Spotlight: Heather Efaw (ID '23)

Idaho Milken Educator Heather Efaw is a principal for kindergarten through sixth grade students at Future Public School. As an education leader in her school and community, she advocates for every student, empowering learners to soar to their fullest potential. "I want each student to walk away from our interactions with a belief in their own capabilities and a clear understanding that they can achieve their dreams.” Heather Efaw received a 2023-24 Idaho Milken Educator Award on February 22, 2024.

Milken Family Foundation: How have students responded since your Milken Educator Award surprise? 

Since the surprise assembly, the students' responses have been quite memorable and varied. Initially, some of our youngest students were upset because they misunderstood the announcement to mean that I was moving to Los Angeles. It took a little bit of reassurance that I wasn’t going anywhere. A few students showed a strong interest in how I planned to use the award money. They checked in with me regularly, almost daily, to inquire about my plans and how I intended to spend the money.  

MFF: Who are your role models as an educator?  

Reflecting on my journey as a school leader, several individuals have profoundly influenced my growth and guided me in shaping my leadership vision. Early in my career, Denis Parcels stood out with his endless amounts of hope, optimism and energy. Equally impactful was Shelly Hartman, who transitioned from teaching to school administration with decades of experience. Her deep knowledge of content and pedagogy inspired me in every interaction. 

More recently, I've drawn inspiration from Amanda Cox, co-founder and executive director at Future. She has exemplified the prioritization of relationships and the importance of caring for those we serve. Additionally, Max Koltuv has challenged me to continually evaluate the structures and systems we have in place to support excellent teaching and learning. These four individuals have shaped my vision for what it looks like to be an effective school leader.   

MFF: Is there an experience you had in the classroom as a student that shaped your practices or motivation to teach? 

From a young age, I was fortunate to be surrounded by family members and teachers who held high expectations for me. Their belief in my abilities nurtured a sense of potential within me, shaping my aspirations and motivation to meet my goals. This support instilled in me an understanding of the power of encouragement and positive reinforcement. 

I am driven by a desire to share this same sense of belief and empowerment with every student I have the privilege to work with. I want each of them to walk away from our interactions with a belief in their own capabilities and a clear understanding that they can achieve their dreams. 

MFF: Tell us about your first year of teaching and/or administration. What memories stand out? Who or what helped you through it? 

It is hard to believe that I just finished year 16. It feels like just yesterday that I was starting my first teaching job as a first grade teacher in the Glendale Elementary School District. Reflecting on my first year of teaching brings back so many memories and gratitude for the people who made it memorable and manageable.  

The thing that stands out the most from my first year are the connections I formed with my students and their families. Their enthusiasm and eagerness to learn were truly inspiring. Seeing their growth in both academic and social areas affirmed my passion for teaching. 

Equally impactful was the support I received from others. My partner teacher, Ms. Harbutte stands out. Even though she was only in her second year of teaching, she welcomed me warmly and was a source of guidance and encouragement. Her willingness to share insights, collaborate, and navigate challenges was invaluable. I was also fortunate to have the guidance of instructional coaches Jo Strickler and Shannon Stacey. Their expertise and dedication to professional development were instrumental in shaping my teaching practices. They provided feedback, resources, and reinforced the importance of continuous improvement. Their mentorship not only strengthened my teaching skills, but also instilled in me the belief in the power of collaboration and community.  

MFF: What do you hope students remember from their time with you? 

Ultimately, I hope my students remember me not just as a teacher and now principal, but as someone who genuinely cared about their well-being, believed in their potential, and encouraged them to strive for their dreams. 

MFF: You and your team have fostered significant academic growth at Future Public School, particularly in literacy and math. What strategies do you think have made the biggest impact? 

This is a great question and something that we’ve talked a lot about at Future. Last year, we had our team members read about the flywheel concept from Jim Collins’ “Good to Great.” Team members worked in groups to identify the key levers they believed contributed to our growth. It was amazing to me that almost every group identified the same key levers: intentional relationships, coaching and professional development, talented team, targeted data-driven support, and belief in all students to achieve and grow.  

If I had to pinpoint which ones I think have had the biggest impact on our growth, I’d say it comes back to everyone’s mindset that all students, regardless of backgrounds, are capable of growing and achieving at high levels. This belief is alive during all of our data meetings to analyze student work, determine next steps, and keeps everyone committed to learning and growing to meet our students’ needs. We’ve prioritized implementing rigorous curricular resources, providing ongoing coaching and development, and continually looking at student results. I am proud of the part that every team member has played to improve student learning at Future.  

MFF: How does your background as a literacy coach inform your work as an administrator? 

My background as a literacy coach profoundly influences my approach as an administrator. First and foremost, my experience as a literacy coach instills in me a sense of urgency to ensure that every student at Future leaves with the foundational skills and knowledge necessary to pursue their dreams. Just as literacy is foundational to all learning, I recognize the critical importance of equipping students with essential skills across all subjects. This urgency drives me to focus on key instructional areas that have the greatest impact on student outcomes. My time as a literacy coach taught me the power of focused efforts in schools. When we concentrate our resources and efforts on a specific area, such as literacy, we can achieve significant progress more rapidly. This focused approach allows us to allocate resources strategically and maximize our impact on student learning. 

My experience as a literacy coach has provided me with a blueprint for effective instructional leadership. It has taught me to stay focused on key levers within our control, such as coaching and professional development for educators, analysis of student work and data, and engaging stakeholders in meaningful dialogue and collaboration. These are crucial in driving continuous improvement and ensuring that our instructional practices are responsive to the needs of our students.  

MFF: What advice would you share with people who are interested in becoming teachers? 

We need you! This work is challenging, but it is so rewarding. It truly is the greatest privilege to work with kids every day.  Reach out to your former teachers or mentors to learn more about what the work entails.