Position: Elementary Instructional Assistant & District Office Administrative Assistant

College(s): Lake Merritt

Email: StephanieGremse@rcs.edu

How did God call you into teaching, and/or what are your professional credentials (or prior work experience)?

There wasn’t one loud moment—no booming voice, no lightning flash. Just a quiet ache in my chest that kept returning. A pull to guide, to comfort, to explain.  Maybe it began in my own pain—through sleepless nights, unanswered questions, and moments when I didn’t know how I would carry on. I learned to listen in the silence. I learned that God sometimes teaches us by breaking us open, not punishing us, but preparing us.  He softened my heart through my child. He steadied my hands through my exhaustion. He gave me eyes to see not just what’s broken, but what is sacred in every struggle.  And somewhere in that journey, I began to teach—not in a classroom, maybe, but in my life. In conversations. In care. In showing up again and again.  Teaching became the way I honored the healing I had received. And still receive, every single day.

What motivated you to become a teacher at Redwood Christian?

It wasn’t just one moment—it was a series of quiet truths that kept finding me.  I was motivated to become a teacher because I saw what it felt like not to be seen. I knew what it was like to feel lost, confused, or unseen—and something in me refused to let others feel that way if I could help it.  I was motivated by the spark in a child’s eyes when they understood something for the first time. That moment of connection, of “I get it,” felt holy.  I was motivated by my own pain, too—the struggles that taught me to listen more carefully, to care more deeply. I realized that healing and teaching aren’t separate. They’re often the same thing.  I was motivated by love. A love for growth. A love for children. A love for hope.  I never set out to be a “perfect” teacher. I became one because I wanted to walk with others through the hard parts, to remind them that they’re not alone. Because someone once did that for me—or maybe because no one did, and I wanted to change that.  Teaching, for me, is not just a job. It’s a calling. A form of service. A way to honor what I’ve learned—and keep learning.

Tell us about your family and how they are looking forward to this new opportunity.

My family has been the foundation of my strength and growth. We’ve walked through challenging seasons, including health issues and uncertainty, but through it all, we’ve become closer, more grounded, and more deeply connected to what matters most: love, faith, and resilience.  This new opportunity isn’t just for me—it’s something we’re stepping into as a family. They see it as a fresh start, a way forward, and a chance to turn the lessons we’ve learned through struggle into something meaningful. My child, in particular, has inspired me to become more present, more patient, and more intentional in everything I do. Those values shape how I teach and how I show up for others.  My family is supportive and hopeful. They understand that this path is about more than a job—it’s about purpose. It’s about creating stability, sharing wisdom from lived experience, and helping others grow, just as we have grown together.

What is a unique experience, talent or interest that you bring to your classroom to help shape the learning experience of your students?

One unique experience I bring to the classroom is the resilience I’ve built through personal struggle, especially as a parent navigating the medical and emotional needs of my own child. That experience has taught me deep patience, empathy, and the ability to see beyond surface behavior to the heart of a child’s needs. I don’t just teach content—I teach with compassion and understanding, knowing that every student carries a story.  A talent I bring is the ability to create calm in chaos—to help students feel safe and regulated even when they are overwhelmed. I have a natural sensitivity to emotional cues, and I work to create a learning space where students feel valued, heard, and supported. I believe learning only happens when students feel safe and seen, and I intentionally build that environment every day.  An interest I bring is a love for whole-child development—blending academics with social-emotional learning, mindfulness, and real-world connection. I am passionate about helping students discover not just what they know, but who they are and what they’re capable of becoming.

Do you have any other hobbies/interests outside of teaching?

Nature walks, playing with our dog spending time with my daughters, and traveling.

Our tagline is “Inspiring Futures.” How will a time you’ve been inspired shaped your teaching?

One time I was deeply inspired was during a difficult season with my own child—watching her face health challenges, emotional overwhelm, and uncertainty. In that moment, I wasn’t just a parent—I became a student of her resilience, her quiet strength, and the power of patience, presence, and hope.  That experience taught me that inspiration doesn’t always come from success or achievement—it comes from watching someone keep going, even when everything feels hard.  Because of that, my teaching is shaped by a deep belief that every child is fighting a battle we may not see. I strive to meet my students with compassion first, content second. I aim to be the kind of teacher who notices the small wins, who holds space for big emotions, and who creates an environment where students feel emotionally safe to take risks and grow.  That inspiration taught me that love is the foundation of learning. And that’s the kind of classroom I work to create—one rooted in empathy, encouragement, and the belief that every child matters.