Isabel Marsh

Teaching is one of the most powerful professions on Earth. The ability to shape a mind from a young age is both a privilege and a gift. At DualLanguageSchools.org, we honor the profession by sharing the stories of influential teachers who have made a difference in the Dual Language community. We believe that teachers deserve recognition for their first-hand involvement in shaping society, and allowing creative young minds to grow. This month’s teacher of the month, is someone who embodies the characteristics we at DualLanguageSchools.org consider to be truly influential in shaping our future leaders.

This month’s Dual Language Teacher of the Month, Isabel Marsh, was nominated by the principal of her school, Garden Hills Elementary in Atlanta, GA, because of her dedication to Dual Language programs and the biliteracy of her students. She is so invested in the success of Immersion programs that she presented a Survival Guide for Dual Immersion teachers at the Georgia Dual Language Immersion Institute. Mrs. Marsh has demonstrated such passion for her students that she even committed to meeting with her students once a week over the summer to help them maintain their Spanish. Mrs. Marsh is a dynamic example of how having teachers as a child who are dedicated to their students’ allows these students to one day become effective leaders themselves.

Mrs. Marsh is someone who goes above and beyond the classroom limitations to ensure her students’ learning, even creating a club for students to learn Spanish who were unable to participate in the Dual Immersion programs. We have chosen Isabel as our Dual Language Teacher of the Month because of her dedication, passion and dynamic approach to Dual Language education, that stems far beyond the classroom. Read more to hear about how Isabel has been such a successful role model in the Dual Language community.

How long have you been involved in education? What was your biggest influence in becoming an educator?

I have been teaching Kindergarten for 8 years. I am a passionate lifelong learner. I love to learn about how things work, why they function in the way in which they do, and how they have improved since their inception. My idea of a perfect afternoon is being immersed in a book, a documentary, or visiting a museum. I was fortunate enough to have parents that fostered this learning environment, and teachers that pushed me and challenged me to be the best version of myself I could be. I wanted to afford children the same opportunities that were afforded to me by my parents and teachers. Knowledge is power, and I am truly invested in growing great children. I consider teaching a privilege. I get to mold little minds, and teach them so many important life skills. It is truly joyful to be a teacher.

How did you arrive at Garden Hills Elementary?

I was placed as a Teach for America teacher at Garden Hills Elementary in a 100% ESOL classroom. All of my students were Latino. Garden Hills had a 75% Latino population at the time. Being bilingual helped me connect with my students and their families. After my two-year commitment with Teach for America was up, I decided to stay. My son went through Garden Hills as a student K-5 and now my daughter is at Garden Hills in Pre-K. My son had amazing teachers and my daughter will too. Our school is such a special place! No one ever wants to leave.

What is your favorite part of being a teacher?

Teaching my students in my heart language. There is nothing more beautiful to me that listening to a Kindergarten student read in Spanish. I love it when I can see the connections being made right in front of me and they get it. That lightbulb moment is magical. There’s also the honesty and humor of sweet 5 and 6 year olds. They make me laugh every single day! They are so full of love, and they are eager to compliment their teachers. There is no way to have a bad day when you are surrounded by such goodness.

Have you conducted research or presented at any national or state conferences? If so, which ones?

I have attended NABE in Chicago, and I have presented twice at GAOME, and once at GADII. This is my third year as a Dual Language teacher and I have learned a lot from our successes and our failures. I’ve also seen patterns of growth and achievement correlated to Dual Language. I would like to write a book about my experience as a teacher in this setting.

What did you bring from the research into your classroom?

One of the most important things in the success of our program is the partnership I have with my “work wife”, Kiza Draut. We have so much synergy! We truly function as two teachers of one class, not the Spanish teacher and the English teacher. We plan and collaborate daily, we prioritize tasks, divide, and conquer the load. We compromise on ways to get what needs to get done as efficiently and successfully as possible. We also would not be successful without the passion behind our administration, our district, and our families. Our principal, Stacey Abbott, has taught in a DLI setting and understands the specific challenges we face. Our Assistant Superintendent, Tommy Usher, advocated for this model because he knew it was what our students needed to succeed. Our program coordinator, Dr. Margaret McKenzie, has done everything in her power to provide us with the resources and professional development needed to do our job to the best of our abilities. And our superintendent, Dr. Meria Carstarphen, has experience with Dual Language in her previous district and fully supports this model. Without all these key players and their investment in our success, the support of our student’s families, and the partnership Mrs. Draut and I have, we could not do what we do.

What do you think makes your classroom stand out?

I have high expectations of my students. A dual immersion classroom has so many moving parts, and it is critical that my students learn to be independent, self-directed, and that they take responsibility for their learning. We have a lot of conversations about their individual goals, and the steps we need to take for them to get there. It is surprising every year how they rise to the occasion and often exceed their goals.

How do you challenge student performance/creativity outside of the classroom?

We utilize the seesaw app
for communicating with families and students . Through seesaw we are able to see how students are making a school to home connection . We get videos of students practicing their Spanish with family and friends, and showing us something they found in their home which relates to something we are talking about at school . We also make sure to invite our families to diverse cultural events taking place throughout Atlanta .

Which three words would you use to describe your school leadership?

Determined. Supportive. Tenacious.

Which three words would you use to describe your students?

Knowledgeable. Caring. Inquirers.

What does biliteracy mean to you?

Biliteracy means the ability to think in two or more languages. I want my students to be able to read, write, explain, understand, and demonstrate a high level of proficiency in two languages. Biliteracy means that my students have successfully attained the skills needed to live, work, and entertain themselves in both English and Spanish.

How have you helped your students understand the value of biliteracy?

In kindergarten, we talk about how we are learning to speak, read, and write in two languages. When one of my students says “I don’t speak Spanish” I remind them that it is not just about speaking it. That they already know more than they think. I remind them of the letter sounds they can already say, the basic skills of asking for the bathroom, for a pencil, greeting a friend, answering a question. I remind them of how special it is to be able to do that. I remind them that they can teach their parents words and phrases they don’t know and that they should be proud of their ability to do so.

What kind of impact do you see your students having in the world?

My hope is that these children are not just biliterate, but open minded, kind, supportive of equality for all, and advocates for a more just and unified world. I want them to accomplish their wildest dreams, and be the kind of people that lead, that change the world, that transform lives. I have such high hopes for them. The future is bright.

What kind of impact do you hope to have on your students?

I hope that my students leave my classroom with more than just the mastery of the Kindergarten standards they have to learn. I want them to see in me someone that loved them, cared for their futures, and planted those seeds that will make them competitive in the market place, and empathetic to people from all different backgrounds.

Author: Dr. José L. Medina