Academy High School 2026

Brandy Richmond

Academy High School - 11th Grade Social Studies Teacher
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Teaching Philosophy

"It's not who I am underneath but what I do that defines me" – Batman

In a world full of superhero stories and fantasy lands, I lead the life of a teacher. But I'm far from ordinary – I am a superhero. If you ask my students, they will tell you they never see me and Batman in the same place at the same time. My name is Brandy Richmond, and I teach social studies at Academy High School. To me, education is so much more than teaching the required TEKS; each day, I check my personal life at the door and show up for my students with a smile on my face, an open heart, and wearing whatever cape they need: teacher, mentor, or safe space. I am not just teaching students academics, but guiding them to be confident, empathetic, and compassionate young adults. I do this by providing supervised exploration of content in a safe setting so that each student feels empowered to explore beyond the boundaries of secondary education to become lifelong learners. Much learning in my class is application-based; students apply factual information in dynamic settings and through application, students show what they have learned. I enjoy creating a connection between the past and present by having students inhabit people and places of the past and imagine them in the present. One lesson my students participate in is utilizing guided research of a specific historical figure during the Renaissance era and then going around class, as their historical figure, asking questions of their peers, learning about the beliefs of their peers' historical figures, and even leading to some well-thought-out discourse between opposing historical figures. When we wrapped this lesson up, the students all felt they learned a great deal – while having fun – and when given an assessment to determine growth, they all succeeded. This was a great way for them to develop empathy for others as they listened to multiple sides of an issue and processed it, as their character. In many ways, my superpower is helping my students to experience the joy of learning and the thrill of discovering human connection across time and space.

My strongest super ability is being able to have positive relationships with students. I believe establishing a good relationship with them is imperative to growth and learning in the classroom. I begin the school year treating and speaking to my students as young adults. I use individual conferences when behavior is not aligned to expectations versus writing a referral for the principals to handle. I teach my students the importance of advocacy for themselves and how, whether they are happy, sad, or mad, to verbalize their emotions in cohesive, non-argumentative language. One student in particular entered my classroom struggling significantly to connect with both peers and teachers. Over the past two years, under my care, this student has shown remarkable personal and academic growth. Witnessing this transformation has been deeply meaningful—not only for me, but for colleagues who have seen the progress as well. I take pride in my ability to build authentic relationships with students who are often misunderstood or labeled as "problem students." By meeting each student with patience, consistency, and genuine respect, I can connect with them in ways that help them feel seen, valued, and capable of success. I can tell the relationships I establish with my students matter because when I asked for feedback on why my students believe I became a teacher, one student replied, "to help kids who have trouble learning/focusing and make them feel included when they try and still fail (making them know the trying is what matters)." Receiving feedback like this inspires me to fight for my students every day so they can get the best education possible. Knowing I am making an impact on students' lives and bringing smiles to their faces and knowledge to their brains makes me happy.

Another super ability I have is teaching the importance of shifting students to academic awareness and leadership. In my class, when a student is struggling, I have them identify the areas they know they have a strong background with and help them figure out how to voice where their struggles are. When a student is particularly stuck, I give them the option to present their knowledge a different way. For instance, students may choose to debate me on a historical topic or film a public service announcement from their historical perspective. By allowing them to advocate for what works best for a particular assignment, I know they are gaining knowledge while also presenting it in a more comfortable atmosphere. It is important as an educator to establish a starting knowledge base for each student to help identify which students will be successful in a small group setting and which need more individualized, one-on-one help. I like to give assessments to see where students are with their knowledge of the content and then I determine which students have the depth of knowledge to work with those who have gaps in content. By placing students in this role, they are learning real-world skills in leadership and breaking material down for others, further honing their knowledge of the content. The students who receive help are not only learning content but to advocate for themselves by asking questions of a peer and will be able to effectively communicate their needs to others in the future.

I use active and collaborative learning in my class to help stimulate intellectual camaraderie, discourse, and cooperative problem solving. By doing this, I am laying the groundwork for life-long collaborative practice with others. When seeking feedback on my teaching style, one student said that I "have engaging lessons that both help my growth while keeping it entertaining and making it easy to learn and retain information." While studying the Monroe Doctrine, I wanted the students to experience diplomacy and treachery, so I split my students into different countries, provided them with background information for their assigned country, and then allowed them to send one messenger to other countries to negotiate deals, create alliances, or even war. It was wonderful seeing their minds work out the political repercussions of their decisions. The students not only learned about the importance of the Monroe Doctrine, but how to act diplomatically, negotiate to get what they wanted, and make concessions when needed. Sometimes it feels revolutionary just to have fun while learning. But in reality, learning and joy are intertwined. I am grateful to my many students who have left my class feeling more confident in their potential and willing to sign up for advanced placement history courses.

Teaching is my superpower. It allows me the opportunity to plant seeds of knowledge and watch how each student individually takes those seeds and expands their knowledge. What I love most is when my students get so excited to learn content they research on their own and teach me things I did not know! It is my goal to show every student they can learn, be successful, and live a life filled with empathy and compassion. Students are our future, and we as educators should ensure they are ready to tackle all forms of happiness and conflict in life.

Education is the most powerful weapon which you can use to change the world. 

Nelson Mandela

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Principal's Recommendation

To the Teacher of the Year Selection Committee:

It is with immense pride and enthusiasm that I recommend Ms. Richmond, our Academy High School Teacher of the Year, for the honor of Plano ISD District Teacher of the Year. Throughout her tenure at Academy High School, Ms. Richmond has proven to be an educator of exceptional caliber, blending academic rigor with a deep, personal commitment to the success of every student.

Ms. Richmond's classroom is a hub of creativity and intellectual curiosity. She possesses a unique talent for designing innovative lessons that transcend traditional teaching methods. Whether she is integrating technology or developing project-based learning experiences, her curriculum is intentionally crafted to engage all students, regardless of their learning style or starting point. She doesn't just teach content; she creates environments where students feel empowered to think critically and take risks.

Ms. Richmond is also a vital leader among our faculty. She is a dedicated advocate for her peers and is particularly supportive of our new teachers. Ms. Richmond proactively offers her guidance, sharing resources and providing a listening ear. Her mentorship has been instrumental in helping new educators find their footing and thrive within the unique culture of our campus. I recommend her without reservation.

Sincerely,

Dr. Josh Howard
Principal
Academy High School