Spotlight: Vanessa Smith (NC '24)

North Carolina Milken Educator Vanessa Smith (NC ‘24) is a Croft Community School first grade teacher. Smith tailors instruction to meet each student's needs by creating a dynamic learning environment that emphasizes peer-based problem-solving. As a passionate leader and advocate for equity in education, Smith's dedication extends beyond the classroom, mentoring fellow teachers and driving change in her community. Smith received a 2024-25 North Carolina Milken Educator Award on December 18, 2024.

Milken Family Foundation: How have students responded since your Milken Educator Award surprise?

Since the Milken Educator Award surprise, the response from my students, and students across the school, has been nothing short of joyful and uplifting. My own first graders were thrilled and interpreted it in the sweetest way possible: they proudly declared that I had won "The Best Teacher Ever" Award. Their excitement hasn’t faded with time. Months later, they still point to the poster in our front lobby and exclaim, “Ms. Smith, look, it’s you!” What’s been the most heartwarming is how the moment continues to fuel a sense of pride, not just for me, but for them. They often remind me, with big smiles, that they “told me so,” referring to the day they predicted something special was happening and I reassured them it probably wasn’t what they thought. To them, this recognition affirmed what they already believed: that their teacher is someone who believes in them, shows up for them, and makes learning joyful. The Award has helped strengthen our classroom bond and brought a new layer of inspiration and confidence to our learning community. It’s a reminder that students feel the impact of what we do, and that they celebrate it just as much as we do.

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

I define success as the ability to show up fully, try bravely, and grow consistently, no matter the challenge, with a positive outlook. For both myself and my students, success isn’t measured by perfection, but by perseverance. It’s about bringing our best selves to each day, pushing beyond comfort zones, and believing in what’s possible even when we haven’t mastered it yet. I teach my students that mistakes are not failures; they are stepping stones to learning. A growth mindset is the foundation of lasting success. When we embrace challenges, reflect on our efforts, and keep going even when it’s hard, we’re not just reaching goals—we’re also building character, confidence, and resilience. That, to me, is true success.

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

When I received the Milken Educator Award, I was overwhelmed with a mix of pride, disbelief, and deep emotion. In that moment, I felt seen, not just for my work, but also for the heart I pour into this profession every single day. The initial shock quickly gave way to immense gratitude. I felt reassured that I’m walking in my purpose, making a difference, and living out my passion for education. It was a moment I’ll never forget, one that affirmed the impact we make as educators, often quietly, but always powerfully.

MFF: Your approach to teaching emphasizes data-driven practices and whole-child growth. How do you integrate these elements into your daily classroom routines to support academic and social-emotional development of your students?

Students are at the heart of everything I do, and in today’s classrooms, supporting them means more than just delivering content; it means nurturing the whole child. I believe academic success and social-emotional growth go hand in hand, and I intentionally embed both into the fabric of my daily routines. 

Each day begins and ends with dedicated time for social-emotional learning through our morning meetings and closing circles. These moments center on themes like empathy, perseverance, kindness, and accountability—helping students develop self-awareness, build positive relationships, and foster a strong classroom community. I intentionally reinforce the message that our classroom is a “school family,” a safe space where emotions are valid and support is always available. Tools like our “mindful minute” area and “fuzzy friends” allow students to regulate emotions and build resilience in a supportive environment. 

Academically, I use data as a compass to inform instruction and ensure each student receives what they need to grow. Through daily small group instruction in reading and math, student-created goals, and scaffolded supports, I personalize learning and maintain high expectations. I also design lessons that challenge students to stretch beyond grade-level standards, encouraging them to think critically and take ownership of their progress. By seamlessly blending data-driven decision-making with intentional SEL practices, I create a learning environment where students feel seen, supported, and empowered to reach their full potential—both as learners and as individuals beyond my classroom.

MFF: As the first-ever Teacher in Residence for Classroom Central, you represented teachers across North Carolina's southwest region. What insights did you gain from this experience, and how have you applied them to advocate for equity in education within your school and community?

Serving as the Teacher in Residence at Classroom Central was a transformative experience that allowed me to advocate on behalf of educators across North Carolina’s southwest region. This role gave me a deeper understanding of the broader systemic challenges teachers face, particularly in underresourced schools, and highlighted how access to essential materials and support can directly influence student success. 

One of the most significant insights I gained was just how overwhelming time constraints and limited materials can be for teachers, especially when they are meeting their students' needs in ways beyond the classroom. As we know, beyond teachers' core instructional duties, teachers often spend hours preparing materials, a task that, while important, pulls them away from planning and meaningful student engagement. Time is crucial because teachers could better adapt lessons to student needs and find researched-based practices to support their students, rather than printing materials themselves or worrying about cost of materials. 

In response to this need, I developed and launched the Educator Print & Prep Program, which allows teachers to digitally submit materials to be printed, laminated, and prepped by volunteers. This initiative was designed to give educators back valuable time—time that can be reinvested into teaching and student connection. It quickly became clear that a seemingly small shift in support could have a substantial impact on teacher well-being and classroom effectiveness. Additionally, my work with Classroom Central also prioritized amplifying the teacher's voice. I gathered and shared stories from educators across the region to highlight the real impact of Classroom Central’s support. These narratives helped humanize data and mobilize additional resources by connecting funders and community members to the lived realities of teachers. I implemented regular feedback loops with educators, allowing us to refine and expand Classroom Central’s offerings to remain responsive to shifting needs. 

Ultimately, this experience sharpened my understanding of equity—not just as a concept, but also as a commitment to removing barriers that limit opportunity for both students and educators. By creating systems that value teacher time, increase access to resources, and elevate educator voices, I was able to bring those equity-driven insights back into my own school and community. The work continues, but I’m proud to have played a part in building solutions that recognize and support the critical role teachers play in shaping the future.

MFF: Who or what inspired you to be an educator?

I was inspired to become a teacher because I’ve always believed that education is one of the most powerful ways to make a meaningful impact. Helping others has always been at the heart of who I am, and I saw teaching as a way to serve my community while empowering the next generation. I’ve been fortunate to have many incredible teachers throughout my life, but the one who made the most lasting impression was my first grade teacher, Susan Weinstein. She made learning feel joyful, safe, and full of purpose. Her classroom was nurturing, engaging and fun—qualities that I now strive to bring into my own teaching. She showed me that teaching isn’t only a job; it’s a way to contribute to the success of a community. I carry that lesson with me every day and hope to create the kind of classroom where students feel valued, inspired and eager to achieve their highest potential. My goal is to be the kind of teacher my students will remember as someone who believed in them and helped them believe in themselves.

MFF: What’s one thing you hope students remember from their time in your classroom?

More than anything, I hope my students remember that they are capable of achieving anything they set their minds to, as long as they are willing to persevere. I want them to leave my classroom knowing that they always had someone who believed in them and stood by them, even on the tough days. I strive to create a learning environment where they feel seen, supported and empowered, and I hope that feeling stays with them long after they leave my room.

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

I'm currently reapplying to the Teacher Leader Pathway within my district, which is a professional development opportunity designed to grow teacher leadership, improve instructional practice and support new educator development. This program has helped me expand my impact beyond my classroom, and I’m eager to continue contributing in this way. I’m also collaborating with the Beginning Teacher Department to co-create and present a session at the Southwest Regional Mentor Summit in August. This opportunity allows me to share insights from my own journey while helping support and empower mentor teachers who are guiding the next generation of educators. These projects reflect my passion for continuous learning and commitment to strengthening our educator community from the inside out.