Mendenhall Elementary School 2026

Alessandra Bradshaw

Mendenhall Elementary School - Elementary Dyslexia Therapist, Grades 2-5
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Teaching Philosophy

The decision to become an educator began with a single moment in first-grade. Struggling with a math problem on the board, a teacher dismissed my ability in front of the entire class. That experience left me embarrassed and alone, but it also planted a seed: no child should ever leave a classroom feeling small or unworthy of learning. That conviction shaped my career and continues to guide my work today.

Teaching is more than a profession; it is an opportunity to rewrite the messages children carry about themselves, especially those who feel invisible or defeated. From an early age, books became my refuge, offering confidence and curiosity when the classroom did not. That negative experience with my first-grade teacher and love of reading inspired my journey into teaching. My first year in the classroom also revealed a deeper calling; ten of my twenty-first-grade students were identified with dyslexia. Watching bright, creative children struggle to access the joy reading had always given me changed everything. That year sparked a passion to become a reading specialist and, ultimately, a dyslexia therapist.

Every child enters the classroom with unique strengths and potential, even when those strengths are not immediately visible. Dyslexia does not define a child's future; in fact, many students with dyslexia demonstrate resilience, creativity, and determination beyond their peers. Their brains work differently, and those differences deserve support, not judgment. With the right instruction, delivered patiently and systematically, a child's school experience can be transformed. Trust is the foundation of learning. Many students arrive feeling discouraged or convinced they are "bad readers." Before progress can happen, they must feel safe. Safe to try, to make mistakes, and to grow. My classroom is designed as a space where effort matters as much as accuracy, and mistakes are celebrated as part of learning. Building strong relationships is essential; knowing students' interests, fears, and passions creates an environment where risk-taking becomes possible, and risk-taking is the gateway to success.

As an elementary dyslexia therapist, I rely on past experiences as a compass. They remind me of the power a teacher holds to either diminish or empower. My approach combines structured, multisensory instruction with warmth and flexibility. Lessons are explicit, systematic, and cumulative, yet personalized. Instruction begins with the child, not the curriculum, and progress is monitored closely to ensure mastery before moving forward.

Confidence-building is as critical as skill-building. The most powerful moments often have little to do with perfect decoding; they happen when a child reads independently for the first time, volunteers to read aloud, or proudly selects a book. These victories matter because reading struggles deeply affect identity. Each breakthrough, whether small or monumental, is celebrated for the effort behind it as much as the outcome.

The ripple effects extend beyond my classroom. Families share stories of children reading signs at the store, bringing books to bed, or asking to read to siblings. Teachers report increased participation and confidence. These moments confirm that the therapy changes lives, not just scores on an assessment. And the relationships never end when the dyslexia therapy is over. Once my students leave my classroom, I stay connected with them and their families. I check in on their progress through conversations with their teachers and dyslexia therapists, collaborating and mentoring whenever a new challenge or milestone appears. I visit former students at their middle schools and high schools, cheering them on as they grow into readers and leaders. I have attended high school and college graduations, a full-circle joy that continually reminds me what happens when students are believed in from the very beginning.

Becoming a dyslexia therapist transformed a painful childhood experience into purpose. Each day offers the privilege of ensuring students feel capable, respected, and safe, the very qualities I once longed for. Watching students step into their futures as readers is the greatest reward. Their courage inspires me daily, and I am grateful to walk beside them on a journey that unlocks doors for a lifetime.

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Principal's Recommendation

To the Teacher of the Year Selection Committee:

It is truly an honor to recommend Mrs. Allie Bradshaw for Teacher of the Year. As a Dyslexia Teacher in Plano ISD, Mrs. Bradshaw makes an extraordinary impact on students, staff, and families every single day. She is one of those rare educators whose knowledge, heart, and leadership naturally elevate everyone around her.

Mrs. Bradshaw works within the Plano ISD Dyslexia Program and plays a vital role in ensuring students receive the support they need as early as possible. From K–1 dyslexia screenings to early intervention, she approaches every step of the process with care, precision, and an unwavering focus on what is best for students. She leads the identification process, conducts both formal and informal evaluations, and ensures that appropriate instructional services are in place. She also closely monitors student progress, adjusting instruction as needed so growth is not only achieved, but sustained.

Beyond her instructional expertise, Mrs. Bradshaw has stepped into the role of Special Education Team Leader, and the impact has been remarkable. She has truly turned this team around. Through her leadership, morale has strengthened, collaboration has improved, and the team feels supported and valued. She leads with kindness and intention, always finding ways, often through small but meaningful gestures, to lift others up. Her leadership is authentic and deeply appreciated by those she serves.

Mrs. Bradshaw is also an active member of the Sunshine Committee, where she has spearheaded many initiatives aimed at supporting staff and building campus morale. Her positive presence is felt throughout the building. She is a natural problem solver who approaches challenges with a calm, solution-focused mindset and a willingness to help wherever she is needed.

Mrs. Bradshaw is an exceptional communicator with both students and families. She builds strong, trusting relationships by listening, explaining processes clearly, and consistently following through. What speaks volumes about her heart is that her care for students does not end when they leave her classroom or program. Even long after students have moved on, she continues to check in on them, making sure they are doing well and feeling supported. This ongoing commitment reflects the depth of her care and the lasting impact she has on students' lives.

What truly sets Mrs. Bradshaw apart is her heart. Her passion for teaching is evident in everything she does, and she is consistently kind, approachable, and willing to help in any capacity. She goes above and beyond, not because she has to, but because she genuinely cares.

I knew the day I hired Mrs. Bradshaw in 2016 that she had a special gift, one that both the students and staff of Mendenhall Elementary needed. Watching her grow into a leader and seeing the impact she continues to make has been incredibly rewarding. I am so proud of all she has accomplished and excited for what lies ahead for her.

Mrs. Allie Bradshaw represents the very best of our profession. I wholeheartedly and enthusiastically recommend her for Teacher of the Year.

Sincerely,

Jane Prince
Principal
Mehdenhall Elementary School