Dooley Elementary School 2026

Emily Hesseltine

Dooley Elementary School - Elementary Math and Science Teacher
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Teaching Philosophy

The Anatomy of Making a Difference

Teachers often cite reasons like making a difference, changing lives, or inspiring a love of learning as their 'why' for teaching. Many of these sentiments drive my own passion for teaching, but they are often too vague. In this philosophy of education, I unpack common clichés into "the heart," "the backbone," and "the mind" to reflect my beliefs, teaching style, and the rewards I find in teaching to explain The Anatomy of Making a Difference.

The Heart: Building Relationships and Changing Lives

There is no more powerful tool for me as a teacher or more rewarding endeavor than building relationships with students. I firmly believe that I am successful in the classroom because I truly care for every child who finds their way to me. Knowing each student by name and need is a necessity. It is essential to meet students where they are: if they are hungry, feed them; if they are upset, listen to them; if they are unmotivated, offer encouragement; and for every accomplishment, provide specific praise. Safety and trust must be built early and revisited often through conversation, practice, and modeling. Positivity, kindness, and consideration to all, modeling of the same kindness and consideration I wish them to show others, acknowledging student contributions to our safe classroom community, and consistent behavioral expectations are key to the heart of a classroom. The relationships built with students now reap dividends: safety, security, and trust are in place.

The Backbone: Resiliency and Creating Life-Long Learners

I strive to keep the growth mindset a priority in my classroom through modeling, celebrating student positivity during adversity, whole group prompts and discussions, and even offering private pep talks when a student gets discouraged. Ultimately, what is being built is resiliency, persistence, and grit; the most powerful tools a student can possess. An active part of my students' classroom experience is to take risks, as this is where the learning lives: making mistakes, analyzing them, understanding them, accepting them, and eventually learning from them. I certainly make mistakes, own them, and discuss the what and why of them at every opportunity. The metacognition of mistakes is something I model; how to talk and think through these misconceptions leads to deep critical thinking and, most importantly, equips students with the tools necessary to be lifelong learners.

The Mind: Love of Learning

The mind of a child is always present, curious, and capable of learning; however, it is only when the heart feels safe and the backbone is strengthened that the mind is truly ready to engage. With strong relationships and an environment of trust and resiliency in place, I can confidently prioritize academic growth, knowing students trust both the learning process and where it may lead them. To reach each student's mind, I use assessment data as a way to understand how students think and learn. CFA, summative, and anecdotal data help tell each child's academic story, allowing instruction to be thoughtful, purposeful, and responsive. For example, when students struggled with regrouping in subtraction, data-guided instruction toward concrete practice and gradual progression led to increased confidence when students realized they "got it." Rather than labeling students, data guides my decisions to close gaps, clarify misconceptions, and provide meaningful learning experiences that build self-belief and encourage perseverance.

When relationships are nurtured, resilience is built, and instruction is intentional, students do more than achieve academically—they develop self-assurance, curiosity, and a genuine love of learning. This integration is the true Anatomy of Making a Difference.

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Principal's Recommendation

To the Teacher of the Year Selection Committee:

I am happy to recommend Emily Hessletine for Dooley's 2026 Teacher of the Year. Emily and I began our journey back in Plano ISD here at Dooley a few years ago. As she stated in a recent thank you letter to me, she has become a "ride or die" teacher for the students and families here at Dooley. She opens her whole heart each and every day for our students, not just imparting knowledge but embracing our students with love, kindness, and a genuine appreciation for who they are as human beings. Emily has always been willing to try something new, even when she is unsure of the outcome if it's what's best for students. She has navigated the move from special education to general education to Team Leader while maintaining a positive attitude and spreading her "can-do" spirit across the campus. She is asked to serve on committees because we know that we increase our chances of having positive outcomes because of the commitment and energy that Emily brings to the team.

Her smile is contagious and her care is genuine. Our teachers and staff overwhelmingly agree that Emily Hesseltine is the epitome of what it means to be a dedicated, compassionate, and committed teacher. She looks for opportunities to grow and quickly responds with a "yes" when asked to participate in professional learning opportunities. Emily is authentic and has no problem sharing her ups and downs with her colleagues when it comes to implementing new strategies.

Beyond her classroom walls, Emily's influence is felt throughout the entire Dooley community. She builds strong, trusting relationships with families by communicating consistently, listening with empathy, and partnering with parents as true collaborators in their child's learning journey. Families know that when their child is in Emily's care, they are known, valued, and advocated for. Her ability to balance high expectations with unwavering compassion allows students to feel safe taking risks, persevering through challenges, and celebrating their growth. Emily believes deeply that every child is capable of success, and she works tirelessly to remove barriers so that students can access learning in meaningful and engaging ways.

As a leader, Emily models professionalism, reflection, and a growth mindset. She supports colleagues by sharing resources, offering encouragement, and stepping in without hesitation when support is needed. Whether mentoring new teachers, collaborating with teammates, or leading campus initiatives, Emily brings clarity, optimism, and a student-centered focus to every conversation. She does not shy away from difficult work and consistently approaches challenges with curiosity and solution-oriented thinking. Her leadership is rooted in service, and she leads by example through her actions rather than titles.

Emily's commitment to equity, inclusion, and continuous improvement embodies the very best of Dooley's mission and values. She understands that teaching is not just a profession, but a calling—one that requires heart, resilience, and an unshakable belief in students. Emily Hesseltine's dedication leaves a lasting impact not only on the students she teaches today, but on the culture of excellence she helps build for the future. I feel blessed as a campus principal to have someone like Emily serving on my campus and look forward to serving alongside her for many years to come.

Sincerely,

Kimberly Blackwell
Principal
Dooley Elementary School