National Teachers Hall of Fame
May 2025
Dr. Valerie Camille Jones Ford
Dr. Valerie Camille Jones has profoundly impacted education through her innovative, student-centered approach that blends project-based learning, performing arts, and cutting-edge technology. As a mathematics educator, she designs dynamic learning experiences that empower students to take ownership of their education, deepen engagement, and build a strong sense of community. By integrating popular culture—like dance, music, and media—into lessons, she makes abstract concepts accessible and relevant, helping students connect personally with the content. Her own Geometry class achieved the highest end-of-course test scores in the district and ranked fifth in the state, earning her recognition as Teacher of the Year. She pioneered advanced math programs for middle school students, ensuring equitable access through differentiated instruction tailored to individual learning styles. By incorporating virtual and augmented reality tools into the classroom, she has transformed math education into an immersive, future-forward experience.
Michael J. Dunlea III
As an educator, Michael has dedicated his career to building a classroom culture rooted in empathy, with a focus on breaking down racial and cultural barriers through authentic student connections. His work has fostered mutual understanding and lasting friendships, grounded in the belief that empathy and shared experiences can dismantle stereotypes. A grant from the Kind Foundation supported in-person student exchanges, further deepening these relationships. Through differentiated strategies and intentional relationship-building, Michael has empowered students to see beyond surface differences and toward a more compassionate, inclusive future.
Tom Jenkins
Mr. Jenkins advocated for the introduction of a STEM program, and designed and delivered an interdisciplinary, hands-on curriculum grounded in Ohio’s academic standards and rich with real-world relevance. His approach emphasized collaborative, project-based learning and student empowerment. Mr. Jenkins was appointed as the district’s STEM coordinator, mentoring colleagues and helping shape a more inclusive and dynamic educational environment. His vision turned STEM into a daily core subject for hundreds of students, even without the district holding official STEM school designation. He empowered students to become problem-solvers, helped historically underperforming students thrive, and cultivated a district-wide culture of innovation and opportunity. His legacy is one of meaningful, student-centered education driven by real-world relevance and a passion for equitable learning.
Michelle Pearson
Mrs. Pearson has profoundly impacted her students and the field of education by fostering a deep, personal connection to history, civic responsibility, and cultural understanding. Inspired by a childhood rooted in exploration, service, and lifelong learning, she brings a dynamic, hands-on approach to teaching that emphasizes inclusivity, empathy, and historical inquiry. Her classrooms are spaces where students see their own identities reflected in the curriculum and are empowered to see themselves as active participants in democracy. By integrating primary sources, place-based learning, and real-world civic engagement—such as drafting legislation, advocating for historic preservation, and contributing to community dialogue—Mrs. Pearson equips her students to become informed, responsible citizens. Her dedication to amplifying marginalized voices and promoting historical truth through multiple perspectives ensures that her students leave her classroom not just with knowledge, but with purpose and agency to shape their communities and the future.
Dr. Pascale Creek Pinner
Dr. Pascale Creek Pinner has spent her career forging powerful connections between students and their communities through interdisciplinary, service-learning, and science research projects. From developing a grant-funded mini-lab initiative to co-creating a yearlong integrated curriculum called All in the Ohana, she has prioritized inclusive, standards-based collaboration across subject areas. Dr. Pinner’s leadership brought her team national recognition and training in service-learning, which empowered students to identify local needs, design solutions, and engage directly with community partners. Her recent work includes a cutting-edge citizen science project on watershed health, partnering with GaiXus to give all 8th-grade students—regardless of background —hands-on experience using advanced sensor technology. This initiative not only improved scientific understanding and motivation but also deepened students’ sense of place and purpose. Through more than two decades of science fair mentoring, Dr. Pinner ensures her students become informed, empowered problem-solvers committed to their local environment and community.
