While our top teachers come from different schools — public and private — different areas of town — urban districts and rural areas — and different backgrounds and experiences, they all share an immense passion for what they do.
At some point, during each interview, every teacher said they couldn’t imagine doing anything else. Though some previously worked in industries that would lead to more financial security, none had positions as personally rewarding as being an educator.
As the magazine has done in years past, we’re honoring five private and five public school teachers. We begin this process by asking our readers to submit votes through our website, fwtx.com, where students, parents, fellow teachers, and staff members can explain why their nominee is deserving and dote on their favorite teacher. After collecting the nominations, we vet the final list through the teachers’ headmasters and principals.
Jessica Brooks
Jessica Brooks
First grade, Walnut Grove Elementary School
The amount a student changes through a school year directly correlates with the age of the student — a junior in high school, for instance, won’t go through nearly as many changes as a first grader. Witnessing this growth in youngsters is what Jessica Brooks of Walnut Grove Elementary School enjoys most about teaching. “I love seeing the drastic difference socially, emotionally, academically, and even physically — they’re so much taller and bigger than the 5-year-olds and 6-year-olds who came to me in August,” Jessica says. “Just the fact that in nine months, their whole world changes and changes for the better is really amazing to witness and play a part in.”
At Walnut Grove, they embrace cooperative learning, an educational approach designed by learning guru Dr. Spencer Kagan. The idea is to break students of individual learning and, instead, work in groups to solve academic problems. Students become teachers, explaining and assisting classmates who might not fully grasp course material. “It’s all about team building,” Jessica says. “It boosts children’s confidence because they’re getting encouragement from their peers, which is huge when you’re a 6-year-old.”
Senior superlative: Most likely to break into song and dance in the classroom
Favorite song: “Treat You Better,” by Shawn Mendes
Favorite quote: “I can do all things through Christ who strengthens me.” ‒ Philippians 4:13
Kenyail Carr
Kenyail Carr
Algebra and geometry, I.M. Terrell Academy
Kenyail Carr’s resume is as impressive as it gets: graduating second in her class at Grand Prairie High School, playing softball at the University of Tennessee, graduating with honors with a degree in engineering, and being named one of FWISD’s Teachers of the Year in 2019. But perhaps her greatest achievement is securing a 100% pass rate from her students for the state standardized STAAR exam for the past two years at I.M. Terrell Academy. Her students have also sported a 37% mastery of algebra — some of these students, Carr says, had never passed the exam before.
Carr teaches algebra and geometry via the STEM program, which is a nontraditional program that students must apply to attend. The program integrates science, technology, engineering, and mathematics and focuses on the skills necessary to think critically and solve problems.
On teaching via STEM, Carr says, “The students come out as well-rounded individuals. Their perspective is more of a global perspective when they leave our school. And they’re prepared to go in multiple directions no matter what path they choose. Whether it’s college or career, I think they’re ready for both.”
Senior superlative: Most likely to impact those around me to reach their full potential
Favorite song: “Smile,” by Tasha Cobbs
Favorite quote: “I can do all things through Christ who strengthens me.” ‒ Philippians 4:13
Ryan Churchward
Sixth grade global studies, Trinity Valley School
The 17 global goals adopted by the United Nations include such objectives as ending poverty, providing quality education, and ending global climate change. The goals are intended to be achieved by 2030, and Ryan Churchward of Trinity Valley School is pulling his weight to achieve them.
A sixth grade global studies teacher, which introduces students to other cultures around the world, Ryan teaches his class through the lens of the global goals. “For instance, when we talk about Africa, we’ll talk about poverty and famine and why it exists there. But we’ll also talk about the continent having some of the world’s largest growing economies. It’s important for students to know that these problems are felt worldwide.”
Growing up in the cornfields of Springfield, Ohio, Ryan never went on an airplane until his sophomore year of high school when he went on a mission trip to China. “I can’t say I had a whole lot of empathy for other cultures growing up because I wasn’t exposed to it,” he says.
“My goal is to help my students understand what the world is like outside of the little bubble they live in,” Ryan says. “I want students to love diversity, love people who are different from them, and understand the value of other cultures.”
Senior superlative: Most likely to uproot and move to another country just because*
Favorite song: “Fix You,” by Coldplay
Favorite quote: “Do what you can to preach the gospel. When necessary, use words.” – Saint Francis
*Ryan doesn’t plan on going anywhere anytime soon because he loves where he’s at and what he does.
Brittany Clonch
Pre-K, Como Elementary School
According to Brittany Clonch, a pre-K teacher at Como Elementary School, something teachers always need to ask themselves is “What is your why?” To find the reason for taking on the responsibility of being an educator.
“Initially, my ‘why’ was ‘I need a job for my kids,’” Brittany says. “But my why has shifted. I’ve done a lot of training in this new thing called TBRI (trust-based relational intervention), which is finding that childhood adversity is a huge indicator of kids who are going to be predisposed to misdiagnosis of ADHD and things like that. So, my why has shifted to childhood adversity and those kids within the demographic that I teach.”
TBRI recognizes the important role complex development trauma plays in a child’s education and trains caregivers to provide effective support. According to the Texas Tribune, which quoted the Texas Education Agency’s annual Texas Academic performance report, 57.3% of the students who attend Como Elementary are at risk of dropping out before graduating high school. With this new understanding and training under her belt, Brittany is one of the many who will help reverse this trend.
“As a teacher, you need to have a loving side to help students find their self-worth and their authentic self,” Brittany says. “And you need to provide that safe space for them.”
Senior superlative: Most likely to speak her mind
Favorite song: “Sounds of Silence,” by Simon & Garfunkel
Favorite quote: “Fear is the opposite of joy.” – Anonymous
Brad DeBorde
Theater, The Oakridge School
Brad DeBorde of the Oakridge School comes from a family of teachers. His father taught physical education to special needs children, and his mother was the first female athletic director of DeSoto ISD. So, it seemed inevitable that Brad would someday demand the attention of students at the front of a classroom. Going with theater as his subject of choice was his way of rebelling, Brad jokes.
Yet, despite his legacy and predisposition to being an educator, Brad sees a lot of parallels between himself and his students. They’re all growing together. “Those first five years as a teacher, you’re a young punk and think you know everything,” Brad says. “And then you settle in and realize ‘Oh, teaching is also a lifelong learning position.’ So, like your students, you grow and you mature.”
In addition to theater, Brad is also a writer of high fantasy novels for young adults and teaches a seminar course on independent publishing. “My students spend half the semester writing a novel or novella, and [I] teach them how to self-publish or find literary agents. We’ve actually had about 12 students published now. It’s kinda cool that a kid can enter a college interview and say, ‘Hey, here’s my novel.’”
Senior superlative: Most talented
Favorite song: “The Dance,” by Garth Brooks
Favorite quote: “That’s what dads do.” – Brad’s dad
Jennifer Gilmore
Second grade, Bruce Shulkey Elementary School
Happy students learn. This is the mantra of Jennifer Gilmore, a second grade teacher at Bruce Shulkey Elementary School. She goes out of her way to make her students smile, whether it’s braiding students’ hair before the morning Pledge of Allegiance or promoting an environment that gets students up, moving, and interacting.
“I want people to talk,” Jennifer says. “This is the best way to learn the English language.”
Appropriately, it was a second grade teacher, Ms. Pile, who inspired Jennifer to become an educator — against the advice of her mother, mind you.
Ms. Pile was trying to explain temperature fluctuations throughout the day — why it’s one temperature in the morning and another in the afternoon.
“I remember thinking, I don’t like how she’s explaining that,” Jennifer says. “I could do it better. So, I raised my hand and offered to do it better. She smirked at me, gave me the chalk, and said, ‘Come up here and do it.’ So, I explained it to the whole class, why the temperatures change. She looked at me and said, ‘You should be a teacher.’
“She could’ve been offended. But she saw there’s something valuable in that ability to explain things to others.”
Senior superlative: Most likely to succeed
Favorite song: “Hey, Soul Sister,” by Train
Favorite quote: “Anything can be accomplished with a lofty attitude.” – Aunt Barbara
Kathryn McBroom
Chemistry, Kennedale High School
When students first enter Kathryn McBroom’s chemistry class, she knows she’s working with a clean slate. Unlike math and English, where basic principles are applied throughout, students arrive to a chemistry class with very little knowledge about the subject matter. This makes Kathryn’s job both exciting and challenging.
“At the beginning of the year, I show them where we’re headed, and I give them a crazy problem. They think ‘There’s no way,’” Kathryn says. “But by the end, they’re speaking this whole new language. They’re doing stoichiometry problems and writing equations.”
While Kathryn might have to tweak her teaching method, thanks to COVID-19, she’s steadfast in her belief that community breeds a positive learning environment.
“I think all meaningful learning, whether it’s in chemistry, English, or in the workplace, takes place in communities,” Kathryn says. “I’m not sure how it’s going to work next year with all the COVID stuff going on, but we sit in learning groups. It could be groups of two, 10, or whatever. It’s up to the students.”
Unlike the rows of desks facing the front of the class that have become the typical diagram of classroom seating, Kathryn has flexible seating that allows students to sit where they please and with whom they please.
“It’s my favorite thing to see them put their cell phones away and hear them talk about chemistry,” Kathryn says. “To hear 17-year-olds talk about chemistry is super exciting to me.”
Senior superlative: Most likely to go back to school
Favorite song: “Seasons of Love,” from “Rent”
Favorite quote: “To love another person is to see the face of God.” – Victor Hugo, Les Misérables
Lynne Pendergrass
First grade, All Saints Episcopal School
Some people are born educators. The classroom is a place, even as early as kindergarten, where they feel at home. Lynne Pendergrass, a first grade teacher at All Saints Episcopal School, is one such person. Whether as a student or a teacher — she just received a PhD in curriculum instruction from the University of North Texas — Lynne’s life has been nothing but school since she could remember.
“I can’t ever remember wanting to be anything else,” Lynne says about being teacher. “I was one of those kids who used to play teacher with a chalkboard we had in our basement.”
While there’s little doubt Lynne at one point in her life was what some envious students would call a teacher’s pet, it’s important to her as an educator to refrain from playing favorites. “I had a parent of a student once tell me that her child said, ‘Mom, Ms. Pendergrass is really fair. She loves us all, and she treats us fairly,’” Lynne says. “I do. I love them all. They don’t all need the same thing, but I think at the end of the day, they understand what I’m giving them is what they need, and I’m going to treat them all fairly. I’ll never have a favorite student.”
Senior superlative: Most likely to ask questions
Favorite song: “Take It Easy” by The Eagles
Favorite quote: “I can do all things through Christ who strengthens me.” ‒ Philippians 4:13
Vicky Robertson
AVID at Polytechnic High School
It’s an unfortunate and terrible fact: Not all students have the same opportunities. While the majority of those attending private schools and coming from affluent families are predestined to attend college, those who come from lower-income families will ultimately have a more difficult path. The AVID program (Advancement Via Individual Determination) is a college preparatory course for first-generation, low-income students.
“Kids always say, ‘Yeah, I’m going to go to college,’” Vicky Robertson, who teaches AVID at Polytechnic High School, says. “They say that from the time they’re in elementary school. But they don’t know what it’s going to take.”
Vicky, who in addition to teaching at Polytechnic was also a third-generation attendee of the school, challenges her students in an effort to develop their college preparedness. And it’s not just SAT preps and learning the admissions process (though that’s part of the curriculum, too). The course also implements Socratic methods of learning and emphasizes organization and self-exploration.
“I love my kids,” Vicky says. “They are some of the hardest-working people. Their parents are good, hardworking people. I wouldn’t want to be anywhere else.”
Senior superlative: Most likely to come back to her community
Favorite song: “We Are Family,” by Sister Sledge
Favorite quote: “There are two ways to be fooled. One is to believe what is not true; the other is to refuse to accept what is true.” – Soren Kierkegaard
Chris Swinney
Bible studies, Southwest Christian School
In the Marine Corp from 2000 to 2008, Chris Swinney maintains that he was supposed to be a pilot. “[Teaching] was never part of the plan,” Chris says. “But after I got deployed, came back home, and started working with students, I realized this is what I loved.”
Chris loves using the classic metaphor “fork in the road” to describe both his journey to becoming a teacher and the challenges his students face on a daily basis. Chris’ fork came when Southwest Christian School offered him a teaching job despite the fact that he still required some schooling. The two came to a mutual agreement, and Chris left the Marines to become a full-time Bible teacher and praise leader at the school. According to Chris, he’s taught a little bit of everything as far as Bible is concerned, and he leads a full band (guitar, bass, keys, drums, etc.) that leads the school each week in chapel.
“I never had this plan,” Chris says. “I see every student as having a fork in the road, and they’re trying to figure out which direction to go. I’m sure every person has had those experiences. I just found a longing, a desire, to want to help students see that fork in the road clearly.”
Senior superlative: Most dependable
Favorite song: “Graves into Gardens,” by Elevation Worship
Favorite quote: “Let all that you do be done in love.” ‒ 1 Corinthians 16:14
