Robinson Middle School 2026

Zarinah Hayes

Robinson Middle School - Middle School English Language Arts & Reading Teacher, Grade 6
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Teaching Philosophy

At the beginning of each school year, I not only look forward to seeing my new students but also to reconnecting with my former students. When an ex-student’s face lights up as they see me, and they run up to check in, that feeling of joy is something that fills my teacher's heart for days on end.

As I reflect on my philosophy of teaching, this is what nineteen years in the classroom have taught me: students learn best in a safe and inclusive classroom environment, where all students are given equitable access to learning opportunities, and are challenged through lessons that foster maximum engagement through diverse and differentiated materials and strategies.

Building a safe and inclusive classroom environment is my primary goal each academic year. My students and I participate in class building and team building activities to promote a safe and learner-focused classroom environment. We get to know each other, and we do class cheers to build class spirit. Every chance I get, especially in the first few weeks of school, I have side conversations with each student, discovering their interests, hopes, and fears. Understanding what makes a student tick is the best way to build rapport with them.

Our “Writing Wizards” wall is a space dedicated to displaying students’ work featuring one pager, student essays, student book reviews, and more. Students love having their work displayed for all to see; it serves to boost their self-esteem and confidence, motivating them to be more engaged in the learning process. We collaborate and define relationship agreements in each class, and students hold themselves and each other accountable to foster a positive and safe learning environment for all.

As a reading and writing teacher, I encourage my students to participate actively in the reading and writing process. Peer revising and editing is the norm in my classroom, where students actively participate in improving their own and their peers’ writing. We do cross-curricular activities by engaging in analyzing critical writes. Students compose short constructed responses in their social studies class, and then proceed to revise and edit their writing in English class. They begin to understand that writing is across all content areas, and not just something we do in English. In addition, I encourage my students to volunteer to do book talks and every Friday, students take turns hyping a book of their choice that they found interesting. Imagine my joy when I see other students check out these Book Talk books when they go for their fortnightly library visits. Nothing beats the satisfaction of knowing my students are reading books based on the recommendation of their peers. It is a gift that keeps on giving!

All of my students appreciate that their opinions and voices matter in my classroom. Students participate in class-building activities utilizing varied Kagan strategies to ensure equity in participation and engage students in the learning process. It is heartening to see students’ confidence grow as the school year progresses, especially when my English Learners or introverted students begin to be more active participants. It fills my heart with joy seeing them raise their hands eagerly, keen to be included in classroom discussions.

I believe that successful teaching includes using varied and differentiated materials and strategies to support the needs of all learners in the classroom. My ELs and students with special learning needs are provided sentence stems and graphic organizers as deemed appropriate in order to facilitate their learning and help them be successful. Collaboration, such as Think Write Round Robin activities enable students to share and build on each other’s ideas. Movement is also integral to keeping them engaged so I employ strategies such as station work that gets them up and moving, yet focused on academic tasks so that learning continues. Learning does not occur in a vacuum, and I have found that I can achieve our daily learning objectives by utilizing diverse and differentiated learning activities and materials to ensure students learn the material successfully.

My sixth-grade students eagerly embrace learning in my classroom because they feel safe, included, know that their voice matters, and are assured they will be treated fairly. My heart is full and happy when I see the fruits of my labor in their success, attested by data. Teaching is not just a job to me; it is my calling.

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Principal's Recommendation

Dear Teacher of the Year Selection Committee:

I am writing to highly recommend Ms. Zarinah Hayes for the 2026 Teacher of the Year award. Zarinah exemplifies the very best of our profession by leading with genuine character and consistently doing what is right for both students and colleagues. In the relatively short time she has been at Robinson Middle School, she has already made an extraordinary and lasting impact on our campus.

Zarinah is one of those rare individuals who immediately draws people in with her warmth and positivity- you feel as though you have known her forever. She remembers small details about people's lives and intentionally follows up, allowing her to form authentic, meaningful connections. These genuine relationships are foundational to her success as both an educator and a leader.

Under her leadership and influence, particularly within the 6th grade English PLC, our students have demonstrated remarkable academic growth. This success is not a coincidence. Zarinah's preparation and commitment begin long before students walk through her door in August. She carefully analyzes student data prior to the start of the school year and takes proactive steps to intervene and advocate for students. She thoughtfully reviews placement data, speaks up for students who should be considered for honors courses, and ensures they are both challenged and supported appropriately. At the same time, she identifies students who would benefit from additional support and immediately implements targeted tutorials to close learning gaps. Parents deeply appreciate her transparent communication and willingness to go the extra mile to ensure every child grows and thrives. It is no surprise that former students continue to reach out to Zarinah years later to reconnect and tell her they miss her- a testament to how deeply they know she cared.

Zarinah has served as a new teacher mentor at both Robinson and previous campuses, providing steady guidance and expertise. She consistently supports those around her, creating an encouraging and collaborative environment that lifts our entire campus. She is a powerful leader whose impact extends far beyond any formal title. Within the English department, she is a dependable rock- someone colleagues naturally seek out for advice, ideas, and support. She strengthens the department not only by sharing effective instructional practices and resources, but also by intentionally building culture. Thoughtful gestures such as organizing department holiday potlucks, coordinating get-well baskets, and consistently checking in on colleagues foster a sense of belonging and care and have positively transformed the department into a collaborative unit.

Despite her extensive teaching experience, Zarinah continually works to perfect her craft, demonstrating a genuine commitment to lifelong learning. Even more importantly, she eagerly shares her learning with others, strengthening instructional practices across the department. Her leadership is especially evident in her work with student data and intervention. Zarinah championed and led the development of targeted tutorials and intervention groups based on STAAR, MAP, and PMA data. She helped design a tutorial rotation schedule that strategically leveraged each teacher's instructional strengths, ensuring students receive focused and effective reading support. This work reflects her belief that every student can succeed when instruction is intentional, collaborative, and responsive to data.

Zarinah is also a master teacher whose classroom exemplifies best practices in student engagement and learning. Her students are seen, heard, and valued. Kagan structures and collaborative learning are cornerstones of her classroom, and whenever I visit, I observe students actively engaged in meaningful conversations, clearly understanding their roles, and providing thoughtful feedback to one another. Engagement is consistently at one hundred percent. As one colleague shared after observing her classroom, "The kids are so engaged that they look like they have forgotten that they are in school." Zarinah's classroom is truly magical, and that magic is the result of intentional design, thoughtful planning, and deep care for students.

Zarinah's character shines well beyond the classroom walls. While overcoming her own personal challenges with remarkable resilience, she lives her life with gratitude and faith and models these values for both students and colleagues. Each year, she has her students create holiday greeting cards for seniors in nursing homes and invites other teachers and classes to participate. This meaningful tradition reflects her belief in service, kindness, and the importance of teaching students the "Robinson Way"- to be thoughtful, compassionate individuals who make a positive impact on others.

Zarinah Hayes embodies excellence in teaching, leadership, and service to others. Her influence is felt in classrooms, professional learning communities, across the campus, and throughout the Robinson community. She consistently goes above and beyond to ensure student success, and her presence makes everyone around her better. For these reasons, I wholeheartedly recommend her for the 2026 Teacher of the Year award.

Sincerely,

Lasma Jekabsone-Berrouet
Principal
Robinson Middle School