Education was not Manzell Spencer Jr.’s first career, and for years he said he felt torn between making an impact and earning a livable wage. Choosing education, he said, meant choosing purpose.
A social studies teacher at Douglas Byrd Middle School, Spencer was named the 2026 Sandhills Regional Teacher of the Year, one of nine educators across North Carolina selected for the honor.
“This recognition felt bigger than me,” Spencer said, describing the award as a reflection of the daily work happening in classrooms across Cumberland County—particularly in schools that do not always receive positive attention.
Spencer was named Cumberland County Schools’ 2026 Teacher of the Year in September before advancing to the regional level. The regional honors were announced on January 27.
The Sandhills honor is part of the North Carolina Teacher of the Year program, led by the state Department of Public Instruction and supported in partnership with the Burroughs Wellcome Fund. The state has recognized outstanding teachers through the program since 1970.
As a regional winner, Spencer will now advance to compete for the statewide Teacher of the Year title, which will be announced at a state awards ceremony in April in Cary.
In a Q&A with CityView, Spencer reflected on the role relationships play in learning, the responsibility educators carry in shaping future leaders, and what it means to represent schools and communities that do not always receive positive recognition.
Q: What was your initial reaction when you learned you had been named the 2026 Sandhills Regional Teacher of the Year?
Honestly, my initial reaction was shock. The administration played it well—the announcement was hidden behind the guise of an assembly program. But the moment I walked into the gym and saw representatives from the county in the building, I knew something was up.
Once it set in, that shock turned into gratitude and reflection. I started thinking about the journey, the students, and the colleagues who have shaped me. This recognition felt bigger than me. It felt like an acknowledgment of the work happening every day in classrooms across Cumberland County, especially in spaces that do not always get the spotlight. I was humbled, but I also felt a deep responsibility to represent this region with integrity, consistency, and purpose.
Q: How would you describe your teaching philosophy, and what guides how you connect with students in the classroom?
My teaching philosophy is grounded in the belief that relationships are the foundation of learning—but relationships alone are not enough. Students deserve relevance, high expectations and consistency. At the core of my work is the belief that educators help shape future leaders, whether they become doctors, politicians, entrepreneurs, or community leaders.
I connect with students by being present, authentic, and intentional. That means paying attention not just to who is excelling, but also to who might be quiet, struggling, or feeling unseen. I work to make learning meaningful by connecting content to real-world experiences and by creating a classroom environment where students feel safe enough to show up as themselves—and challenged enough to grow. I want students to know that I care about who they are, but I also care deeply about who they are becoming.
Q: What does this recognition mean to you personally and professionally as an educator in Cumberland County Schools?
Personally, this recognition affirms that I made the right choice. Education was not my first career, and early on I felt torn between making an impact and earning a livable wage. Choosing education meant choosing purpose, and this honor reminds me that the work has mattered.
Professionally, it reflects a journey of growth within Cumberland County Schools. I have worked through different roles across the district, and with each position I tried to learn as much as possible and carry those lessons forward. That experience has shaped how I serve students, support colleagues, and understand the system as a whole.
This recognition is not a finish line for me. It reinforces my responsibility to keep showing up, advocating for public education, and doing the work with intention and integrity.
Q: How has your school community—including students and colleagues—responded to this honor?
The response from my school community has been incredibly meaningful. Students have stopped me in the hallways to congratulate me and share kind words, and hearing that from them has meant a lot. Seeing their pride has been a reminder that recognition like this can help students see what is possible for themselves, too.
Among staff, there has been a strong sense of shared pride. Many have expressed that it feels good to see the Douglas Byrd attendance area receiving positive recognition across the region and to be part of changing the narrative surrounding our school in a positive light. This honor has felt less like an individual achievement and more like a reflection of the work we are doing together every day.
Q: As you represent the Sandhills region at the state level, what message do you hope to share about public education and the role of teachers?
As I represent the Sandhills region at the state level, I plan to speak clearly and confidently about what public education needs at this moment. Too often, teachers are viewed through a narrow lens, but the reality is that educators play a critical role in shaping future leaders, supporting communities, and creating stability for students who rely on us every day.
My message is grounded in my R.A.R.E. platform: Relevance, Access, Retention, and Engagement. Education must be relevant to the world students are entering, not the one we are comfortable remembering. Opportunity must be accessible regardless of zip code. We must address retention by valuing and supporting educators so that talented people choose to enter—and stay in—this profession. And engagement must extend beyond classrooms, strengthening partnerships between schools, families, and communities.
This is a moment that calls for urgency. Public schools remain the most powerful tool we have for developing talent, leadership, and opportunity, but that only works when we invest in them and respect the educators who make them work. My goal is not just to point out what is not working, but to advocate for building a stronger, more intentional future for public education.
