Published: February 21, 2025
This article originally appeared on NEA.org
Meet this year’s five NEA ESP of the Year finalists.
The five finalists for NEA’s Education Support Professional (ESP) of the Year demonstrate what it means to serve the 90 percent of America’s schoolchildren every day. Forming the backbone of our nation’s schools, they lift up their students and communities and ensure that ESPs get the respect they earn and deserve.
Amy Evans, Canton Education Association, IL
Intervention Reading Assistant Amy Evans is inspired by an Eleanor Roosevelt quote that she repeats to herself often: “For our success to be real, it must contribute to the success of others.”
“I say it to myself as a reminder of why I do this work,” Evans shares.
In her work as a union leader, community advocate, and educator, Evans is continuously looking for ways to contribute to the success of others.
Her day begins with morning supervisory duty
in the cafeteria. She’s the first person students see at Lincoln Elementary in Canton, Illinois.
“I unpack those invisible backpacks every day, building trust and relationships,” Evans says. “I feel this is the most important and most impactful part of my day.”
In the classroom, she is an extra pair of eyes and ears and can notice things that may be missed by a teacher.
During snack time, she overheard a student ask another, “when you’re done with your chips, can I have the crumbs in the bottom of the bag?”
“My heart broke,” she recalls. That very day she applied for an Illinois Education Association (IEA) Schools and Community Outreach by Educators (SCORE) Grant. The grant allows IEA members to create opportunities for community service or school projects. She received a $1000 grant and used it to create a snack pantry for the school.
“No student should have to ask for crumbs,” she says.
She also saw a need for more diverse books in her library. Again, she applied for and received a SCORE grant that she used to create a multicultural, anti-bias library.
In Evans’ district, support staff can’t apply for the state’s 21st Century Classroom Mini-Grants, but that didn’t stop her. She did the work necessary for the application, and asked a classroom teacher to send it in. The grant was awarded, and Evans used it for science lessons on the human body, including models of a skeleton, torso, different parts of the body as well as curriculum resources.
“Without this grant, I would not have been able to provide the project-based enrichment learning opportunity,” she shares.
Inspiring Readers and Learners
Evans wants her students to “find joy in learning,” at school or in the community.
At her home, she has a Little Free Library to inspire readers and expand free access to books that are culturally rich and diverse. It sits within a Monarch Butterfly Waystation, a garden registered with the national Monarch Watch program that allows the butterflies to produce successive generations and sustain their migration.
“I use this garden to teach students about conservation research. In the spring and fall, I bring in monarchs and we study and watch their life cycle,” she explains. “The butterflies from the garden are then tagged and released as part of the Monarch Watch Tagging Program.”
Acting on ESP Needs
As co-president of the Canton Education Association, a wall-to-wall union, Evans advocates for all members. But to fuel her advocacy for ESPs, she used the IEA “rESPect” campaign to raise issues of living wages, insurance, pensions, retention and recruitment for ESPs.
Her bargaining team was able to increase ESP wages by 24 percent over three years, change job titles to reflect the work of members, and provide single coverage health insurance that allowed more part-time members to be covered.
As president of her union, Evans listens to members about their concerns and takes action to address them. She’s heard about the rising numbers of violent incidents ESPs experience at school and that ESPs across the state wanted to know more about their rights.
Through her advocacy, the Illinois Education Association now has Workplace Violence Policy Guidance for members.
“Being a leader means that when I see a need, I must act on that,” Evans says.
Taking on Poverty and Suicide Prevention
The rural community where she lives and works has a high rate of poverty and Evans serves on the Illinois Commission on Poverty Elimination and Economic Security. Its mission is to improve policy makers' understanding of the root causes of poverty and economic insecurity in Illinois.
To help the community of Canton cope with high rates of suicide and drug overdose, she recently completed training to become certified with the American Foundation for Suicide Prevention (AFSP). The training helps her recognize someone thinking of suicide and to help connect them to services and intervention providers.
“I take any opportunity that I can lobby at the state capitol with American Foundation of Suicide Prevention (AFSP) for suicide prevention funding and I worked with the mayor of Canton to draft the 2024 Suicide Week Proclamation to bring a shift to spread hope, to change the narrative about suicide.”
Suicide prevention is very personal to Evans.
“As a parent who has lost her only child to suicide, it can be difficult work, but I am willing to take on this role in the hope that I can save even one parent from enduring the pain of losing a child to suicide,” she shares. “For my healing process, I'm turning my grief into action and advocacy.”
Beryl Torrence, Kannapolis Association of Educators, NC
An iconic yellow school bus traversing the roads of our communities is a powerful symbol of public schools, but the drivers inside are what make this rite of passage so special.
“Driving a bus, you have the opportunity to see where your students live, something not all educators experience,” says Beryl Torrence, the Assistant Director of Operations for Transportation for Kannapolis City Schools in North Carolina.
When students board the bus each morning, the driver is the first to recognize what type of mood they’re in.
“These moments matter. My smile and greeting are an open invitation to share and possibly turn the day around,” she says.
Transportation is a crucial component of a student’s success, and in Kannapolis City Schools, over 70 percent of students ride buses to school. But Torrence's influence extends beyond getting students to the school building. Her position offers her the chance to interact with students at the middle school where she now works.
Checking In, Building Trust
Two years ago, Torrence heard a disruption on her way to the cafeteria for lunch. She found a fiery young girl at the center of the commotion. After learning more about the student and some of the struggles she had, she took the time to check in with the girl regularly. Over the school year, the girl went from having daily struggles with behavior to a final quarter with zero discipline referrals.
“That young girl is now an 8th grader who seeks me out almost daily for a hug and to give me an update on her academics and overall school experience,” says Torrence. "She is now an honor roll student, poised for success."
Torrence created a “check in, check out” system with many students like this – she spends time with them and builds relationships. She checks in to see how they’re doing at the beginning and end of the school day, and lets their teachers know if they need a little extra help or care.
Torrence has been a member of the Kannapolis Association of Educators (KAE) for 20 years. Now, she is president of KAE and a regional representative of the North Carolina Association of Educators (NCAE) ESP Council, she is just as dedicated to improving the experience of her colleagues as she is students.
She helped raise the starting pay for bus drivers to $18.50 per hour from less than $12 per hour pre-COVID. She’s also worked with administrators to offer professional development for bus drivers, such as CPR, Positive Behavioral Intervention and Support (PBIS), and other trainings. She is also working with NCAE to pass a statewide ESP Bill of Rights.
A Boost for Morale and Recruitment
But she understands that workplace climate is equally important as pay for recruitment and retainment, critical during the ongoing bus driver shortage.
“Increases in pay are great, but if the work environment is toxic people still will not want to be there,” she says.
To make her worksite a place people want to come to each day, she created a Department Improvement Team whose members are a diverse group of drivers who plan activities for the year, decide what type of professional development might be beneficial and even put out a quarterly newsletter, written and produced by the drivers. Torrence also launched a book club for drivers and their students.
“Morale in the department improved almost immediately,” Torrence reports. “Word spread beyond our district to the point that drivers who had previously left for other districts began to return, and those returning drivers began recruiting their friends.”
Taking it to the Capitol
Torrence uses her power of connection to build relationships throughout the district. When NCAE was planning a rally at the state captiol building, the goal was to send thousands of school employees from across the state to Raleigh to force politicians to listen and understand why they must invest in our schools.
To send the hundreds of members from her district to the rally would require closing school for the day, but she took the opportunity to explain to the superintendent and school board why it was important to do so.
“The outcome was monumental. I was present at the emergency school board meeting the vote to close school for the day was unanimous,” she recalls. “We chartered two buses to go to the rally, and our efforts led to twice as many people from our district attending the rally than we had members, and we gained members as well!”
Becky Marszalek, Avonworth Education Association, PA
One of the most rewarding aspects of being a special education paraprofessional, says Becky Marszalek of Avonworth, Pennsylvania, a community outside of Pittsburgh, is seeing the transformation in her students as they grow and develop academically, personally, and socially.
“I have had students come to me struggling in certain areas, only to see them flourish and succeed with a bit of guidance and support,” she says.
For example, a student named Cate has been under her care since kindergarten.
Cate came to school with apraxia, neurofibromatosis, and overall developmental delays.
At a time when Cate couldn't speak, Marszalek spoke for her. She knew what Cate’s needs were better than anyone in her school building and constantly advocated for the services and accommodations that she needed to succeed.
“Helping is my Passion”
“I have had students confide in me about personal struggles and challenges, and I am always ready to help in any way I can. For example, students who lose a parent come to me for a listening ear and support,” she says. “It’s like the quote from Mr. Rogers: 'Look for the helpers; you will always find people who are helping.’ Students can see the school helpers, and I am proud to be one of them.”
Marszalek is a helper within her school community and throughout the wider area.
“When I was a one-on-one paraprofessional with a student in a wheelchair who participated in the marching band, I learned the routines and traveled with the students for all band events,” she says.
On the weekends, she works with a 24-year-old man with special needs, taking him shopping, to lunch, to golf lessons, and tutoring him in his academics.
She also works with a 27-year-old who has Autism, OCD, and Apraxia, is nonverbal and has epilepsy. She meets with him every Monday and Wednesday evening for three hours.
On Mondays, they meet up with another person with disabilities and her mom. They play board games, go for walks, and just spend time together.
On Wednesdays, they go to a special needs yoga class or the movies, go bowling, go for a walk, go shopping, or get something to eat.
“Helping others isn't just my job; it's my passion,” Marszalek says.
Standing up for ESPs
That holds true for her fellow ESPs.
She has been the President of the Avonworth Education Support Professionals for the past 12 years.
During her tenure as president, she successfully negotiated two contracts for the nurses, aides, paraprofessionals, custodians, food service, and secretaries, which include over 75 ESP members.
She helped them win fair raises, which consisted of a 20 percent wage increase for all members of her bargaining unit, two additional PTO days for all members, and maintaining affordable health insurance premiums.
As new hires come in, she is always there to welcome them and help them get acclimated.
“Sometimes, it just takes a quick hello and smile to make someone's day.”
Andy Markus, Canyons Education Association, UT
Andy Markus shows just how critical a role a custodian can have in school transformation. From cleaning up the grounds to mentoring students, his work goes beyond maintaining a building—it’s about fostering a community students and staff feel proud to be part of.
“The pride and care we put into our environment are reflected in the success of our students, and I’m grateful to be a part of that positive change,” he says.
When he first arrived, the grounds were overgrown, littered with trash, and neglected after years of minimal maintenance. The bushes were full of debris, and the fields had patches of dirt where grass should have grown.
Markus spent the first four months focused on cleaning up the grounds, starting with picking up trash and replacing damaged sod on the fields.
“It breathed new life into the school, with students, staff, and community members expressing their excitement about seeing the grounds looking presentable again,” he says.
Then Markus turned his attention to the inside. With the help of his department, he brought in extra extractor machines, and they worked diligently to deep clean the carpets and floors. The building started to shine again.
“What was remarkable was the impact that these changes had on school culture,” he says.
Students began taking pride in their environment, cleaning up after themselves, and showing greater respect for the building. Teachers reported fewer behavior issues in their classrooms, and students were more engaged.
Even better, the school’s overall grade improved, and for the past two years, it’s been ranked among the top five middle schools in Utah.
“It’s been incredible to see how a clean and welcoming environment can make such a big difference for everyone who steps through the doors,” Markus says.
After-School Mentor
Markus strives to build strong relationships with his students as well.
“Many come to me when they’re having a tough day, knowing they’ll have a listening ear,” he says. “These connections started through the after-school mentoring program I launched, where students help with tasks around the school as a constructive way to stay out of trouble and earn responsibility. It’s a difficult time for many kids, as they’re still figuring out who they are, and sometimes all they need is someone to listen to.”
A school counselor set up what she called “Andy Talk Sessions,” where students would walk the halls with me while I cleaned, using that time to share their struggles.
He’s had many memorable interactions with students, including one who recently confided in him that he was LGBTQ+.
“He wanted to say it aloud to me before telling his parents. It was a powerful moment and a reminder of how much students rely on the adults around them for support, Markus recalls. “Moments like these are why I believe that everything we do as school employees matters—students notice, and they care.”
In his after-school mentoring program, he mentored a student on the verge of dismissal from school because of poor behavior and skipping class.
Over three months, his attitude and approach to life completely changed. He started attending class regularly, stopped negative behavior patterns, and began taking pride in his schoolwork.
“I remember the first time he earned an A—he rushed to share the news with me before telling his parents,” Markus says. “It was a moment I’ll never forget. In just a few months, this student went from failing to passing most classes, he is now on the honor roll in high school.”
Recently, he visited Markus to share his plans to graduate and pursue a career as a counselor for at-risk youth.
Union Activist
Raised by dedicated educators and union members, Markus was immersed in the world of advocacy from a young age, walking neighborhoods with his dad to hand out campaign flyers and standing at intersections with signs.
He recently joined fellow union members at the state capitol to fight against an anti-union payroll deduction bill.
Markus carries out his advocacy in much the same way he does mentoring – through honest conversations and relationship building.
“I approached legislators directly, meeting with the bill’s sponsor and other key supporters, and asked them about their understanding of the bill’s impact, explaining why union and bargaining rights are essential, especially for ESPs,” he explains. “I provided examples of the affordable benefits our part-time employees receive for as little as $200 per year, including dental, vision, and telemedicine services.”
Unfortunately, the fight continues after Utah’s governor, ignoring calls to veto it, signed the bill into law.
Markus maintains relationships with legislators, continuing to advocate for the needs of ESPs and the students they serve.
As president of the Canyons Education Support Professionals Association, Markus helped negotiate major wins for ESPs over the past five years, including, a 28.5 percent cost-of-living adjustment (COLA), step raises, and stipends for employees who are at the top of their current pay scale. He also helped increase night shift differentials by $0.50 and graveyard shifts by $1.00, improved ESP leave policies, and negotiated a professional development day for all ESPs in his district on a non-student day with pay.
Markus brings the same advocacy to building respect as he does to increasing pay. He’s ensured that his district recognizes national career days for our employees, such as National Custodial Day, Food Service Day, Administrative Assistant Day, and Transportation Day in addition to celebrating national ESP Day – a recognized day throughout the state.
“As a dedicated advocate, I continue working tirelessly to ensure ESPs receive the respect and acknowledgment they rightfully deserve,” he says.
Alyce Holmes Pope, Fairfax Education Association, VA
Early education and family services specialist Alyce Pope knows that success starts with education from the earliest years.
She has been a Head Start teacher and community organizer in Fairfax County, a northern Virginia suburb of Washington, D.C., for more than 40 years.
“I’m also a proud former Head Start parent,” says Pope.
In her role with the Fairfax County Public Schools, Pope works with some of the area’s most vulnerable populations, some of whom are experiencing crisis, to ensure they have access to pre-kindergarten but also to resources for housing, food, and mental health support.
“Working in Fairfax, I get to work with families from all over the world and from a variety of different backgrounds,” she says. “The services I provide enable parents to develop knowledge and skills to be able to access resources and advocate for their children and families, now and in their future.”
Building Connections for Students and Families
Pope is a bridge between home, school and community, meeting with families, including pregnant mothers, where they live and connecting them to county and school district resources.
“I work on creating programs for children through kindergarten and beyond, meeting with about 100 families each year,” she says. “These meetings allow me to develop relationships with the families, to hear their stories, and to be aware of the individual strength and needs of each child in the family as well as the parents.”
She helps them develop a Family Action Plan to focus on short- and long-term goals for the wellbeing of the student and the entire family.
Generations Educating Generations
Pope attended Fairfax County Public Schools, as did her children and now her grandchildren. She grew up in Fairfax, and has a family history that spans six generations in an area called Springdale.
Springdale, in the Bailey’s Crossroads section of eastern Fairfax County, was once an all-Black community that didn’t have paved roads or public water until the late 1950s into early 1960s.
In 1935, Pope’s great-grandmother Minnie Peyton and her sister, Florence, purchased five acres of land in Bailey’s Crossroads. They sold the land to the Fairfax County School Board in 1954. They believed Springdale’s Black citizens deserved a safe place to learn and play.
In 1956, Lillian Carey Elementary School, which served Black students, opened on the sisters’ former land. The former school site is now a part of the community center.
“This was a community where we all looked out for each other,” Pope said at a ceremony that renamed Bailey’s Crossroads Community Center the Minne Peyton Community Center. “If somebody was hungry, somebody fed them, if somebody was lonely, somebody comforted them.”
Minnie Peyton was affectionately known as “mom” in the Springdale community where she lived for over 50 years until her death in 1985 at the age of 96. Alyce Pope now carries on that tradition of care and support for her community and her school.
A Voice for All
“I am known to be a voice for low income and at-risk families as well as other marginalized groups and individuals in our community,” she says.
Pope is also a widely recognized voice for her union, the Virginia Education Association, and for ESPs, fearlessly addressing rallies and urging ESPs to voice their opinions on working conditions, benefits, and salaries.
She regularly attends school board meetings and encourages her ESP colleagues to do the same to ensure that the ESP perspective is heard, understood, and respected.
“I constantly remind members that we are a union that represents all educators, not just teachers, and to advocate for and hold our state and local associations responsible for recognizing and meeting the needs of all of our ESP career family groups,” she says.
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