Rebecca McCray remembers settling in with a good book on her grandmother’s plaid couch as a child. Since then, each experience with a book is unique and special, allowing her to relive those early moments with her family. She developed into a critical reader, which deepened her connection to the broader world and laid the foundation for her work as a reading specialist. 

“Those experiences shaped who I am,” she said. “I want my students to find the same joy, connection and love through the stories they read.” 

McCray believes reading provides her students with the access and freedom to move toward independence and agency. After more than a decade as a reading interventionist, her passion, focus, and dedication have earned her the title of Richmond Public Schools’ Teacher of the Year. 

Teaching wasn’t on McCray’s radar, despite years of encouragement from peers, family, teachers and professors. She was focused on becoming a school-based speech-language pathologist. The lightbulb went off when she decided to get classroom-level experience before taking on a parallel support role in a school setting. She enrolled in the School of Education at William & Mary. And from there, everything just clicked. 

“I spent a full year in a second-grade classroom,” McCray said. “I was challenged every day to be creative and flexible. I was afforded opportunities to think critically, collaborate with teams, and continue my learning. I couldn’t think of a better way to spend my time. It was the kids. It is always the kids!” 

McCray said that Richmond Public Schools motivates her to keep learning and growing alongside her students while making a difference every day. She considers it both a privilege and her greatest achievement to be in the classroom, shaping young minds and striving to make a positive impact. Her reward comes from knowing her students no longer need her support and watching them become independent readers. 

McCray hopes to do more for the community through advocacy and local programs. She’d like to develop partnerships with students at local universities to start a free after school program offering one-on-one or small-group reading tutoring for kindergarten through second-grade students. McCray is also interested in pursuing another degree that would allow her to explore other leadership and administration programs. 

Meet the ardent reading teacher, who reads everything from “Peter Pan” and “Things Fall Apart” to Jane Austen and Lily Brooks-Dalton and this week’s Personality: 

Latest accomplishment: 2024 Richmond Public Schools Teacher of the Year. 

Date and place of birth: Nov. 26 in Richmond. 

Where I live now: West End. 

Education: Master’s in curriculum and instruction, reading education, University of Virginia; master’s in curriculum and instruction, William and Mary; bachelor’s in interdisciplinary studies with a double major in linguistics and biopsychology. 

Family: Parents, Mark and Beth McCray, and dog, Juniper. 

Occupation: Title I Reading Interventionist at Oak Grove-Bellemeade Elementary School. 

Reaction to the 2024 RPS Teacher of the Year award: I am deeply honored to receive this recognition. This award represents not just my work but the collaboration, support and inspiration I receive daily from my students, colleagues and our school community. I am proud to be part of a district that values the power of education and invests in the success, experience and voice of every child. 

How I got the news: My co-worker, Keishada Brown, hatched a scheme to get me out of the building, so my school family could pull off the incredible and humbling surprise. 

Students and teachers lined the entry of the school and the walkways all the way down to the cafeteria, showering me with encouraging words, gigantic grins and hugs. The Bellemeade Rockin’ Rams, a student drumline sponsored by the Bellemeade Community Center, was there to serenade me. They even included my family in the celebration. I was surrounded by love. It was beautiful! 

Why I became a teacher: Like every teacher I know, I became a teacher for the kids. Their willingness to show up and be vulnerable, their trust in you, their individuality, resilience and authenticity — that’s the magic! 

Why I became a reading interventionist teacher: I pivoted to focus on reading because I saw my students progress, but not enough to close all the gaps in their reading skills. As a lifelong learner, I knew I needed to prepare myself with all the tools possible to provide access to my students. 

What is a reading interventionist: I’m a specialized educator, trained in evidence-based assessments and interventions to support students struggling with reading. I work with small groups or individual students, delivering interventions to improve foundational literacy skills. 

Other topics I teach in the classroom: The five components of literacy — phonemic awareness, phonics, fluency, vocabulary and comprehension. 

My teaching philosophy: For students to truly engage in learning, educators must create opportunities for meaningful connections like linking new concepts to prior learning, fostering relationships among peers and staff, and nurturing ties to culture and self-awareness. 

I’ve been a teacher since: The 2015-2016 school year. 

First teaching assignment: My first full-time teaching position was at Cold Harbor Elementary School in Hanover County. 

Grades I teach: Students in grades K-5. 

What is the role of parents/ guardians in the learning process: Parents and guardians can support learning by reinforcing the value of education, providing a conducive environment for study, and staying involved in school activities. Regular communication with teachers and participating in school events enhance a child’s sense of belonging and accountability. 

Biggest problem facing students today: We need more human resources for support staff like counselors, social workers and behavioral specialists to address students’ emotional and mental health. We also need more layers of support for reading, math and science instruction. 

Changes needed in the elementary school system: Greater emphasis on social-emotional learning (SEL) programs and teacher professional development to better support diverse student needs is essential – especially as Richmond’s student population continues to change, including a growing number of multilingual learners. 

The impact of technology on teaching: Technology can make teaching easier by providing access to diverse learning resources, enhancing student engagement through interactive platforms, and making assessment more efficient. However, can it also be a challenge due to issues like the digital divide, screen time concerns and the need for constant training to keep up with evolving tools. 

Most rewarding aspect of teaching: Seeing a student overcome obstacles, whether academic or personal, and witnessing their growth and development. 

Biggest obstacle: Balancing the varying needs of students, particularly in diverse classrooms with different learning levels and backgrounds and providing individualized attention while managing classroom dynamics can be challenging. 

Advice to aspiring teachers: Stay patient, adaptable and open to learning from all in your community. Build strong relationships with students and families and focus on continuous improvement. Don’t be afraid or too proud to ask for help or collaborate. 

How I have made a difference in a student’s life: When I have students who were initially struggling with reading but progress dramatically after targeted interventions, I know my work has an impact. 

A good teacher is: Patient, empathetic, collaborative and passionate about helping students succeed. 

A good student is: Engaged, curious, and willing to take responsibility for their learning. 

A good school is: A supportive, inclusive environment where students feel safe, valued and motivated to learn. 

How I start my day: I try to start each day with reminders to stay flexible, focus on student outcomes, keep relationships at the core of the work, find patience and gratitude, and reflect on personal learning. 

The three words that best describe me: Determined, passionate and creative. 

If I had 10 extra minutes in the day: I would spend more time with my students. 

Best late-night snack: Air-popped popcorn. 

Top three on my music playlist: All of my top songs are from the soundtrack to the musical “Wicked.” 

Something I love to do that most people would never imagine: I love to watch Formula One Grand Prix. 

A quote that inspires me: “Once you learn to read, you will be forever free.” — Frederick Douglass. 

The best thing my parents taught me: They pushed me to never settle, work hard for what I believe in, trust my judgment, show up for myself, not shy away from my opinion on something, use my voice and skills for good and to learn from and own mistakes. 

Most influential book: “The House of the Spirits” by Isabel Allende. 

What I’m reading now: “The House in the Cerulean Sea” by TJ Klune. 

Next goal: Get my students through the academic year with confidence and joy.