Educator Hopes to Inspire, Encourage Others
Von Hofe was named Alabama’s Teacher of the Year in May 2026. The finalists for Alabama’s Teacher of the Year are selected from a group of more than 150 highly skilled public school educators. Selection committees at the school, system, district and state levels evaluate the nominees; four finalists are interviewed in person. The state-level committee chooses the Alabama Teacher of the Year and the Alternate Alabama Teacher of the Year.
The Alabama Teacher of the Year serves as a full-time ambassador for the teaching profession for one year by speaking to civic and professional organizations, P-12 schools, colleges and universities; conducting workshops for teachers; and writing newspaper and magazine articles.
Position: Special education teacher, Spanish Fort Elementary School; National Board Certified Exceptional Needs Specialist; Alabama Teacher of the Year, 2027
About Elizabeth: She grew up in Ardmore, Ala., on the Tennessee/Alabama state line, and attended Ardmore School in Limestone County from kindergarten through 12th grade.
Both of her parents were teachers. When she was born, they taught at Marion County High School in Guin, Ala., and then her father took a job at Madison County High School. She ended up being the oldest of six children. Her dad passed away from a stroke at 53 after retiring from Alabama public education and beginning a career teaching in Tennessee; her mom teaches dual-enrollment and college courses still today at age 72.
Two of her sisters, a sister-in-law, and brother-in-law are public school teachers in Limestone County and Madison City schools. Another sister is also a teacher, but of dogs, as a dog trainer. “So, each of my living siblings are connected to education.”
I know you started your career in another profession. What led you into education?
I was a licensed nursing home administrator of a 60-bed inpatient and outpatient rehabilitation and long-term healthcare center for almost a decade before transitioning to a hospice administrator of a seven-county region in Tennessee when I married my husband. In those roles, education found me…
When our older son turned 3, he was diagnosed with Type 1 diabetes, and our youngest was diagnosed with development delay.
After being a healthcare administrator, I quickly became a consumer of healthcare as a parent, and I gained a new perspective. I heard of other young children with Type 1 diabetes not being allowed in preschools because of their medical needs, but our preschool director included my child and encouraged him to return after his diagnosis. That was my first insight into inclusive education from a parent perspective. …
I decided that I had found my passion as a substitute teacher in special education classrooms – which not all substitutes were willing to serve in. I was at school every day as a substitute teacher or PTA volunteer, so I started looking at options of getting my teaching certification or working for the school full-time.
I discovered the University of South Alabama offered an online program, and I was eligible with my existing master’s degree to earn my teaching certification while working in school. I was initially hired as a paraprofessional but then a teaching opportunity came open in fall 2021 at Spanish Fort Elementary School. I applied for the position
and was hired in November of that year while completing my degree. I have been there ever since as a special education teacher.
Tell me about your current role at your school.
My first year at Spanish Fort Elementary I was a resource teacher supporting students in kindergarten through 2nd grade. The following year, I was asked to transfer to the multiple disabilities classroom that served students with severe or multiple disabilities that receive specially designed instruction in the special education classroom instead of the general education classroom for the majority of their day. My students range in age from kindergarten to 6th grade with developmental levels that are 2-3 grade levels or more below that due to their disabilities.
I teach all subjects to them using instructional strategies that help them learn in their own ways. Many people look at my students and see their disabilities, but I choose to see their abilities.
One of my favorite opportunities in addition to teaching and being on the school leadership team is being a chapter sponsor of Project Outreach on our campus. Project Outreach Gulf Coast was founded by a special education teacher, Scott Parks, at Spanish Fort High School in 2007. It is a group where nondisabled peers interact and forge relationships with students with disabilities on campus.
Under the leadership of Mr. Parks, Project Outreach Gulf Coast has grown to now having over 50 chapters across Alabama and I was blessed to inherit a group at SFES and have been the sponsor of this group for the past three years. Seeing how this group of students year after year make a difference in my students’ lives, but more importantly become more educated about disabilities to promote awareness, acceptance, and belonging is something I would love to see in every school and community in this nation.
What do you hope to accomplish as Teacher of the Year?
I hope to encourage and inspire educators while also helping others better understand the incredible work happening in Alabama’s public schools. I want to promote belonging while helping to strengthen collaboration between schools and communities, increase awareness of the needs of diverse learners, and encourage innovative practices that improve outcomes for all students. I also hope to share the success of initiatives like Project Outreach so more schools will see the value of creating authentic opportunities for students of all abilities to learn, lead, and grow together.
If I can help even one teacher feel encouraged, one student feel seen, or one school discover a new way to support children, I’ll consider this year a success.
