Shepton High School 2026

Marcie Ashford

Shepton High School - Social Studies & ESL Teacher, Grades 9-10
E-mail congrats

Teaching Philosophy

To teach is to serve a community and its future.

Much like my unexpected move to Texas in 2013, I did not originally plan to become a teacher. Looking back, however, both paths make sense. I grew up in small-town Wisconsin, a place that truly valued and supported its young people. Doctors, farmers, and business owners alike held high expectations while offering care and guidance for everyone's kids. Education was not the responsibility of schools alone; families, teachers, and even bus drivers shared in the work of raising the next generation. Those formative years shaped my understanding of education as a shared civic responsibility.

In the spirit of John Dewey, I see teaching as a civic act, rooted in relationships and responsibility to the community. That understanding begins in the classroom, where students first learn what it means to belong and to contribute. I teach students in early adolescence, a pivotal stage when they are capable of abstract thought and just beginning to step into responsible adult roles. My classroom provides a safe and purposeful space where students engage meaningfully with one another and connect their learning to the broader world.

A few years ago, I noticed that our campus was becoming increasingly divided, particularly along language lines. Students shared the same halls but were often unable to communicate with one another. Teaching World History E (for Emergent Bilingual students) and working closely with newcomer students made this divide impossible to ignore. In response, and informed by my experience teaching English in Taiwan, I sought ways to build both language skills and student connection. This year, I designed a Language Exchange program involving over 300 students, nearly 20 percent of our campus, engaging them in weekly language practice that is structured yet informal. While the official goal is to increase students' English language proficiency, my secret hope is to foster a few true friendships between our student groups and to develop leadership in our newcomer population. Projects like this help students develop academic confidence while fostering belonging and shared responsibility across our school community.

Meaningful Learning

Meaningful learning prepares students not only to succeed academically, but to engage thoughtfully with the world outside of school. Moving from the classroom into the broader world, my Gifted and Talented Humanities students balance high academic expectations with meaningful opportunities to connect learning beyond our campus. Students wrestle with complex ideas in history, literature, and art through simulations, debates, and creative projects, experiencing learning not as isolated content but as an authentic process.

Whether through field trips funded by the Plano ISD Education Foundation to the Winspear Opera House or through independent Humanities Arts experiences, where students patronize local museums, galleries, and cultural venues and write authentic art critiques, my students learn to engage thoughtfully with their community. These experiences prepare them for life as informed, culturally connected citizens of our region and world.

Rigorous, authentic learning also happens within our collaborative classroom walls. In a flash fiction project, for example, students refine their writing through peer feedback, learn the publication process, and optionally submit their work for consideration to real publishers. Through this process, students discover that their ideas aren't solely for a teacher or a grade, but that their voices can reach and impact the wider world. When students see their learning matter beyond the classroom, they begin to see themselves as contributors, not just learners.

Community and Civic Responsibility

My philosophy of civic responsibility has been deeply shaped by my work with the PAL (Peer Assistance Leadership) program, where leadership and community connection are central. Year after year, students continue to surprise me with their enthusiasm and capacity to make a meaningful difference at Shepton and throughout Plano. Through PAL, students learn that leadership is not about recognition or popularity, but about responsibility, collaboration, and service.

For several years, PAL students have completed a capstone project as the culminating experience of the course. These projects have included giving back to elementary and middle schools, partnering with local nonprofits, and creating meaningful and fun connections within our own school community. Through this work, students learn to organize and navigate real-world challenges: permissions, timelines, paperwork, budgets, and community partnerships. In doing so, they discover that influence comes from commitment and follow-through, and that flexibility is a key skill in event planning.

This philosophy also guides how we approach school-wide initiatives. In recent years, we have intentionally reimagined Red Ribbon Week programming to strengthen its connection to our community. Last year, I worked with PTSA to invite a special guest, a former student who arrived at age twelve from Venezuela, to share his experiences with our students about his university experience and how he has forged a successful life in Plano. His personal, relevant stories inspired many of our newcomers who often struggle to find a path forward and a future here.

This year, we came full circle by bringing the Red Ribbon Week message back to students and staff themselves. We invited members of our own school community to share personal reflections on healthy choices and resilience, demonstrating that meaningful role models are often not paid motivational speakers, but the person sitting one row over in a classroom. In these moments, students see civic responsibility not as an abstract ideal, but as something lived daily within their own community.

Commitment to Community

Throughout my years at Shepton High School, my commitment has extended beyond students to include colleagues, families, and the broader school community. While winning "best cornbread" in our campus chili cook-off is certainly a key achievement in my career, my deeper contributions have come through service: participating in the district mentoring program, serving for two years as the campus CARE team facilitator, and continuing to lead Full Circle sessions that provide space for staff to connect and process the challenges of our work.

I have also maintained strong relationships with families. Shepton is my neighborhood school, and I could not imagine working anywhere that is not part of my own community. From my early involvement as a Brinker PTA member for my own children to my ongoing commitment at Shepton, including lifetime membership in the National PTSA and a board position with a local National Charity League chapter, I have worked to connect parents, teachers, and students around a shared purpose, educating and supporting the young people we all live alongside.

As a teacher at Shepton High School, I am lucky to work with young people in my own neighborhood. From mentoring students in the classroom to seeing them walk up my sidewalk as trick-or-treaters each Halloween, I witness the full arc of their growth. By fostering intellectual growth and civic responsibility, I help students see themselves not only as learners but as valued contributors to the world around them. Plano might differ a lot from small-town Wisconsin, but our community's shared commitment to children's academic and civic growth looks the same.

---

Principal's Recommendation

Dear Teacher of the Year Selection Committee:

It is with great pride and enthusiasm that I nominate Mrs. Marcie Ashford for Plano ISD's Teacher of the Year. Mrs. Ashford exemplifies the very best of what it means to be an educator in Plano ISD, combining academic excellence, innovative instruction, quiet leadership, and a deep, unwavering commitment to students and colleagues alike.

Mrs. Ashford currently serves as an ESL, Humanities and World History teacher at Shepton High School, where she teaches within our rigorous two-year Gifted and Talented Humanities program. Her instructional expertise spans English I Honors, AP World History, ESL, and On-level World History, and she consistently differentiates instruction to meet the needs of all learners. Mrs. Ashford has revised curriculum to align with multiple College Board updates, created immersive simulations and interdisciplinary projects, and designed engaging lessons that bring history and literature to life. Her classroom reflects high expectations, intellectual curiosity, and a welcoming environment in which students feel both challenged and supported.

Beyond the classroom, Mrs. Ashford's impact on our campus is profound and far-reaching. She serves as the sponsor for Peer Assistance Leadership (PALs), mentor’s student leaders through peer mediation and service initiatives, and plays a vital role on the Plano ISD CARE Team, supporting both staff wellness and student character education. She has also relaunched and advised our award- winning Environmental Club, coached Mock Trial and Debate, served on the Plano ISD Gifted and Talented Advisory Board, supported AVID students, and mentored new teachers at both the campus and district levels.

What makes Mrs. Ashford truly exceptional is that she accomplishes this extraordinary work with humility and quiet determination. Colleagues frequently remark that she is someone who "lets her work speak for itself." She does not seek recognition, yet she consistently takes on daunting projects, approaches challenges with patience and confidence, and finds creative solutions even when success is not guaranteed. Her willingness to tackle complex initiatives and thoughtfully elevate those around her has had a lasting positive impact on both students and staff.

Mrs. Ashford's influence on students is equally powerful. Students describe her as kind, thoughtful, and deeply invested in their growth, not only academically, but personally. One student shared that Mrs. Ashford taught them how to be an insightful and dedicated learner, while another noted that her class became their favorite because of the genuine relationships she builds with every student. Students consistently feel seen, included, and inspired in her classroom, and many credit her with shaping who they are as learners and individuals. Here are some direct quotes from her students:

"I would like to say thank you to Mrs. Ashford for all the effort and hard work she puts into humanities every day, but she doesn't just put effort into humanities. In PALS she always goes above and beyond. Whether it's coordinating fun activities for us, or even just bringing us fun snacks, I know on behalf of me and the whole PALS class we are so extremely grateful for her! She's always someone I can talk to at school and I'm so appreciative of everything she has done."

"Mrs. Ashford is a kind, thoughtful, and hardworking teacher. She has not only taught me the characteristics of Renaissance paintings, but overall how to be an insightful and dedicated student. She is so easy to talk to and has made humanities not only an enjoyable experience, but my favorite class. She connects with every student on a personal level and has such a radiant personality. It is clear to every student walking into her class that she genuinely loves her job and puts visible time and effort into every lesson she teaches. I would not be half the student I am today if it were not for Mrs. Ashford and she is beyond deserving of Shepton's teacher of the year award."

Mrs. Ashford's academic background further reflects her commitment to excellence and lifelong learning. She holds a Master's degree in Asian Studies from the University of California, Berkeley, and a Bachelor's degree in Economics from the University of Kansas, where she graduated with honors. Her global perspective and interdisciplinary expertise enrich her instruction and help students connect their learning to the world beyond the classroom.

Mrs. Ashford is patient, confident, creative, and deeply dedicated to her profession. She elevates students through her instruction, supports colleagues through her leadership, and strengthens our campus through her service. For these reasons, I wholeheartedly believe that Mrs. Marcie Ashford is the perfect candidate and fully deserving of Plano ISD's Teacher of the Year honor.

Sincerely,

Andy Jacob
Principal
Shepton High School