For some, being “just an art teacher” is a dismissive phrase. But for Kate Payne, it’s a challenge she’s turned on its head—redefining what it means to create a space where students feel seen, valued, and empowered.
Kate, an elementary art teacher in Traverse City, has spent her career ensuring that the art room is more than just a place for crayons and pastels. It is a sanctuary—a place where students from all walks of life can safely express themselves, work through emotions, and experience the joy of creation.
“Every child deserves to be loved, to be seen, and to be heard,” she says. “Learning isn’t going to happen if a child doesn’t feel that first.”
A Calling That Started Early
Kate’s path to the classroom started young. By the age of seven, she already knew she wanted to be a teacher. Encouraged by her grandfather’s persistent question—“What do you want to be when you grow up?”—her answer remained firm.
While her love for English first led her toward high school teaching, art always remained a part of her journey. A pivotal moment came in high school when her art teacher recognized her talent, submitting one of her pieces to an adult art competition—where she placed among artists twice her age.
That moment shaped her, but she wasn’t convinced art would become her career. She pursued a degree in English education with a minor in art, believing she would teach high school literature. But life had other plans.
The Unexpected Journey to Art Education
Kate’s journey took unexpected turns. She began her career as a long-term special education substitute in Mt. Pleasant, where she supported students with diverse learning needs. She then moved to Wyoming, where she embraced teaching elementary art and fell in love with the impact she could have on younger students. After returning to Michigan, she taught in an alternative high school, creating a safe and supportive space for students on the brink of dropping out—many of whom saw her classroom as the one place they truly belonged.
“I had kindergarteners who stayed with me through sixth grade,” she recalls. “Even now, years later, they still send me updates on their lives.”
Her return to Michigan led to an even greater opportunity—teaching students with autism in a center-based program. It was the most challenging job she ever had—both emotionally and physically—but also one of the most rewarding. Eventually, she transitioned back to elementary art, where she now spreads creativity across three schools.
“Some of my kids don’t have a lot of stability,” she explains. “Knowing that I’m a constant for them, even if I only see them once a week, means everything.”
More Than an Art Teacher—An Advocate
Kate’s impact extends beyond art. She is a fierce advocate for trauma-informed education, working toward developing curricula to better equip future educators.
“I find myself drawn to the kids that others might write off,” she says. “I want them to know that I see them, that I hear them, that I care.”
She plans to pursue a doctorate in trauma-informed education after completing her TeachMichigan fellowship, aiming to help shape how schools address students’ emotional needs.
Her influence is undeniable. Whether it’s alternative high school students rallying at a board meeting to fight for their art program when it was at risk, a young person she helped through a name change, or the adopted daughter who came into her life through teaching, her reach extends far beyond the classroom walls.
Leaving a Lasting Legacy
Kate doesn’t just teach art—she builds connections. Her students know that her classroom is a safe space, a place where they can express, create, and be themselves.
Her principal, Kirk Ranney, sums it up best:
“Just an art teacher? Hardly. Kate is an inspirational force for good and a fierce advocate for students. We are so lucky to have her.”
About Kate Payne
Kate Payne is an elementary art teacher in Traverse City, Michigan, where she teaches across three Title I schools. She has a background in English education, special education, and art education and is currently pursuing a doctorate in trauma-informed education. She is also a National Boards Fellow, deepening her commitment to teacher leadership and elevating best practices across her district. She also serves on two district improvement committees—one focused on behavioral and emotional supports for students and one centered on staff climate and culture.
Over the years, she has worked in alternative education, special education, and currently elementary art, always centering her teaching around student advocacy and emotional well-being. Outside the classroom, Kate is a dedicated mother of four and a lifelong learner committed to making education a safe and inspiring place for all students.
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