Anna Langenberger ’26 once “despised school” as a child.
“I loved my friends, but my grades weren’t great, and I was a very anxious child,” they said. “I did not like working with younger kids. However, I loved to lead.”
Langenberger later channeled that love for leadership in the theatre, where she found she could give back and help other students who struggled academically.
“I decided to come to Hollins planning to major in elementary education while keeping theater an important part of my life,” they said. “I love the connections I have made with my students.”
Langenberger was one of four Hollins University education majors nominated for this year’s Teachers of Promise Institute (TOPS) at the Thomas R. Fulghum Conference Center in Midlothian, Virginia Feb. 27 and 28.
This marked Hollins’ second year participating in the conference. In 2025, Matilda Sieger ’25 and Delilah Ivanek ’26 were the university’s first nominees. This year, Langenberger, Kelly Mangum ’26, Faith Overbay ’26, and Jazmin Fitzgerald ’26 continued that momentum.
“Experiences like this help prepare us for the realities of teaching and reinforce the importance of collaboration, support, and continuous learning in education,” Overbay said.
TOPS was founded in 2004 by a group of award-winning educators “who believed the profession needed to think more intentionally about its future,” said Wade Whitehead, executive director of the Teachers of Promise Foundation.
“Our mission is to strengthen the teaching profession by identifying high-capacity future educators, honoring them as Teachers of Promise, and equipping them with the mindset, habits, and professional relationships that support long-term success.”
Whitehead said TOPS is not a traditional conference, but “an immersive, mentor-driven experience.” Students are placed in small groups and “engage in candid conversations about the realities of teaching while exploring the joy, intellectual rigor, and moral responsibility of the work.”
“My views as a teacher were challenged,” Langenberger said. “One of the greatest things about being in a room full of new and experienced teachers is that we all come from different walks of life and have different perspectives. There is so much value in listening to people you don’t always agree with, because you learn so much.”
Aimee Brenner, visiting associate director of educator preparation accreditation and assessment at Hollins, said the conference also features intensive workshops, a keynote address, and a formal celebration gala and dinner, when participants are surprised with a Teachers of Promise pin, presented by their mentor.
“The pin symbolizes their formal welcome into the profession and serves as a tangible reminder of their commitment to educational excellence,” Brenner said. “Throughout the conference, nominees are celebrated in meaningful ways. One of the most meaningful gestures is a handwritten letter from a school-age child encouraging the honoree to continue striving to make a difference. These letters serve as powerful reminders of why they chose the profession in the first place.”
Mangum is a secondary education major at Hollins. This semester, she’s working as a student teacher at William Fleming High School in Roanoke, teaching ninth-grade world history. She has also worked at South Salem Elementary School in Salem as an instructional aide and interned at Northside Middle School.
“I love working with the students and getting to know them,” Mangum said. “I want to inspire my students, help them discover what makes them excited, and guide them to achieve their goals.”
Overbay is majoring in elementary education and minoring in psychology. She is currently student-teaching in a kindergarten classroom at Hurt Park Elementary School in Roanoke. During the January Term (J-Term), she interned in a third-grade classroom at Mountain View Elementary School in Roanoke County teaching reading, writing, math, science, and social studies.
“I have always enjoyed working with children and helping them learn and grow,” she said. “I love that elementary teachers can build strong relationships with their students and help shape their confidence and curiosity about learning. Watching students make connections, develop new skills, and take pride in their accomplishments is incredibly rewarding.”
Fitzgerald is also an elementary education major student-teaching at Hurt Park. She said she is currently teaching in a fourth-grade classroom, covering reading and Virginia studies. During J-Term, she interned in a second-grade classroom at Burlington Elementary School in Roanoke County.
Fitzgerald said she’s known she wanted to be a teacher since middle school, when she helped guide younger students in the classroom and on the soccer field.
“These kids deserve more than just a good teacher but a role model who truly cares about them beyond their grades, and I hope to be that for my future students,” she said. “Strong relationships and trust are the foundations of a successful and positive learning environment.”
“Connections are the key to being a successful teacher, both with your students and fellow teachers,” Langenberger agreed. “I have been fortunate to build strong relationships with my mentor teachers and fellow student teachers.”
Langenberger said Hollins’ education department faculty have set an outstanding standard for prospective teachers.
“The faculty in the Hollins education department are ‘warm demanders’ — teachers who offer emotional support, provide scaffolding for developing learners, but also encourage productive struggle,” they said. “These are the kind of teachers that should be in every classroom.”
Fitzgerald said Hollins’ program is also “big on building community” through initiatives like Books and Breakfast, which gives Hollins education majors the opportunity to read to younger students over breakfast once a month.
“The program has helped me recognize the importance of involvement outside of the classroom and how much you can learn from other educators and members of the community,” Fitzgerald said.
This semester, Langenberger is student-teaching in a second-grade classroom at Hurt Park. During their time at Hollins, they have also led educational outreach efforts for a Hollins Theatre production of “Goodnight, Moon,” assisted with theatre and music education programs for Pre-K through eighth-grade students at the Community School across the street from campus, and interned this past J-Term in a fourth-grade classroom at Burlington.
“I am very grateful to have had such a variety of experiences through my elementary education major,” they said.
Whitehead said Hollins students’ liberal arts education is evident during TOPS workshops and discussions.
“They do not simply talk about strategies. They talk about why those strategies matter,” he said. “They wrestle with questions of equity, purpose, and responsibility in ways that elevate the dialogue for everyone in the room. Hollins’ students come prepared to lead conversations, not just participate in them.”
“What ultimately sets these students apart is their coachability,” Brenner said.
“They accept feedback with humility and use it as fuel for growth. They actively seek opportunities to refine their practice. They build and maintain positive relationships with professors, mentor teachers, classmates, school leaders, and members of the broader community. In doing so, they represent Hollins with professionalism and integrity and, more importantly, they represent the field of education with excellence.”
Brenner said Hollins’ participation in TOPS affirms the university’s commitment to developing educators who strive for excellence beyond the classroom requirements. The institute serves as a catalyst for participating students while also cultivating a culture “rooted in excellence, community engagement, and a belief that educators have the power to transform lives.”
Hollins launched its elementary education major in 2023. Since then, the program has experienced tremendous growth.
“This past fall marked a significant increase in participation in EDUC 141: Schooling in American Society, taught by Rebecca Cox,” Brenner said. “We welcomed 22 students into the course, and nine have already declared a major or minor in education. By comparison, in fall 2024, 14 students enrolled in the course, with five declaring an education pathway. This upward trend reflects growing enthusiasm for the field and confidence in the program’s direction.”
Brenner hopes that as the program grows, it will also see increased enrollment among secondary education candidates — students who major in disciplines such as English, science, mathematics, biology, or Spanish and add an education minor for licensure.
“The future of the Hollins education program is rooted in growth, partnership, and purpose,” she said. “It focuses on preparing educators who are well-equipped to serve schools and communities with excellence. Partnering with the Teachers of Promise Institute is another meaningful extension of that commitment.”
