A Year of Teachers Turning Curiosity Into Confidence
In 2025, our Educator of the Month stories shared a clear pattern: the most meaningful STEM moments did not start with perfect conditions. They started with a teacher who chose to try, troubleshoot, and keep going long enough for students to surprise themselves.
Across middle schools, high schools, rural technical centers, and city classrooms, these educators built spaces where students could take risks, collaborate, and experience the quiet shift from “I can’t” to “I did it.”
Teachers Making the Difference
Teachers build momentum before the program looks “big.”
Keri Mustoe at Cortez Middle School in Colorado teaches grades 6-8, where her students work on Python-based robotics. When a college instructor visited her class, he told her that her students “were already working on more complex coding projects than students in his college-level courses.” Keri’s philosophy is clear: “I won’t just give my students the answers because I want them to become critical thinkers.”
Teachers create access where it did not exist before.
Rick Simard modernized infrastructure, built computer science pathways, and expanded opportunities so more students could step into robotics, drones, and esports with real support behind them. “We now have over 100 students going through the program each year,” Rick shares. “We have students now attending MIT, Cal State, Georgia Tech, and other prestigious schools, all of them pursuing STEM fields.”
Teachers bring real-world experience into middle school classrooms.
Deidre Paris teaches engineering and leads robotics instruction after a career in industry and higher education. She focuses on increasing access and engagement for her students. “My ultimate goal is to inspire my students to pursue STEM careers and to equip them with the tools and confidence to succeed, just as I was once given the opportunity to do.”
Teachers make career pivots that open new doors for students.
Eric Beall from Palm Springs Unified School District started as a middle school music teacher for 10 years before switching to IT and drone classes. His program now reaches three different schools in his district. “The first year we implemented the LocoRobo curriculum I was a full time music teacher and drones was an after school club that met once a week for an hour. The next year it was a class that met every day during the regular school schedule.”
Teachers build programs from scratch.
Jesse Aguilar helped build a STEM program from the ground up, creating a computer lab, esports club, and multi-year game design pathway. “We’ve gone from having no STEM program to one of the most competitive and sought-after esports classrooms in our school.”
Teachers blend creativity with technology.
Marykatherine Citera integrates art, engineering, and drones into her STEAM classroom and after-school programs, giving students hands-on opportunities to build and fly.
“The best memorable moment with my students is seeing them complete the obstacle course. There is an incredible feeling of success for these students, and I am proud to be part of it.”
Teachers meet students where they are in rural communities.
Katrina Riggleman, a Robotics and Drones instructor at Randolph Technical Center in Virginia, teaches in a rural community where many students enter her class with little exposure to STEM. She teaches four drone-focused preps and helps students prepare for FAA Part 107 certification. “Despite these challenges, I’ve found that students are incredibly resilient and eager when given the chance to try something new. Watching students go from hesitant beginners to confident drone pilots and programmers is proof that even in the face of challenges, meaningful STEM education can thrive.”
Teachers find joy in the small breakthrough moments.
Paul Barker implemented drone education across multiple grade levels, working independently to bring hands-on STEM learning into his classrooms. “Every time a drone does the flip block is a moment of excitement that is unparalleled in education.”
Teachers take students from the first flight to an international competition.
Kenneth Fisher, an Engineering Teacher at Cabrillo High School, starts each day about an hour before class to train students in robotics, rocketry, drones and math. His students use LocoRobo’s TryDrones program to learn building, programming, flying and repairing drones. “Within 14 months we won the United States National Championship and represented the United States in Aalen Germany for the International Drone Cup.”
Teachers draw on personal inspiration to shape their approach.
Jon Olson‘s teaching philosophy is rooted in servant-leadership, inspired by his 6th grade teacher, Mr. Haag. “My journey to becoming a teacher began in 6th grade, when I was profoundly influenced by my teacher, Mr. Haag. His ability to inspire, encourage, and genuinely believe in me left an impression so powerful that I knew, even at that young age, that teaching was what I wanted to dedicate my life to.”
Teachers create moments that bring entire communities together.
Brittney Blackwell serves as Magnet Specialist at her school, where she led the effort to earn Cognia STEM Certification. She describes a powerful moment during their schoolwide STEM is Lit Showcase when a parent successfully coded a LocoRobo robot: “The unforgettable moment came when a parent successfully coded a LocoRobo robot to complete a full movement sequence and the entire table erupted with excitement. The parent shouted, ‘I did it!’ while the student proudly responded, ‘See? You’re a coder now!”
This year’s Educator of the Month stories were not about perfect classrooms. They were about teachers who built the conditions for students to try again, think deeper, and realize they are capable. That is what lasting STEM programs look like. As we enter 2026, we celebrate these educators and look forward to supporting more teachers who are committed to empowering the next generation.
