to pursue excellence in the classroom: Camille Jackson; the reading interventionist Kia Wilson-Jones,my former instructional coach and mentor who taught me basic routines and procedures; and the PE teacher who is arguably the best PE teacher in the district: Mr. Holmes. Watching Mr. Holmes’  craft over the last 14 years taught me how to co-regulate with students. Others are our librarian, Ms. E, who demonstrated the importance of partnerships and enriching experiences; Dr. Peagler, who is teaching me the intricacies of SPED; Ms. Bass, the pre-K-3 teacher who is a master at her craft; and my principal Kermit Burks, who is showing me how to run a school efficiently.

MFF: How do you hope to be remembered by your students?

I hope they remember that I loved them fiercely, believed in them without limits, worked for them tirelessly and did cartwheels down the hallway (in heels!) to keep them motivated!

MFF:  Are you working on any interesting initiatives or new projects these days? Is there anything else you want to share about your school?
My school made double-digit gains in reading and math on our statewide assessment. This is huge and I’m so proud of my team. I’m also working as LEA RD for our SPED program. It is a whole new world from coaching and I’m grateful to be learning so many new things!