JoMeka Gray is a self-contained Kindergarten teacher at Kennedy-Powell STEM Elementary School in Temple, TX. She is also one of the five educators receiving the 2026 Horace Mann Awards for Teaching Excellence.
Growing up in a rural community, I experienced firsthand the barriers that can limit a child’s potential. The lack of broadband internet, access to high-quality instructional materials, or simply the chance to be truly seen and valued, especially when your name or culture doesn’t fit the mold. That only fueled my drive to be the educator I wish I had, to represent and remove barriers for others like me.
As an educator, my mission has always been clear: to ensure every student, regardless of background, zip code, or circumstance, has access to a high-quality education. Over the years, that mission has deepened into a full-scale advocacy effort for underrepresented populations. A movement that champions opportunity for students often left behind: military-connected youth, children living in poverty, students with emotional and behavioral needs, and those students historically underrepresented in STEM fields. I see my work as an act of justice, and I know what it is like to rise anyway.
It Takes a Village
To advance that mission, I founded Kennedy-Powell Elementary Stars-Helping-Stars, a campus-based initiative that unites families, staff, and community partners to pay it forward by supporting students in need. As a National Board Certified teacher, I knew the work had to go beyond my classroom. Through this program, we launched projects that addressed both academic growth and human connection:
- Students used STEM skills to create and sell recycled products, raising funds to donate holiday gift cards to their homeless peers.
- Families volunteered as tutors, stepping in where academic support at home was limited. As a result, our campus saw measurable growth in Texas Accountability scores between 2024 and 2025.
- Currently, I collaborate with other educators and community members to “pay it forward” through a monthly Breakfast Club, where students build relationships with local mentors in a safe, affirming space. These moments are giving students a sense of belonging and mentors a way to reflect on their impact.
What began as a small act of support has grown into a sustainable, community-driven model that meets students where they are—academically, emotionally, and socially—both in and beyond the classroom.
Mentee to Mentor: Passing the Torch to Next Generation of Educators
I believe in paying it forward, not just within the walls of my school or community, but across the profession. Over the years, I’ve mentored first-year teachers, student teachers, and National Board Certification candidates nationally. Helping educators navigate their early careers and refine their practice has been one of the most rewarding parts of my journey. I take pride in knowing that these are the teachers who will carry the torch forward. Through structured mentorship, reflective practice, and collaborative planning, I’ve watched them grow from uncertain beginners to confident educators shaping lives. I do this work because I remember what it meant to be mentored myself. The encouragement, wisdom, and accountability my mentor teachers offered shaped not only my practice but my belief in what’s possible. Their impact still echoes in my classroom today, in how I reflect, how I lead, and how I support others. By paying it forward, I’m honoring their legacy and helping ensure the cycle of support continues for the next generation of educators.
Classroom to the Capitol: Speaking Up to Support Others
Paying it forward also warrants the opportunity to use your voice to create lasting change for educators. Like many teachers, I’ve felt the pressure of rising expectations, staffing shortages, and pay that rarely reflects the value of our work. But instead of letting that frustration turn into burnout, I chose to turn it into action. Through my advocacy with the Texas State Teachers Association and Teach Plus Texas, I joined more than 100 teacher leaders to shape policies that support and sustain our profession. Together, we crafted legislative recommendations, spoke at policy roundtables, and testified before key committees—all with a shared goal: to ensure teachers are heard, respected, and supported. In June 2025, that work became reality when I sat beside the Governor of Texas as he signed House Bill 2, securing the largest teacher allotment increase in state history. That $8.8 billion investment wasn’t just about funding; it was about affirming the future of our profession. I carry that moment with me as a reminder that when we lift each other and collaborate with key stakeholders, we all rise.
What I Needed Then, I Advocate for Now
I have faced many barriers, as both a student and a teacher, and made it my mission to pay it forward by opening doors for others. I know what it feels like to be unseen, on both sides of the classroom. Opportunity shouldn’t depend on your zip code, your income, or how others perceive your background. It is why I encourage students to connect beyond their world such as zooming with classrooms in Italy. It is why I have championed access to quality instructional materials for all TX students that is adapted for our high population of Spanish speaking students. It is why I have advocated for strong teacher training, so every educator is prepared, no matter their path.
Every student deserves a strong education. Every teacher deserves real support. And every school deserves a system built for all. When we pay it forward in education, we don’t just change one life; we ignite a ripple that can transform generations.
