Stinson Elementary School 2026

Emily Shollack

Stinson Elementary School - Special Education, CONNECT-Structured Resource, K–5
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Teaching Philosophy

My philosophy of teaching is grounded in a simple but deeply held belief: every child belongs in education, and it is our responsibility as educators to create environments where all students feel safe, valued, and capable of success. Students come to us with diverse academic abilities, communication styles, emotional needs, and life experiences. It is not the role of the student to fit into a system that was not designed for them; rather, it is the role of the teacher to adapt instruction, supports, and expectations so that each learner has the opportunity to thrive.

As a special education teacher with a background in Speech Pathology and Applied Behavior Analysis (ABA), my work and passions have always centered on students with complex learning, communication, and behavioral needs. I have taught in an Alternate Curriculum and Functional Skills Development classroom that served students who required instruction beyond what could be provided in a general education setting. In this environment, learning was highly individualized and intentionally designed to support functional academics, communication, self-advocacy, social development, daily living skills, and long-term independence. Inclusion was thoughtfully planned for each student, ensuring they were meaningfully supported while remaining connected to their peers and the broader school community.

Currently, I teach in a Behavior Intervention Program that serves students who access the general education curriculum but require intensive support in social communication and behavior. These students need highly structured learning environments, explicit social skills instruction, and data-driven behavior supports to successfully engage in learning. My classroom integrates concentrated academic instruction with layered behavioral, social, and emotional supports, allowing students to participate in general education activities and classes when appropriate while building the skills they need for long-term success.

Across all of my teaching roles, my philosophy has remained consistent: behavior is communication, and learning cannot occur without trust. Many of the students I serve have experienced hardships, misunderstandings, or exclusion in educational settings. As a result, my first priority is always to create a classroom environment that is safe, nurturing, and predictable. When students feel emotionally secure, they are more willing to take risks, attempt challenging tasks, and engage with others. I believe that positive, authentic relationships are not an "extra" in education—they are the foundation upon which all learning is built.

I work intentionally to build trust with my students through consistency, respect, humor, and unconditional positive regard. I take time to learn what motivates each student, how they communicate, and what helps them feel regulated and successful. By honoring students' individual strengths and needs, I aim to foster a classroom culture where differences are normalized and celebrated rather than seen as barriers. My passion for neurodiverse learners and students with behavioral challenges stems from seeing firsthand how transformative it can be when students are understood instead of managed.

Instructionally, I believe in using data as a tool for empowerment rather than compliance. Data-driven decision-making allows me to design individualized behavior intervention plans, adjust instructional strategies, and monitor student progress in meaningful ways. I regularly collect and analyze data on academic performance, behavior, communication, and social skills to ensure interventions are effective and responsive. This approach ensures that supports are not static, but instead evolve alongside student growth. When students experience success, even in small steps, their confidence and engagement increase, reinforcing positive learning behaviors. The wins, big and small, must be celebrated!

To support students beyond academics, I intentionally embed character education throughout my classroom. Students benefit from explicit instruction and practice in skills such as self-regulation, respect, responsibility, perseverance, problem-solving, empathy, and self-advocacy. These skills are taught through modeling, structured practice, reflection, and real-life application. I utilize layered reinforcement systems that are individualized and strengths-based, recognizing effort, growth, and resilience. Reinforcement is not about control, but about building confidence, independence, and internal motivation over time.

Inclusion is another core value that guides my practice. I believe all students deserve opportunities to learn alongside their peers and to feel like valued members of the school community. Inclusion, however, must be purposeful and supported. I collaborate closely with general education teachers, related service providers, administrators, and paraprofessionals to ensure students are set up for success in inclusive settings. This collaboration includes shared planning, open communication, and a mutual commitment to student growth. I view myself not only as a classroom teacher, but as a partner and resource for colleagues across campus.

Equally important to me is building strong, trusting relationships with families. I make it a priority to communicate openly and honestly with parents and caregivers, celebrating successes and addressing challenges collaboratively. Families deserve to know that their child is not only supported academically but genuinely cared for as an individual. I strive to ensure parents feel confident that their child is safe, respected, and loved while in my classroom. When families and educators work together, students benefit from consistency, understanding, and shared expectations across environments.

My teaching approach is also informed by autism-informed practices that emphasize structure, visual supports, clear expectations, and respect for sensory and communication differences. I recognize that behavior often reflects unmet needs, and I aim to proactively design environments that reduce barriers to learning. By anticipating challenges and teaching replacement skills, I help students develop the tools they need to navigate both academic and social demands.

At the heart of my philosophy is a deep sense of optimism. I believe in my students, even on the days when they struggle to believe in themselves. I celebrate progress that may not always be visible on traditional measures of achievement: a student advocating for a break, using a new communication strategy, rejoining a group after dysregulation, or experiencing a moment of pride in their work. These moments matter. They are indicators of growth, resilience, and possibility.

Every student deserves an education that honors who they are while preparing them for who they can become. It is my responsibility to meet students where they are, provide the supports they need, and walk alongside them as they grow. I am committed to creating classrooms where all learners feel seen, valued, and capable—and to continuing this work with passion, purpose and heart.

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Principal's Recommendation

To the Teacher of the Year Selection Committee:

It is a distinct honor to submit this on behalf of Emily Shollack, Stinson Elementary's teacher of the year. As her principal of four years, I have watched Emily transform both our Elevate and Connect self- contained classrooms into a place of learning, joy, and high expectations. While her title is Special Education Teacher, her impact spans every hallway, every grade level, and every staff member on our campus. She joined Stinson during my first year while she was completing her teaching program and it was been an absolute joy to see her growth since her first days at Stinson.

Emily possesses an unmatched depth of knowledge regarding neurodiverse learners. In the Connect environment, where challenges can be complex, Emily is a shining light who meets every obstacle with a smile and a proactive plan. Her colleagues frequently note her ability to explain deep, complex pedagogical concepts simply, ensuring that every student receives a tailored education. She doesn't just manage behavior; she teaches self-regulation, kindness, and character. Whether she is adapting curriculum or implementing new sensory strategies, Emily ensures her students are not just present, but are actively succeeding.

Emily's greatest strengths is her commitment to real-world success. She refuses to let the walls of a self-contained classroom limit her students' potential. This year alone, she has spearheaded brilliant initiatives to integrate her students into the school community:

The Trick-or-Treat Program: Taking her class throughout the school to practice social navigation and communication.

The Snack & Coffee Cart: An Education Grant-funded vocational project that allows her students to practice math and social skills while serving staff.

Inclusion Advocacy: Emily consistently finds ways for her students to be "more than just learners," but active, visible members of the Stinson family.

In previous years, Emily partnered with our campus librarian to bring a sensory friendly library collection to our students. Additionally, she spearheads a sensory friendly fieldtrip for all Connect and Elevate students.

Perhaps the most telling evidence of Emily's excellence is the way her colleagues lean on her. She serves as a mentor to new teachers, providing advice and practical resources like visuals and behavior supports to help general education classrooms become more inclusive. She is the first to check in on a struggling coworker, the first to offer a resource, and the first to advocate for a student who isn't even on her own roster. Her leadership as a Student Council (STUCO) sponsor further demonstrates her belief that every student, regardless of their ability, can be a leader.

Emily Shollack is truly a unique educator. She takes on a field that many find daunting and does so with a level of passion and expertise that is truly next level. She has fostered a culture at Stinson where families feel safe, students feel loved, and teachers feel supported.

She represents the very pinnacle of what it means to be an educator and what any principal would look for in an employee. I recommend her to you with the highest possible level of enthusiasm.

Sincerely,

Tyronne Karl
Principal
Stinson Elementary School