Brinker Elementary School 2026

Hope Pettit

Brinker Elementary School - Kindergarten Teacher
E-mail congrats

Teaching Philosophy

I didn’t want to be a teacher for a long time. Despite growing up working with kids (volunteering at camps over the summer, nannying all through high school, and helping my grandmother’s Sunday School class even when I was supposed to be in my own 5th grade class), I thought that I wanted to do something different, be something different. I come from two generations of teachers, so I was pretty headstrong about this; I chose to major in Forensic Science my freshman year at Texas Tech University. Things changed toward the end of that year when I began working with students again. It was a deep, nagging feeling telling me that no matter how much I tried to fit myself into another box, I was meant to work with kids.

After quickly changing my major, I took time off from school and moved back to Plano to be with my grandmother, Betty Broussard. The woman who taught me, and a multitude of 2nd graders over the years, all the traits of being a dedicated, curious, strong, kind, thoughtful, and loving person, passed shortly after I returned home. I spent the next six months thinking about all of the ways I could possibly impact just one student the way that my grandmother impacted so many of hers.

Growing up, Granny would take me to and from Harrington Elementary. Pick-ups would include the typical after-school snack and homework. Her dedication to learning never wavered, even when she would drive me back up to school because I left my blue folder in my tote tray. Seeing the school locked with nobody answering the buzzer, Granny would look at me and say, “Hopefully this consequence will help you to remember for the next time”. I did. Summers would consist of curiosity projects if I even muttered the words “I’m bored. Granny would tell me to think of a question, any question, that I might have. Why do ambulances have blue and red sirens? We would drive to Schimelfinig library to check out books on the topic and then write the answers in my red questions spiral. I transferred to Rice Middle School in 7th grade and didn’t make the volleyball team. I cried for days. Granny held me while I did and then encouraged me to be strong and try out for the basketball team (I had never played basketball). I made the B team for the next two years. I took my first AP class my freshman year at Jasper High School. I also contracted swine flu in my first week at Jasper. Granny stayed up with me at her kitchen table until 2:00 a.m., helping me color my map amidst a slew of makeup work. I graduated from Plano West Senior High School in 2016. Granny sat through all 1300ish names and told me she was proud of me when I was done.

In the fall of 2018, I re-enrolled at the University of Texas at Dallas, pursuing my EC-6 certification. I graduated in the height of COVID and began my student teaching at Brinker Elementary in 2020 in 2nd grade. Later that summer, I was offered the Kindergarten position at Brinker and then moved into the team leader role the following year.

I simply cannot take all of the credit for my teaching style. When I ask students to research on Pebble Go, it’s because I had a question journal. When I tell students that they can try again after a mistake, I’m thinking of the first time I poorly tried to dribble. When I go to students' soccer, basketball, dance, or gymnastics events, it’s because I always had a supporter in the crowd. When I’m sitting on the floor with a student working through big feelings, it’s so they don’t sit through that alone. When my class and I make the paper Mache volcano erupt with vinegar and baking soda to celebrate learning the letter Vv, the initials B.B are on the bottom of it.

My teaching philosophy? I want to ensure every student who enters my classroom feels a dedication to learning, strong in who they are, is kind and thoughtful to others, shows a curious mindset, but most importantly, feels a love that only teachers can impart.

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Principal's Recommendation

To the Teacher of the Year Selection Committee:

Hope Pettit exemplifies what it means to be a caring, loving, and reflective educator. She is one who places students at the heart of every decision while leading with compassion, integrity, and purpose. As a Kindergarten teacher and team leader, Ms. Pettit consistently demonstrates an unwavering commitment to her students' academic growth, social-emotional development, and overall well-being. Her work is grounded in the belief that young learners thrive best in environments where they feel safe, valued, and understood, and she intentionally creates classrooms and team cultures that reflect this belief.

At the core of Ms. Pettit's practice is her deep care for students. She approaches each child as an individual, recognizing that every learner brings unique strengths, needs, and experiences into the classroom. Ms. Pettit takes the time to build meaningful relationships with her students, fostering trust and connection that serve as the foundation for learning. Her classroom is a warm, welcoming space where students feel encouraged to take risks, celebrate successes, and learn from mistakes. Through her consistent positivity, patience, and encouragement, Ms. Pettit helps students develop confidence in themselves as learners and as people.

Ms. Pettit's love for her students is evident not only in her daily interactions but also in the intentionality of her instructional planning. She thoughtfully designs lessons that are developmentally appropriate, engaging, and responsive to student needs. By closely monitoring student progress, she adjusts instruction to ensure all learners are supported, challenged, and given opportunities to succeed. Ms. Pettit understands that early childhood education sets the tone for a student's entire academic journey, and she takes this responsibility seriously, working diligently to ensure her students build strong foundational skills while maintaining a genuine love for learning.

A testament to Ms. Pettit's effectiveness as an educator is her reflective practice. She consistently evaluates her instruction, classroom environment, and student outcomes, asking thoughtful questions about what is working well and what can be improved. Rather than viewing challenges (instructioanlly or behaviorally) as obstacles, Ms. Pettit approaches them as opportunities for growth—for herself and for her students. She actively seeks feedback, collaborates with colleagues, and stays open to new ideas and strategies that enhance her teaching. This reflective mindset allows her to continuously refine her practice and remain responsive to the evolving needs of her learners.

Ms. Pettit's dedication extends beyond her own classroom. As a leader of the Kindergarten team, she models collaboration, professionalism, and empathy. She understands that strong teams are built on trust and shared purpose, and she works intentionally to cultivate a supportive and inclusive team culture. Ms. Pettit listens to her colleagues, values their perspectives, and creates space for open dialogue and collective problem-solving. Her leadership style is rooted in compassion, ensuring that team members feel heard, respected, and supported in their work.

In her role as team lead, Ms. Pettit serves as an advocate not only for students but also for teachers. She works diligently to ensure that instructional decisions align with student needs and campus expectations while remaining mindful of the realities of teaching young learners. Ms. Pettit supports her team in navigating curriculum, assessments, and instructional strategies, offering guidance and encouragement along the way. She leads by example, demonstrating strong instructional practices, effective classroom management, and a student-centered approach that inspires those around her.

Ultimately, Ms. Pettit is an educator who leads with heart and purpose. Her caring nature, reflective practice, and empathetic leadership make a lasting impact on students, colleagues, and the broader school community. As a Kindergarten teacher and team leader, she balances high expectations with deep compassion, ensuring that both students and teachers feel supported and empowered. Ms. Pettit's dedication to her students and her team exemplifies the very best of educational leadership, and her influence will continue to shape positive outcomes for young learners for years to come.

Sincerely,

Jennifer King
Principal
Brinker Elementary School