ATPE member Isela Russell is a third-grade Spanish immersion teacher at Lewisville ISD’s Wellington Elementary, and she was recently named a finalist for Texas Teacher of the Year in the elementary category. Her struggles as a young student, passion for teaching, and ever-growing list of accomplishments make her an inspiration for educators everywhere.

ATPE sat down with Russell to talk about her journey, what motivates her, and what it means to “make pigs fly.”

Talk to us about your journey from where you started to where you are now.

Before I joined the Wildcats at Wellington Elementary, I was at a Title I campus in Leander ISD for four years. There, I was a fifth-grade bilingual math teacher and later the instructional specialist for the campus. Prior to that, I worked in Irving ISD for nine years as a fifth-grade bilingual math teacher and later the academic specialist for the campus. Before we transferred to Texas, I started my career in California with three years as a self-contained bilingual fifth grade teacher.

When my family decided to stay in the United States [when I was a child], I was repeating third grade due to the language barrier. I felt lost, which is one of the reasons I wanted to become a teacher—so I could prevent students from feeling unseen or lost. I currently teach third grade to students who are learning their second language. I know exactly how they feel as they are processing a new language. Starting my elementary years in third grade and currently teaching third grade makes me feel like I have come full circle in my career.

What does becoming a finalist mean to you?

Becoming a finalist for Texas Teacher of the Year is a tremendous honor and something I never dreamed I would accomplish. I am incredibly humbled and speechless that this opportunity was given to me, and I will cherish these moments for ever. I work alongside some incredible educators, and there are thousands of amazing teachers in the great state of Texas. To be named a finalist is the cherry on top of my career. I am sincerely grateful to TASA for honoring teachers and our contributions to education.

As an inspiration to teachers all over the state, who inspires you?

First, my family inspires me—my husband, John, and my two beautiful daughters, Isabella (11) and Emma (9). I would not be able to pour thousands of hours into our community without their support. They have been by my side throughout countless hours of potlucks, grading and lesson planning, and reaching out to parents.

I believe our profession is about team effort, and that is something that cannot be done alone. I have been blessed to be surrounded by colleagues and administrators who have supported me throughout the years, and every single educator I have worked alongside gives me inspiration. I always look to learn from others, and through collaboration and communication, we achieve a common goal.

Finally, the parents and students whom I serve inspire me. It is their joy and passion for learning and collaborating that motivates me to serve and give back. 

What led you to become a teacher?

There are several instances in my life that led me to become a teacher. Sitting in a class feeling lost and not smart due to a language barrier is something I do not wish upon any student. Being the oldest out of four siblings, I had certain responsibilities that children my age [typically] did not have, and it made me believe that I was destined to fail. I believed I had missed my chance at an education and the ability to financially support my family.

However, my middle school P.E. teacher, Mrs. Martindale, inspired me to want to be a servant leader. She believed in me, saw me, pushed me, mentored me, guided me, and helped my family in ways I never imagined anyone could. She gave us hope and a way to see life differently. Mrs. Martindale; her husband, Cal; and the generosity of my friends Peggy, Stephanie, and Judy inspired me to grow and be successful.

Once I was already a teacher, I asked Mrs. Martindale how I could ever repay her for everything she did for me and my family, and she said, “Just pay it back one student at a time.” This has been my life goal and mission ever since. Daily, I am reminded of the magic of public education and what it did for me. And this motivates me to continue to pay it back as an educator.

What has been the most significant challenge of your teaching career?

The biggest challenge of my teaching career has been adapting to the aftermath of COVID-19. My colleagues and I are constantly reminded that it is not the same as it used to be. The aftermath has taught us so much about ourselves, how we deliver instruction, and what our current students really need. However, this is what our profession is all about. We must adapt to the circumstances and continue to teach the best we know how.

Our students—now more than ever—are part of the formula to move forward. It is not only about delivering content with expectations and routines. But also we must consider our families’ and students’ social emotional needs so we can work as a team and prepare them for the future. If we do not, this is something that will backfire, and we will begin to lose amazing educators and students. 

Describe a day in the life of Dr. Isela Russell.

Our day begins at 6:15 am as we get ready for school. My youngest daughter is currently at the same school as I, so we both get ready. After some breakfast and coffee, we head out to school, which is only one mile from home. At this time, my husband has already left. He is also a teacher for the same district, and my oldest daughter attends middle school a bit later than the rest of us. We arrive at our school, prepare the morning work, and get ready to receive students at 7:35 with a hug. If, for some reason, I am not at the door and I am inside the classroom, the students come find me to give me a morning hug.

This was particularly difficult for me during COVID-19 years. I still remember the moment a student said, “I am so glad we can hug now.” And I replied, “So am I.” The physical touch with our young students is just as important as the content we are teaching. They need to know we care for them and will always be there for them when they need us.

We begin our morning with me saying to all, “Buenos días, ¿cómo estan?” (Good morning, how are you?), and the students reply, “Bien, ¿y tu?” (Good and you?) and I always reply, “Muy bien, gracias por preguntar.” (I am doing well, thank you for asking.) Then we move on to morning routines, such as announcements, pledges to the flags, lunch count, and writing on our daily planner. I am a believer that daily routines are important, especially after COVID, because students feel safe and successful.

We usually move on to restorative circles and end with placing our hands in the middle and saying, “1, 2, 3, familia.” Or sometimes we yell, “I, 2, 3, sí se puede!” All this may not sound like much; however, it has helped create a nurturing environment where we both feel safe and loved, and my students are willing to take risks because they know they are in a family that listens and cares.

I am constantly telling my students that we are a family, and together, we can solve anything. I tell them that I believe in them and that there are instances where things will be difficult and challenging, but together, we will find a way to get through it. I tell them, “Sí se puede” (Yes, you can) and that they can make pigs fly. My heart is full when they help and encourage each other by saying, “Sí se puede.” It makes my day when students learn to believe in themselves by overcoming an obstacle when learning another language or solving a math problem—making pigs fly, and they share their accomplishment with me.

We begin our morning with content before I switch with my English partner—halfway through the day—to teach to another group of students, and I maintain those same expectations so they feel the love and care as well.

We then conclude our day around 2:50 p.m. for end-of-day routines. We get our backpacks, clean our desks, tidy up the classroom, and dismiss to the hall five minutes later. As I dismiss each student, we say goodbye the same way we said good morning, with a hug. Sometimes, students prefer other ways to say goodbye, such as high five or a wave, but we always say goodbye to each other. Once my afternoon duty is done, I begin to either email or call parents to share positive notes of the day.

I love to share daily pictures of the students learning through a class Facebook page as well. Once I feel I am done for the day, I always joke that “I am off to my second shift.” Then, it is time to invest my after-school hours into my family and daughters by taking them to swimming, church, or choir. We come home, make dinner, go over homework, and talk about our day. At around 9 p.m., I get to work planning for the next day or week, grading, or answering emails. Communication is very important for me, so I make sure to prioritize answering parents’ questions or concerns.

Then, I am off to bed because tomorrow is more of the same, and I need rest so I can continue to give my students the love and attention they deserve each day.

What advice would you give to a new educator?

I would advise new educators to always accept help from others. Our profession is all about collaboration and how we can grow together to help our students. Never see a class as just your own; see everything as “we” and “our.” Once that mindset changes, we can work together to help all of our students be better than yesterday. I would also advise them to never lose their “why.” Always remember why you became an educator, who motivated you, and how you pictured yourself changing the world. When moments get difficult, stressful, and challenging, always think back on your “why.”

This reflection will center you back to what you were born to do. Most of the time, things are out of our control, and we can only control how we teach and how much we love our students. Don’t allow others and politics to discourage you from helping future generations. If anything, be the voice to fight for something that you believe works best for all students. 

Share your favorite moment as an educator.

My mission has always been to help one student at a time and giving back—as Mrs. Martindale asked—is my purpose. I call Mrs. Martindale my angel, and she knows it.  She was maid of honor at my wedding, and she was able to share that special moment at the TASA banquet where they announced me as a finalist for Texas Teacher of the Year.  I could not think of better people to share that special moment with than Mrs. Martindale, my husband, daughters, immediate family, and my administrators.

Going through this experience ignited my fire and passion for why I do what I do. In many circumstances, I have helped others at the expense of my husband and daughters. They simply understand and support me in my craziness to support our community. Whether it is helping families navigate the U.S. educational system, translating for families, helping them fill out immigration forms, assisting financially, buying their first laptop, or organizing potlucks to unite families with food, this has been an experience of a lifetime. It has also allowed past students to reach out and congratulate me on this journey, and receiving the emails, letters, phone calls, texts, and Facebook messages has been the most beautiful thing I have ever experienced as an educator.

Mrs. Martindale has been and always will be a part of me, and this opportunity allowed me to see how I have become the “Mrs. Martindale” for many students. This is my favorite moment as an educator. Everything we say and do matters. Students will always remember. Even once they leave our classroom and we think they have moved on, in reality, we have touched their hearts forever. We become ONE forever. It is important to believe in ALL students and be the ONE for all. Students do not remember the special lesson plans we stayed up late to design. They instead remember the hug we gave them when they were having a difficult time or the conversations we had about “Sí se puede” and why they were not allowed to quit. We do this for our students and providing a nurturing and caring environment will allow us to move forward together, regardless of what life or politics will throw at us.

What is next for you?

I have always said that when I grow up, I want to be a professor for a teacher education program. I earned my doctorate back in 2013, and one reason was to prove to myself that I could do it. Having to repeat a grade due to a language barrier really played mind games with me for a long time. I knew the content; I just didn’t know the language, and I truly believed I wasn’t smart. With the mentorship of Mrs. Martindale and her family, I was able to become the first person in my family to finish middle school and high school, go on to higher education, and even earn my doctorate. I have remained in the classroom to be close to my daughters, but once they are older, I would like to give back to our profession in a different capacity. I would like to mentor and guide our new teachers and send them off with the belief that they were meant to go into education and that everything we say and do matters.

I love helping and collaborating with my colleagues. I think we need to work in unison reading data, lesson design, and assessment writing to better help our students. This is something I would like to pass on to the young teachers through an education program. For now, I will continue to enjoy what I do: helping one student at a time and making believers out of them with “Sí se puede” as we watch those pigs fly every day.

Fun fact:

Russell and her family enjoy overland camping where they go to primitive places. Their Wrangler Rubicon 4xe Jeep has taken them to some amazing places all over the country. They bring food and supplies for up to 12 days and go up in the Colorado mountains and the desert in Moab. They even filter their own water!

Congratulations, Isela, on being named Texas Teacher of the Year finalist! We can’t wait to see what you accomplish next.