Where Reading Takes Root: How Madison Lundry is Shaping Confident Learners at Hooks Elementaryby: Michelle Horton

by: Michelle Horton

On any given morning inside Hooks Elementary School, the rhythm of Madison Lundry’s classroom begins long before the first lesson is taught. There are handshakes, high fives, and fist bumps—small gestures that set the tone for something much bigger than reading instruction.

“Teaching is about more than just academics,” Lundry says. “We start our day with a morning greeting—handshake, high five, or fist bump—so students know they are welcomed and valued.” It is that blend of structure, warmth, and intentionality that defines Lundry, a fourth-grade reading teacher who was recently named Elementary Teacher of the Year. In a profession often measured by test scores and benchmarks, Lundry’s impact is best understood through something less tangible but far more lasting: confidence.

Lundry’s path to the classroom began in Flower Mound, Texas, where she spent her early childhood before a move reshaped her perspective. “I grew up in Flower Mound, Texas, and lived there until the summer after my freshman year, when I moved to DeKalb,” Lundry says. “That move ended up shaping so much of who I am—I quickly found my place in the community and spent many Friday nights on the sidelines as a cheerleader, supporting my school and making lifelong memories.”

That sense of belonging would later become central to her own classroom. After graduating from DeKalb High School in 2013, Lundry attended Texas A&M University–Texarkana, where she earned her Bachelor of Interdisciplinary Studies in just three and a half years. “During college, I completed my student teaching at Pleasant Grove Intermediate School, where I had a wonderful mentor, Tonya Taylor, who taught me so much about teaching and connecting with students—strategies I still use in my classroom today,” Lundry says.

Her personal life grew alongside her professional journey. She met her husband in 2014, and the two married in 2019. Today, they are raising two daughters. “We have been blessed with Emerson and Ellison, who are truly the center of our world,” Lundry says.

For Lundry, teaching was never a question of “if,” but “when.” “I have always wanted to be a teacher,” she says. “Even in elementary school, I loved playing ‘school’ in my free time, and that early love for teaching has just grown as I have worked with students and seen the impact a teacher can have.” Her inspiration came from someone who never officially stood at the front of her classroom. “I was inspired to become a teacher by Jonna Reed,” Lundry says. “She was not actually my teacher, but she loved and encouraged me and taught me so many important lessons about life. Seeing the impact she had on me made me want to be that kind of influence for other kids.”

That desire—to be a steady, encouraging presence—has become a defining thread in her work. After graduating in December 2016, Lundry began her teaching career at Hubbard ISD, where she taught second grade across all subjects. It did not take long, however, for her to find what would become her professional home. “I later moved to Hooks Elementary, where I now teach fourth-grade reading,” Lundry says. “I am currently in my ninth year of teaching at Hooks ISD. I had heard great things about the district before starting, and it truly felt like the right fit for me.” That feeling has only deepened with time. “I have been at Hooks ever since, and I really love the school, the students, and the people I get to work with every day,” she says.

In a close-knit district like Hooks, relationships are not just a bonus—they are the foundation. “Hooks ISD is special to me because it is such a close-knit community—everyone really has your back, and there is just not another place like it,” Lundry says. “For the students, it means they feel supported and cared for every day.”

Fourth grade is a pivotal year in a child’s academic journey, marking the transition from learning how to read to reading in order to learn. “A typical day in my classroom is pretty fast-paced,” Lundry says. “I teach in four rotations and see about 70 students a day, so I am working with a lot of different learners.” Within that structure, there is intentional space for individualized attention. “I also have two 30-minute intervention blocks where students who need extra support come back to me,” she says. “I really enjoy that time because I can work with them in a smaller group and focus on exactly what they need.”

For many students, reading can feel like a hurdle rather than a joy. Lundry works to change that perception. “I build a love for reading by making my class fun and engaging so students actually look forward to coming,” she says. “I focus on personal growth, so whether a student is reading on a second-grade level or an eighth-grade level, we celebrate every victory.” That emphasis on growth helps shift the narrative for struggling readers. “Focusing on personal growth helps struggling readers not get discouraged and see that they can improve,” Lundry says.

Her methods are as dynamic as they are thoughtful. “We might watch a short video, do sorting activities, play review games, or work in groups,” she says. “That variety really helps keep my students engaged and supports their attention spans.” Peer learning also plays a significant role. “I use a lot of peer teaching, so students are not just hearing the content from me—they are learning from each other, explaining their thinking, and staying actively involved in the lesson,” Lundry says.

Perhaps most importantly, every student has a role. “In my classroom, everyone has a place and a purpose,” she says. “Every table group has jobs—an encourager, timekeeper, and materials manager—roles that every student can contribute to, no matter their academic level.”

While academic growth is essential, Lundry is equally committed to developing the whole child. “When they walk into my classroom, they know it is a safe space where they can set aside whatever troubles they are facing outside,” she says. That environment is built through intentional connection. “Sometimes I need to pull them aside for a little pep talk or some encouragement,” Lundry says. “I support my students emotionally and socially by talking with them on tough days, helping them work through challenges, and guiding them on how to get along with their peers.”

Lundry views character development as inseparable from academic success. “I also focus on teaching respect, kindness, and responsibility so they can grow into confident, productive members of society,” Lundry says. “Helping them grow as people is just as important to me as helping them grow as learners.”

In a career filled with daily challenges and quiet victories, certain moments stand out for Lundry. “One moment that reminded me why I chose teaching was at the end-of-year award ceremony when our fourth-grade team gave a growth award to a student,” Lundry says. “They were so proud of themselves that they actually started crying.” It is in those moments that the true weight of her work becomes clear. “It was such a powerful reminder of how meaningful even small accomplishments can be to kids,” she says.

Equally meaningful are the visits from former students. “Another thing that always reminds me why I love this job is when students from previous years come back to visit me,” Lundry says. “Seeing how they have grown and knowing I played even a small part in their journey makes all the hard work worth it.”

When Lundry was named Elementary Teacher of the Year, the recognition carried special significance. “I was truly humbled to be voted on by my peers—educators I admire and look up to,” she says. “It is such an honor to be recognized by people I respect so much.” For Lundry, the award is not just a reflection of past work, but of a continued commitment to growth. “I have been working hard to grow as a teacher—going to trainings at Region 8 and even traveling to Austin a few times to help develop the STAAR test by writing passages and questions,” she says. Those experiences have broadened her perspective and sharpened her practice. “Along the way, I have made connections with other educators and picked up ideas that I have been able to bring right back into my classroom,” Lundry says. “Being recognized by my peers really feels rewarding and shows that all the effort to better myself is making a difference for my students.”

As anyone in education knows, behind every great teacher is a network of support, and Lundry is quick to share the credit. “The people who have supported me the most are my principal, Mr. Breiby, my husband, and my amazing fourth-grade team,” she says. “Mr. Breiby is open to trying new ideas and supports our growth through professional development—he really looks out for his teachers,” Lundry says. “My husband has been a huge support too—he is my sounding board when I talk about my day.”

Her team, she says, is indispensable. “My fourth-grade team is incredible; I learn from them every day, we celebrate all the wins together, and they are always there for me when things get tough,” Lundry says.

Ask Lundry what she hopes her students carry with them long after they leave her classroom, and her answer is simple but profound. “I hope my students remember that they were cared for and that my class was a place where they could grow in reading, confidence, and just as people,” she says. It is a goal that extends beyond test scores or report cards. It is about shaping how students see themselves. Her teaching philosophy reflects that vision. “My teaching philosophy is to engage, support, and empower every student, helping them grow as readers while building their confidence and love of learning,” Lundry says.

Inside Lundry’s classroom at Hooks Elementary, her efforts are visible in every interaction, every lesson, and every student who begins to believe in their own ability. Perhaps that is the true measure of a teacher of the year—not just excellence in instruction, but the ability to leave a lasting echo in students’ lives.

In Madison Lundry’s classroom, that echo is already being heard.