LifeChanger of the Year Nominee Profile

Hope Novaria was nominated anonymously.

Building strong, loving relationships with her young learners is the foundation of everything Ms. Novaria does as an educator. Many of her students come from environments where consistent emotional support, trust, and safety may be limited due to poverty, trauma, or instability. By creating a classroom culture rooted in love, respect, and connection, she helps students feel seen, valued, and safe so they can fully engage in learning and thrive socially, emotionally, and academically.

To achieve this, she uses intentional daily practices such as individual morning greetings, check-ins, and shared classroom rituals that promote belonging and joy. She designs learning spaces that are calm, welcoming, and culturally responsive, and she embeds social-emotional learning into their daily routines. She also builds strong partnerships with families to extend that sense of trust and care beyond the classroom.

The most valued need for her students is a classroom that supports both their academic growth and emotional well-being through hands-on, meaningful experiences. Many of her young learners face challenges that affect their confidence and ability to access early literacy. To meet them where they are, she prioritizes a multi-sensory approach to the Science of Reading, primarily through Orton-Gillingham-based practices that explicitly teach phonics in a way that sticks. Her students thrive when they can see, hear, touch, and move as they learn—so access to hands-on materials is essential.

Equally important is supporting their social and emotional development. Ms. Novaria's classroom includes a calming station and emotional regulation tools to help students manage feelings and build resilience. Creating a space where children feel safe, loved, and truly part of a community is a daily priority. This sense of belonging is the foundation that allows academic risk-taking and real growth to happen.

Throughout her teaching career, she has committed herself to both continuous learning and leadership that supports student success and school growth. She is proud to be certified in LETRS (Language Essentials for Teachers of Reading and Spelling), which has deepened her understanding of the Science of Reading and strengthened her ability to deliver effective, research-based literacy instruction. She also has extensive training in Orton-Gillingham, which equips her to meet the diverse needs of her learners through structured, multi-sensory instruction.

Beyond the classroom, she has served for four years on her district's Strategic Learning Committee, working to align its goals with best practices for student achievement. She also had the honor of participating in the statewide "Portrait of a Graduate" initiative, attending annual meetings in Columbus, Ohio, to help define the skills and mindsets their students need to thrive in school and beyond. In addition, she has mentored pre-service teachers, supported staff wellness through the school's wellness committee, and acted as a teacher leader within her building—collaborating with colleagues, modeling instructional practices, and advocating for student-centered strategies. Each of these roles reflects her dedication to growing as an educator and helping shape a school environment where both students and staff can flourish.