Jennifer Goforth has an unusual goal for her work as Title I reading interventionist at Saluda Elementary School – she wants to work herself out of a job.
“My goal as a Title I teacher is to work myself out of a job because that would mean that all my students are where they need to be,” Goforth said.
That commitment to student success has earned Goforth recognition as Saluda Elementary’s Teacher of the Year. She describes being chosen by her colleagues as humbling, noting the strength of the entire staff.
“Saluda Elementary has so many wonderful teachers and I am only one person in a great staff,” she said.
Goforth’s “aha moments” come when students read fluently enough to reach benchmark and no longer need intervention support. She has enjoyed several of those this academic year.
“I have had the privilege of seeing several of my students from last year reach their goals this year and do so well that they no longer need my help,” she said.
Beyond building reading skills, Goforth focuses on building confidence in students who struggle with reading. She wants every student to understand they are capable of achieving anything no matter their background.
“When a student steps into my classroom, I want them to learn that they can do hard things,” Goforth said. “Every student in my classroom is capable of doing great things. Some may not get there by traditional pathways, but it is my job to show them they can still get there. When a student walks away with that confidence about themselves, I know I have done my job.”
What keeps Goforth passionate, even on challenging days, are those breakthrough moments when students realize they have achieved their reading goals.
“When a student reads a passage fluently for the first time, there’s a moment when our eyes meet, and we both realize they’ve achieved their goal,” she said. “That moment of pride, excitement and shared joy is why I teach. I wouldn’t trade that enthusiasm for anything.”
Goforth also recognizes the significance of her role beyond academics.
“For some students, I might be the only person that day who tells them, ‘I’m proud of you,'” Goforth said. “That thought humbles me and reminds me of how much this work matters. If I weren’t there to celebrate their victories, to encourage them when it’s hard — who would fill that gap? That is why I teach, even on the hard days.”
