Guinn Special Programs Center 2026

Kyndal Robertson

Guinn Special Programs Center - Elementary Teacher
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Teaching Philosophy

"In learning you will teach, and in teaching you will learn."

My teaching philosophy is deeply reflective of my life philosophy: I am a student first. When I arrived at Guinn Special Programs Center in 2021, I was learning how to be a working parent while navigating a career change that would allow me to be present for my young son. At the same time, our world was emerging from the isolation of quarantine and slowly reestablishing routines and expectations. I was in the midst of my alternative certification journey when I accepted a long-term teaching position at Guinn—a decision that would profoundly shape both my professional and personal growth.

An email from the principal invited me to simply "come see our campus." That visit was the beginning of something special. Sonja Pegram greeted me with warmth and spoke passionately about how Guinn shapes the lives of students across Plano. From the very beginning, I was welcomed with guidance, encouragement, and strong models of effective teaching. I was supported, trusted, and given room to grow. The educators and professionals at Guinn created a workplace where I felt valued and excited to come to work each day. Through their mentorship—by allowing me to ask questions, try new ideas, make mistakes, reflect, and try again—I learned what it truly means to be an educator committed to lifelong learning. This is the same environment I strive to create in my own classroom, where every student feels equally supported, respected, and capable of growth.

My classroom serves students ranging from kindergarten through fifth grade. I vividly remember my own early elementary years and how foundational they were in shaping my confidence as a learner. When students experience interruptions at such a critical stage in their development, the impact can be lasting. Many of my students are encountering, perhaps for the first time, the reality that choices can affect their future. I have, at most, 30 days with each child. Within that short window, my goal is to leave a positive and lasting impression. If each student leaves my classroom with even one belief strengthened—confidence in themselves, hope for their future, or trust in their ability to learn—then I consider my time with them a success.

I am grateful for the unique opportunity my role provides. I have the privilege of teaching all elementary grade levels, kindergarten through fifth grade, and providing instruction across all core subject areas. This position allows me to see the full continuum of elementary learning and to meet students where they are academically, socially, and emotionally. It requires flexibility, intentional planning, and a willingness to adapt daily, and I do not take that responsibility lightly. I view this role as distinctive and meaningful, offering the chance to support students at critical moments and guide their growth in ways that can leave a lasting impact.

The guiding theme of our classroom for the 2025–2026 school year is "We're Growing Every Day." This theme reflects my belief that growth is not always immediate or visible, but happens through consistency, reflection, and care. Modeled after the Plano ISD Social Emotional Learning framework (C.A.R.E.), students are encouraged to recognize progress in character as well as academics. By centering weekly learning around values such as trustworthiness, care, responsibility, and citizenship, students reflect daily on their choices and growth. Through this approach, students come to understand that growth does not end with a lesson or a school year, but continues throughout their lives.

Balancing academic instruction with social-emotional learning and behavioral support across multiple grade levels is both a challenge and a responsibility I take seriously. I recognize that I have the opportunity to reach students who have made decisions that could negatively impact their future. My hope is that their time at Guinn, and in my classroom, becomes a pivotal moment—a turning point that redirects their path upward. I strive to meet each child where they are, while holding high expectations for who they can become.

One of the greatest joys of my role is the opportunity to stay connected with students after they return to their home campuses. Whether through thoughtful notes they leave for me in Google Classroom, brief check-ins during scheduled visits, or the occasional after-school conversation, those moments of connection mean a great deal to me. Seeing their excitement and hearing how they are doing reminds me that our time together mattered. These interactions reinforce my hope that students leave my classroom knowing they were seen, supported, and believed in—and that even a short season of learning can have a lasting and meaningful impact on their confidence and sense of self.

I am still a new teacher, and I am still learning every day. The children I have the privilege and responsibility to teach continually teach me as well. They are helping me become more patient, more creative, more compassionate, and more resilient. They remind me of the importance of flexibility—knowing when to pivot and when to stay the course. The more I teach, the more I learn, and that ongoing growth is something I embrace with humility and gratitude.

I consider it a true privilege to be part of this profession and to serve on a campus where I feel loved, supported, and celebrated. This career change, at this stage of my life, has made me a better teacher, a better parent, and a better human being. To be nominated as my campus's Teacher of the Year is an incredible honor—one I know is only possible because of the people who have believed in me, supported me, and lifted me up along the way.

Every day in my classroom is an opportunity to learn alongside my students, to encourage growth, and to witness the small yet powerful ways they begin to believe in themselves. I am deeply grateful for the privilege of this work, for the colleagues and administrators who support me, and for the students who inspire me. To be nominated as my campus's Teacher of the Year is an honor I carry humbly, knowing that the true measure of success is the lasting impact we have on the lives of the children we serve.

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Principal's Recommendation

To the Teacher of the Year Selection Committee:

I am honored to write this letter in support of Kyndal Robertson for Teacher of the Year. Kyndal is an exceptional educator whose dedication, skill, and heart for teaching truly set her apart.

What makes Kyndal especially remarkable is her ability to successfully teach multiple elementary grade levels on her own a challenge that requires extraordinary organization, adaptability, and patience. She rises to this responsibility with confidence and professionalism, ensuring that every student receives the attention, instruction, and support they need to succeed.

Kyndal maintains a classroom environment that is both structured and nurturing. She keeps her class under control while fostering respect, trust, and open communication. Her students feel heard and valued because she genuinely listens to them and responds with understanding and care. This balance of discipline and compassion creates a safe and effective learning space where students thrive academically and personally. She is consistently prepared, attentive, and proactive never missing a beat. Whether handling classroom challenges, adjusting lessons to meet diverse needs, or supporting her students emotionally, Kyndal approaches every situation with calm confidence and unwavering commitment.

Kyndal is not only an outstanding teacher but also an incredible role model. Her passion for education and her students is evident in everything she does. She exemplifies the very qualities that Teacher of the Year represents, and I can think of no one more deserving of this recognition.

I wholeheartedly recommend Kyndal for Teacher of the Year and am confident she will continue to make a lasting, positive impact on her students and school community.

Sincerely,

Eric Lockett
Assistant Principal
Guinn Special Programs Center