Wilson Middle School 2026

Kelly Carlson

Wilson Middle School - Middle School Math Teacher & Department Chair – 6th Grade Math / Algebra 1, Grades 6-8
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Teaching Philosophy

"Behind every successful student is a teacher who believed in them"- unknown.

This quote is not just something I believe; it is something that I live every day in my classroom. I believe that every student can learn, and every student deserves an educational experience that helps them grow, discover their potential, and expand their possibilities for the future. My role as a teacher is not simply to deliver content, but to create a learning environment where students feel valued, supported, and confident in their ability to grow. Outstanding teaching begins with belief. Belief in students, belief in the power of relationships, and belief that learning should be meaningful, empowering, and lifelong.

Coolio once sang, "They say I have to learn, but nobody's here to teach me. If they can't understand it, then how can they reach me?" One morning on my drive to work, hearing these lines stopped me in my tracks. It was a moment of clarity that confirmed my belief that relationships must come first in teaching. Students are more willing to engage in challenging learning when they feel understood, supported, and safe. I intentionally create a classroom culture rooted in trust, encouragement, and high expectations. One way I do this is by recognizing and reinforcing positive learning behaviors and not just correct answers. I celebrate perseverance, asking for help, correcting mistakes, helping peers, and taking academic risks. By acknowledging these behaviors, I communicate that learning is a process and that effort, inquiry and grit and what lead to continued growth. This approach establishes clear expectations, strengthening relationships that often continue long after students leave my classroom.

Trust is important when building relationships with students and parents. Trust in the classroom is especially important when asking students to take academic risks and stretch beyond their comfort zones. This year, I encouraged a student to consider moving into an Honors-Level math class. An opportunity she had not been offered before and one made possible by my transition from teaching eighth-grade to sixth-grade math. Understandably, she and her family were unsure whether she belonged in that class. We worked together to discuss the challenges of an honors class, the students' fears and the parents' concerns. She chose to take on the challenge because she and her parents trusted that I would support her and that I truly believed in her. Watching her thrive in a more rigorous setting, even when challenged, has been deeply meaningful. It has been a powerful reminder that belief, when paired with support, can change the way a student sees their own potential and they often exceed their own expectations.

While standards and curriculum guide what I teach, my students' diverse learning needs drive how I teach. After sixteen years of teaching eighth-grade math and Algebra, I volunteered to move to sixth grade to fulfill a campus need. This transition has given me the opportunity to grow as a teacher as I learn a new set of standards and the similarities and differences between the behaviors and development of sixth-grade and eighth-grade students. This transition reinforced the importance of collaboration and flexibility. Through my Professional Learning Community, I work closely with colleagues to differentiate instruction, scaffold learning, and design learning experiences that ensure all students are able to engage with grade-level content. My instructional approach often includes inquiry-based learning that allows students to use prior knowledge, problem-solving skills, and curiosity to uncover new concepts. When direct instruction is necessary, I intentionally pair it with collaborative activities so students can process, apply, and discuss their learning with peers. My goal is always to challenge students while providing the support they need to succeed. As I am writing this essay, one of my students just sent me an email thanking me for my teaching style. He said, "I really just wanna say thank you right now. I say this because today I had a breeze in Kumon doing all of the exponent things! And that really gave me the relief that I needed, since I've been struggling there for the past few days. Moreover, I firmly believe that your teaching style is truly the best, from clearing out distractions to a way of making everything seem simple, it all just makes sense to me." Reading this message reminded me that thoughtful instruction and support can ease frustration, build confidence, and help students reflect on their own growth.

My belief that every student can learn, and every student deserves an educational experience that helps them grow, discover their potential, and expand their possibilities for the future is why I have been an active member of the curriculum writing team for Plano ISD. The work with the curriculum team has given me the opportunity to collaborate with educators across the district to design meaningful student learning experiences. Knowing that the lessons and resources I have helped develop are being implemented by teachers and experienced by students beyond my campus is an honor and deeply motivating. This work echoes my belief that thoughtful curriculum and strong collaboration can impact student learning on a large scale.

I often tell my students that I have three goals every day: that we feel safe, that we learn something new, and that we have fun accomplishing the first two. I want my students to enjoy their time in my classroom as we learn and grow together. Some of the most meaningful rewards are teaching come from witnessing small but powerful moments of growth. This year, a sixth-grade student struggled with division involving decimals. She persisted, welcomed, listened to and applied feedback and kept trying. One afternoon, she asked me to check her work. When I told her she was correct, she looked at me and said, "That's the first time I did that right the first time." Her smile expressed the pride and confidence she felt in that moment. As an added reward, as I walked away, I saw her and her partner celebrating her success together. Having a classroom where students feel safe, connected and where hard work and success are celebrated together is something I am proud to create and share with my students every day.

I bring energy, passion, joy and enthusiasm into my classroom every day. I want students to know that I enjoy what I do and what I teach but most importantly, that I truly enjoy teaching them. I strive to create a space where students feel safe to take risks, celebrate growth, and develop a love of learning that extends beyond my classroom. I hope my students leave my classroom carrying not only academic knowledge, but also the confidence and belief they need to apply those skills throughout high school and into the futures they choose for themselves. This year, I had a full-circle moment when one of my former students, now a Plano High School Senior, returned to share that my class inspired her to pursue a career in teaching, specifically teaching mathematics. Hearing that my classroom helped shape her future was a profound reminder of the lasting impact educators can have on the lives of our students.

Teaching is deeply rewarding because it allows me to help students see what they are capable of becoming. If students leave my classroom believing they can find the joy in overcoming challenges, advocate for themselves, and continue learning with confidence, then I know I have fulfilled my purpose. Teaching is my purpose, and believing in students, especially when they need it the most, is the most important work that I will ever do.

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Principal's Recommendation

To the Teacher of the Year Selection Committee:

It is my honor to write this letter as the principal recommendation for Wilson Middle School's nominee for Plano ISD District Teacher of the Year, Kelly Carlson. In my role as campus principal, I have the privilege of observing many excellent teachers. It is rare, however, to encounter an educator whose work so consistently changes the trajectory of students' lives. Mrs. Carlson is one of those educators.

Mrs. Carlson is a master teacher whose influence reaches far beyond the walls of her classroom. She teaches with an unshakable belief that every student is capable of learning and worthy of being seen, especially in moments when they cannot yet see that potential in themselves. This belief is not simply a philosophy; it is a commitment she honors daily. It is reflected in the way she speaks to students, the care with which she designs instruction, her refusal to give up on a struggling child, and the quiet, steady way she carries belief for students until they are ready to claim it on their own.

At the heart of Mrs. Carlson's teaching is relationship-building. Her classroom is a place where students feel safe to take academic risks, make mistakes, ask questions, and persist through challenges. She intentionally recognizes effort, perseverance, curiosity, and growth, understanding that confidence develops when students know their work and their courage is valued. Students in Mrs. Carlson's class are encouraged to speak, write, reflect, question, and revise their thinking while making meaningful real-world connections. Inquiry is embedded, reflection is expected, and growth both academic and personal is always the goal.

Mrs. Carlson's instructional approach aligns seamlessly with the International Baccalaureate framework because it is rooted in purpose, not compliance. She does not treat the IB Learner Profile as a set of posters on the wall, but rather as daily practices modeled for students and colleagues alike. Her lessons are thoughtfully designed experiences rooted in inquiry, reflection, and conceptual understanding, helping students see themselves as thinkers, communicators, and global citizens. Students leave her classroom not just knowing more math, but believing more deeply in themselves. 

Beyond her classroom, Mrs. Carlson is an instructional leader of the highest caliber. As Math Department Chair, she leads with vision, organization, and heart. She consistently models best practices, willingly pilots new instructional strategies before sharing them with her team, and strengthens PLC work through clear communication, thoughtful planning, and a collaborative mindset. Her leadership has elevated instructional quality not only within the math department, but across multiple classrooms on campus.

This year, Mrs. Carlson's commitment to students was demonstrated in one of the most profound ways I have witnessed as a principal. When a significant campus need arose, she did not hesitate. After sixteen years teaching 8th grade math and Algebra I, she selflessly volunteered to move down to 6th grade and split grade levels prioritizing student needs across the campus above her own assignment preferences. This decision required learning an entirely new curriculum, adjusting to a different developmental level of learners, and navigating unfamiliar challenges while continuing to teach Algebra I and fulfill her leadership responsibilities. It was not easy. It was not comfortable. It was not required. She did it anyway because students needed her.

That choice speaks volumes about who Mrs. Carlson is. She did not make it for recognition. She made it because she believes teaching is an act of service, and students come first.

Mrs. Carlson's impact on our campus extends far beyond academics. As cheer sponsor, she plays a vital role in shaping campus culture and student belonging. Through cheer, Kelly builds confidence, leadership, teamwork, and pride in being a Wilson Ram. She is often a steady, trusted adult for students who need encouragement, structure, or reassurance. Her work creates leaders, strengthens school spirit, and contributes meaningfully to the positive climate of our campus. 

Kelly is deeply committed to our campus community. She is visible in hallways connecting with students, stays late to support learners and programs, mentors colleagues, and willingly takes on additional responsibilities not for recognition, but because she cares deeply about students and staff. She balances high expectations with kindness, professionalism with joy, and hard work with gratitude. She leads with humility, positivity, and a clear focus on what is best for students. 

Perhaps most telling of Mrs. Carlson's impact are the stories shared by her students and former students. Those who gain confidence in math for the first time, those who take academic risks because they trust her, and those who credit her classroom with inspiring their future careers. Mrs. Carlson's work reminds us that sometimes students borrow an adult's belief in them until they are ready to carry it themselves.

Kelly Carlson is an extraordinary educator, leader, and role model. She embodies instructional excellence, servant leadership, and a profound commitment to students. I give her my strongest recommendation without reservation and believe she is exceptionally deserving of recognition as Plano ISD District Teacher of the Year.

Sincerely,

Natalie Bauerkemper
Principal
Wilson Middle School