The Heart of Ponderosa Educators Who Inspire, Lead, and Lift

The Heart of Ponderosa

Educators Who Inspire, Lead, and Lift

Sasha Bush

The Ashland Beacon

From the moment the doors open each morning at Ponderosa Elementary School, something special hums through the hallways. It’s more than the laughter of children, the buzz of learning, or the quiet focus of classrooms at work. It’s a shared belief—one that excellence is not a destination, but a daily commitment. At Ponderosa, that belief lives and breathes through its staff: educators, leaders, and counselors who continually push themselves to grow so their students can soar. Their dedication has recently been spotlighted through remarkable professional achievements, including multiple National Board Certifications, and together they tell a powerful story of passion, purpose, and the profound impact of investing in people.

At the heart of this culture stands Principal Brian Eerenberg, whose leadership philosophy centers on growth at every level. When asked what it means to have teachers with these kinds of achievements, Eerenberg didn’t hesitate to point to the ripple effect that excellence creates.

“Teachers who constantly seek to get better at their craft are important to schools,” he shared. “Not only for the students' growth, but for the ability to lift up peers and really set the direction and tone for the school as a whole. As individual teachers seek out these opportunities, there is a ripple effect on the rest of the staff. The teachers buy into what we are doing, and together we develop and move the school forward. The school becomes a place where learning takes place at all levels and that bleeds from administration to the teachers into the students. National Board Teacher Certification is no small task, and we want our school to be a place where teachers feel comfortable and supported pursuing career goals and developing into the best they can be.”

That philosophy is not just aspirational—it’s visible in classrooms, offices, and counseling spaces throughout the building. The result is a school where students benefit from an environment rooted in collaboration, reflection, and high expectations.

“Students receive the added benefit of a school where collegiality is encouraged, and development at all levels is occurring,” Eerenberg explained. “Students see their teachers working just as hard as they do, and that helps set the expectation for each classroom in the school. Support for teacher development leads to support for student development and they are the beneficiaries of those teachers.”

One of those educators who exemplifies this commitment is Emily Borders, a District Interventionist for Boyd County Public Schools and a familiar face at Ponderosa Elementary. With 15 years of service to the district and experience teaching grades first through fifth, Borders spent much of her classroom career shaping young minds in second and third grade at Ponderosa before transitioning into her current district-level role. Her academic journey includes a Bachelor’s Degree in Elementary Education and a Master’s Degree in Teacher Leadership from the University of Kentucky and Morehead State University. Most recently, she achieved National Board Certification in Early and Middle Childhood Literacy, Reading, and Language Arts.

For Borders, pursuing certification was both a professional challenge and a deeply personal mission.

“I pursued National Board Certification because I wanted to challenge myself professionally and ensure I was providing the highest quality instruction possible for my students,” she said. “Literacy is the foundation of all learning, and I felt it was important to deepen my knowledge and reflect intentionally on my teaching practices. The process pushed me to grow as an educator and better serve both students and teachers across the district.”

That growth is evident in the joy she finds in her work. Ask Borders about her favorite part of the job, and her answer overflows with purpose.

“It’s hard to choose just one favorite because there are so many things I love about my job,” she shared. “I love helping students build confidence as readers and seeing the moment when things ‘click’ for them. Knowing that my work helps students succeed not just in reading, but in all areas of learning, is incredibly rewarding.”

Her passion doesn’t stop there. Relationships are central to her approach, and she is intentional about creating a space where students feel safe, supported, and valued.

“I love building relationships with students so I can truly connect with them and understand how they learn best,” Borders said. “It is a priority to me that I am a safe place for all of my students. I want my students to feel comfortable asking questions, taking risks, and learning at their own pace. Making these connections and building relationships allow me to meet students where they are, help them grow in confidence, and celebrate their progress. Positive teacher-student relationships are the foundation for meaningful learning, and I love helping every child see their own strengths and build on them. Seeing my students feel success and develop a love for learning is the ultimate reward as an educator.”

As a district interventionist, Borders also values collaboration beyond her own classroom experiences. “I also love collaborating with teachers and supporting instruction across the district,” she added. “Boyd County is blessed with so many exceptional teachers, and I value being part of a collaborative culture that builds success across grade levels while learning from one another.”

Another pillar of Ponderosa’s success is Megan Wallace, a teacher whose 23-year career has been entirely devoted to the school. Wallace has taught third grade, fourth grade, and now Kindergarten, leaving a lasting impression on generations of students and families. A 1997 graduate of Boyd County High School, she completed both her undergraduate and graduate degrees at Morehead State University and recently earned her National Board Certification in Literacy: Language Arts/Early and Middle Childhood Education.

For Wallace, the decision to pursue certification was shaped by personal history and a lifelong commitment to learning.

“I wanted to complete my national board certification to grow as an educator and fulfill my goal of improving my teaching techniques as a lifelong learner,” Wallace shared. “I was raised by a single mother who didn't have the opportunity to attend college and sacrificed a lot so that I could be the first in my family to receive a bachelor's degree. She felt that education was very important. My father-in-law was a retired administrator who believed that I should further my education beyond a master's degree. Honoring their memories was another reason that I pursued this certification.”

That sense of gratitude and legacy shines through in her favorite moments as a teacher. “My favorite thing about my job is the relationships I have built with the students and families I have taught through the years,” Wallace said. “I love running into my grown-up students and seeing their successes. When they remember me or something that I taught them, my heart swells. I have been so lucky to have worked with several former students, as well as have ‘grand’ students in my classroom. Those full-circle moments are so special.”

Supporting students beyond academics is Heather Moore, the school counselor at Ponderosa Elementary, who has served the school community for more than 15 years. Moore recently earned her National Board Certification in School Counseling, recognizing advanced professional practice and a strong commitment to student success. She leads the school’s Mindful Mustangs initiative, which focuses on social-emotional learning, mental wellness, and cultivating a positive school climate for students and staff alike. Beyond Ponderosa, Moore serves in leadership roles at the local and state level, advocating for student well-being and comprehensive counseling programs.

Moore pursued certification with intention and reflection.

“I pursued National Board Certification to deepen my reflective practice and ensure that my work as a school counselor is aligned with the highest standards of effectiveness, equity, and student impact,” she explained. “The process challenged me to analyze data, evaluate outcomes, and intentionally refine my counseling program, particularly in areas of social-emotional learning, leadership development, and school climate. Ultimately, it strengthened my practice and reaffirmed my commitment to serving students and school communities with excellence.”

For Moore, the heart of her work lies in connection.

“The most meaningful part of my role is the opportunity to positively impact students, staff, and families through connection, advocacy, and support,” she said. “I value building trusting relationships, creating a school climate where individuals feel valued and empowered, and helping remove barriers so every student can thrive. Knowing that my work contributes to both individual growth and a stronger school community is what makes this role so fulfilling.”

Together, these educators represent the spirit of Ponderosa Elementary School—a place where learning is modeled, growth is celebrated, and students are surrounded by adults who believe deeply in their potential. Their achievements are not about titles or accolades, but about impact. They are about children who learn to read with confidence, families who feel supported, teachers who inspire one another, and a school community that moves forward together.

As the final bell rings each day, Ponderosa doesn’t simply close its doors—it carries its mission home with every student and educator who walks out. Fueled by dedication, collaboration, and an unwavering belief in the power of education, the staff at Ponderosa Elementary are not just shaping lessons; they are shaping lives. And in doing so, they remind us that when educators strive for excellence, the possibilities for students are truly limitless.