Mrs. Emily Williams - SPMS

When you walk into Mrs. Williams’ seventh grade life science classroom, you can tell right away it was built with intention. Everything has a purpose, not only for teaching science, but to help students feel safe, curious, and capable. Walking back in her class, I was instantly taken back to middle school. Mrs. Williams wasn’t only a teacher I knew on campus, but she was also my ASB advisor, and one of the adults who shaped what leadership, belonging, and confidence looked like for me.

Mrs. Williams is a seventh grade life science teacher, and this year marks around her 28th year in education. Most of those years have been spent in South Pasadena, where she has created a teaching style rooted in structure, compassion, and high expectations, but never at the expense of a student’s well-being.

For Mrs. Williams, teaching was never a backup plan, as she has wanted to be a teacher for as long as she can remember. As a kid, she loved school so much, which led her to teaching, so she could stay in a learning environment forever. Her older sister, who is also a teacher, helped shape her love for learning by teaching her lessons at home. By middle school, Mrs. Williams was already collecting worksheets and motivational posters and paying close attention to the teachers around her, not only as a student, but as someone studying what great teaching looks like.

She began her career in Pasadena Unified, and she described those early years as both challenging and formative. She taught in a high-need district with limited resources, overcrowded classes, and constant problem-solving. Even though it was difficult, she credits that experience with shaping how she understands students. She especially understands the importance of looking deeper than behavior and recognizing that you never fully know what someone is carrying outside of school.

That belief became a turning point in her teaching philosophy. After learning that one of her students was dealing with serious struggles, like homelessness, family responsibilities, and a lack of basic support, she began rethinking traditional ideas about homework and discipline. Instead of focusing on punishment, she focused on learning. Her approach became simple but powerful, as she wanted students to be held accountable, but for them to also be supported. Even if an assignment is late, the goal is still growth, and the student isn’t punished for it, instead encouraged and praised once completed. Because of that balance, she now has remarkably few missing assignments across all of her classes, not because her standards are low, but because her support is consistent.

What stands out most about Mrs. Williams is that she builds environments where students are allowed to be themselves. In her classroom, it’s safe to make mistakes, ask for help, and simply be yourself. She is deeply committed to inclusivity, whether that means respecting students’ names and pronouns, supporting students who may not feel accepted elsewhere, or creating a culture where kindness is expected and identity isn’t something students have to hide. She believes that when students know their teacher genuinely cares and will stick with them, they rise to the challenge.

That same energy is exactly what made her such an unforgettable ASB advisor. ASB is one of Mrs. Williams’ most meaningful roles on campus, and it’s easy to see why. Under her guidance, ASB wasn’t just about planning spirit days, rallies, and announcements, it was about learning how to lead. ASB was the highlight of my middle school experience, and even though I didn’t have her for science, her classroom still became one of the spaces I spent the most time in. I’ll never forget wearing my bright orange “ASB Highlighter” shirt, attending our 7 a.m. Thursday morning meetings, or our leadership conferences at Disneyland. But more than any event, what I remember most is what the ASB experience meant. ASB was teamwork, comfort, inclusion, and belonging, and as our advisor, Mrs. Williams made sure that every student had a place in it.

Mrs. Williams also believes in giving students freedom, the kind that builds confidence. She trusts students with real responsibility, encourages them to speak up, and creates space for them to lead in their own way. Whether it’s in ASB or in her classroom, she pushes students to step into leadership while still knowing they are supported. She doesn’t just want students to follow directions, but she wants them to become people who can advocate for themselves and others in the future.

Some of Mrs. Williams’ proudest moments don’t happen during the school year at all, but during years later, when former students come back to visit, share their accomplishments, and stay in touch long after graduation. To her, seeing students grow into confident adults and good people is the most rewarding part of teaching because it proves that what happens in middle school actually lasts throughout life.

After nearly three decades in education, Mrs. Williams has no plans to retire anytime soon. Teaching gives her purpose, and she genuinely loves working with students, especially those who struggle or feel misunderstood. Her guiding principle is simple: “first, do no harm, and always lead with kindness.” Mrs. Williams isn’t just teaching life science. She teaches students that their stories matter, that they belong, and that they’re capable of more than they think, which is the kind of impact that stays with you long after middle school ends.