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This year, Northwest 5th-grade teacher Shavon Brewer was named one of 30 finalists for the Golden Apple Awards for Excellence in Teaching after a highly competitive process. The award is reserved for 4th-8th-grade teachers, and the finalists were selected from 600 nominations. 

In her seventh year as a teacher in the district and building on her previous experience, Brewer has always been a part of the 5th grade team at Northwest and is now the math teacher since the grade was departmentalized this year. In the classroom, she finds hands-on ways of reaching the students, often using a program called PearDeck to allow students to share their answers and then talk with each other about what they are learning. She also has piloted a hands-on science curriculum in which students learn through experiences like watching bugs interact with a nurse log in a closed environment.

On May 14, 2026, Brewer was surprised by The Golden Apple Foundation President Alan Mather and others with staff, students, family, and community members cheering passionately as she was overwhelmed with emotion. 

We connected with Ms. Brewer to get a little bit more of her thoughts on this recognition and her passion for inspiring her students. 

What did it mean to you to be selected as a finalist for the award?
Being selected as a finalist and then as a recipient for the Golden Apple Award was truly overwhelming in the best way possible! As a teacher, I pour so much into my students every single day without expecting recognition, so to be honored in this way felt incredibly meaningful. It reminded me that the work I do matters and that the relationships I build with students leave a lasting impact. I feel grateful, humbled, and proud to represent  Northwest Elementary School and District 124 alongside so many amazing educators.

How do you feel you make an impact on student success in D124?
I make an impact on student success in D124 by creating a classroom where students feel supported, engaged, and confident in their learning. In math, I work hard to make abstract concepts more concrete and visible for students through the use of manipulatives and hands-on learning experiences. I want students to truly understand math, not just memorize procedures. My classroom includes a “Math Cafe” where students can independently access manipulatives and tools to help explain their thinking and problem-solving strategies.

I use ongoing formative assessment to guide instruction and meet students where they are. During lessons, I use mid-lesson check-in tickets to quickly assess understanding and create flexible groups based on student needs. Some students may work in small groups independently, while others receive additional support in a teacher-led group. At the end of lessons, students complete exit tickets so I can determine whether they have mastered the concept or need additional support. I also use Pear Deck to make lessons interactive and engaging while gathering real-time data on student understanding throughout instruction.

At the beginning of the school year, I give students a learning style survey and use that information to design lessons that incorporate a variety of learning modalities. I strive to make every lesson engaging and meaningful by anticipating misconceptions and thinking outside the box to help students build understanding. One strategy students especially enjoy is taking “field trips” to other table groups to observe and discuss different problem-solving methods demonstrated by their classmates.

I also encourage students to think critically and defend their mathematical reasoning through “courtroom-style” math debates. During these discussions, students use accountable talk to explain their thinking, respectfully agree or disagree with answers, and provide evidence to support their claims. These debates help students develop confidence in communicating their ideas while also learning how to listen to and learn from the perspectives of others.

I also believe student success is strongly connected to relationships and classroom culture. I want every student who enters my classroom to feel like they are part of our classroom family. Students support and encourage one another, and the relationships built in our classroom often continue long after fifth grade. Former students in middle school and high school frequently stop by my classroom to visit, ask for advice, share accomplishments, or simply say hello. We often joke that the window outside my classroom is a “drive-thru window” because of how many former students stop by throughout the week. Recently, one of my former students, now graduating eighth grade, came by in the evening to show me her graduation cap, gown, and graduation outfit. Moments like these remind me how important it is to build strong, lasting connections with students.

I also help students take ownership of their learning by having them graph their own data, set monthly goals, and reflect on their progress. This encourages accountability, self-reflection, and growth mindset practices.

One of the ways I make learning memorable is through room transformations and real-world applications. During our decimal unit, I transformed my classroom into a grocery store using recycled food and household items donated by families. Students applied their understanding of adding, subtracting, and multiplying decimals through authentic roles such as cashiers, managers, stockers, baggers, customers, and even baristas at our Math Cafe. Students calculated prices, determined totals and change, and used play money to complete purchases. This experience allowed students to see how math connects to real life in a meaningful and engaging way. Watching students become excited about math and confidently apply their learning is one of the most rewarding parts of teaching.

Overall, I strive to create a classroom environment where students feel valued, challenged, supported, and excited to learn every day.

What does being a part of the EP Family mean to you?
Being a part of the EP Family means being surrounded by people who genuinely care about one another and always want the best for students. It feels like a community where support, collaboration, and encouragement are always present. I am grateful to work alongside colleagues and administrators who celebrate each other’s successes and continuously inspire me to grow as an educator.

How surprised were you and what does it feel like to be honored with this award?
I was completely shocked! I truly had no idea beforehand, which made the surprise even more emotional and unforgettable. When the curtains opened on stage, and I saw the President of the Golden Apple Foundation jumping up and down, I immediately started crying. The closer I walked to the stage, the more emotional I became when I saw my parents, my son (who, by the way, had told me he was going to hang out with a friend that day), and my two aunts and my uncle standing there. They are all former educators and principals, so having them there made the moment even more meaningful.

I had been checking the Golden Apple website for several days, and by that point, seven winners had already been announced. Since surprise visits require schedules to align, I convinced myself it probably was not going to happen for me. My students were taking the OLSAT later that day, and our fifth graders were leaving for a field trip the next morning, so I assumed the timing simply would not work out. I also knew that every teacher selected was incredibly deserving, so I had started to accept that it was likely not going to happen.

Moments before I went to pick my students up for lunch, I actually became emotional in my classroom, reflecting on how meaningful it already felt to simply be considered alongside such amazing educators.

To be honored in this way feels surreal, and it is something I will carry with me for the rest of my career!