Indianapolis, Indiana – Inside the bright hallways of Joseph J. Bingham School 84, first-grade teacher Courtney Graham begins each morning with a simple purpose: to help children discover what they are capable of. For Indianapolis Public Schools, where thousands of students start building their academic identities every day, teachers like Graham are the steady hands and warm voices guiding those earliest steps.
Her story is highlighted in From the Classroom, an IPS series that lifts up the educators who shape the district’s learning community. Through these features, teachers describe in their own words why they walked into the profession, what continues to ignite their passion, and how they carry students forward with them—sometimes long after the school year ends.
For Graham, the work begins by focusing on the foundational skills that will follow her students throughout their lives. Reading, writing, math, social-emotional learning—she covers it all. The joy she finds in these moments is unmistakable, especially when she watches a child read independently for the first time, spell their name confidently, or understand a basic math problem that once seemed impossible. Those victories are small on paper, but enormous in the lives of the children experiencing them.
Graham’s path to teaching began right here in Indianapolis. She attended St. Matthew’s before graduating from Cathedral High School, and later enrolled at DePauw University. There, she studied education and communications, disciplines that shaped her approach to both teaching and student mentorship.
Inspired by the Teachers Who Lifting Her Up
When Graham reflects on what led her into the classroom, she traces the roots of her choice back to the people who once stood at the front of her own childhood classrooms.
“My inspiration to become an educator stems from my own experience as a student,” she said. “I was fortunate to have teachers who saw my potential and were dedicated to helping me succeed, even if it meant taking an unconventional path. Their unwavering confidence in me is something I want to pass on to every child, ensuring they feel supported and empowered to reach their goals.”
That desire—to make every student feel seen, supported, and capable—is woven into everything she does. Her colleagues recognize it. Her administrators trust it. And her students feel it every day, often expressing it in small but meaningful ways.
A Classroom Built on Structure, Energy, and Connection
Graham describes her teaching style in a way that might surprise those who think classrooms must always run on quiet routines. For her, learning is lively, flexible, and full of spirit.
“I would describe my teaching style as organized chaos,” she explained. “I believe in having clear plans and expectations, but also in embracing moments of spontaneity. It’s important to create space for genuine connection, whether that’s by taking a moment to hear a student’s story about their pet or simply being silly together. These are the moments where the best memories are made and where students truly feel seen and valued.”
In her room, spontaneity has a purpose. A funny moment can break tension. A shared story can build trust. A few seconds of silliness can help a struggling reader try again instead of giving up. Graham weaves those moments into the learning process because she knows that genuine connection is what keeps students engaged and open to growth.
Moments That Stay With a Teacher
Every educator holds onto certain memories that remind them why their work matters. Graham recently experienced one that she says will stay with her.
“A recent memory that stands out is from our Popsicle Social event,” she said. “A former student, who was about to start second grade, had his mom pull me aside. She told me he had already planned his route for the first day of school so he could stop by my classroom to say hello before heading up to his new class. Moments like that are a powerful reminder of the impact we have as educators. They ground me and remind me that even on challenging days, I am making a difference in these children’s lives.”
For Graham, this small gesture meant everything. It showed her that her influence extends well beyond academic lessons. Students carry trust, belonging, and encouragement with them long after they leave her room.
Building Confidence and Purpose in Every Child
When asked how she helps her students see their own potential, Graham’s answer is simple but powerful.
“By demonstrating love and helping them build a strong sense of self-love and confidence.”
That approach echoes through all aspects of her teaching. She celebrates effort. She praises persistence. She reminds students that mistakes are part of learning, not a reason to be discouraged. Graham builds confidence not through grand speeches but through daily consistency—an affirming word, a patient explanation, or a shared smile during a tough moment.
Advice for New Educators
Working in education is rewarding, but it also demands energy, patience, and emotional investment. Graham encourages future teachers to care for themselves along the way.
“You cannot pour from an empty cup,” she said. “Prioritize self-care, lean on your team for support, and utilize resources available to you like the IPS Wellness Clinic.”
Her message is a reminder that teaching requires community—not just for students, but for the adults guiding them.
A Project That Brings Students Together
This year, Graham is especially excited about a classroom project that celebrates connection and identity.
“I am excited about our ‘Who We Are’ unit,” she said. “To celebrate our learning, each first-grader makes a paper chain. We then link them all together and hang the beautiful, interconnected chain from the ceiling in our hallway, creating a visual celebration of our students and their unique identities.”
The chain becomes more than a craft. It becomes a symbol—every link important, every link different, and every link connected to the others. In many ways, it mirrors Graham’s teaching philosophy itself.
