Aspire Public Schools is a K-12 school system focused on improving public education by preparing underserved students for college, training highly effective teachers and sharing innovative best practices.
Aspire Cal Prep educator Vitalis Obidi was recently honoredas a ‘Most Valuable Teacher,’ a recognition program from the Golden State Warriors and Generation Thrive that celebrates teachers for their tireless commitment to students and families.
Generation Thrive and the Golden State Warriors, in partnership with Clorox, launched “Most Valuable Teachers”, a recognition program that celebrates teachers for their unwavering commitment to students and families.
We are thrilled Vitalis Obidi, fromAspire Richmond California College Preparatory Academy (Aspire Cal Prep), was recently recognized as a ‘Most Valuable Teacher.’ Vitalis is a formerAspire Teacher Residency alumnus and current mentor who not only supports and coaches his current teacher resident, but continues to go above and beyond for Cal Prep scholars. He is regarded as a phenomenal and effective 7th-grade math teacher, who holds a popular Kendama club for scholars, uses his prep time to provide additional math support for scholars, and coaches the school basketball team!
A snapshot of Vitalis Obidi in class when he was a part of the Alder GSE Teacher Residency program.
Lena Anthony, a Director of Aspire’s Teacher Residency Program (ATR), shares that Vitalis has been a joy to work with this year, adding that he maintains a positive mindset, motivates and encourages his residents (as well as others in the Richmond community), and takes feedback to enhance his leadership coaching. “He is always willing to support ATR outreach and participate in panels led by Alder Graduate School of Education [which runs ATR]. It has been an honor to have him as part of the ATR mentor cohort this year.”
Obidi joined four teachers from other Bay Area schools for anin-game recognition to thank teachers who exceed expectations in ensuring students have the skills and resources to thrive. Congratulations again to one of our all-star educators, Vitalis Obidi!
As schools nationwide scramble to hire special education teachers after a pandemic-exacerbated shortage, a California charter network is turning to existing staff to fill classroom slots by paying for costly credential programs, boosting salaries, and providing mentors.
“I’ve seen this across systems, not just Aspire, where we have these great educators in our schools, who just need support in accessing credential programs,” said Aspire Charter Schools senior special education director Lisa Freccero. “They’re invested in our schools; they want to work with our kids; they want to work in special education.”
Facing similar vacancies, Aspire is acting fast to scale up their small grow-your-own program. So far, seven educators across their network of 36 California sites have participated.
Now in its third year, Aspire’s Education Specialist Intern Sponsorship program creates a pipeline of school volunteers and classroom aides “already in the door,” Freccero said, providing a pathway for uncredentialed staff, predominantly Black and Latino adults — who also reflect the network’s 15,000 students — to stay with the school community.
Aspire staff are hired on as first year teachers at a salary of $56-59,000. Through one-on-one coaching with administrators — including feedback from senior teachers on recorded lessons — specialist interns learn by doing, applying strategies with students in real time, with daily guidance from their senior mentor.
Even before the pandemic, Aspire’s Bay Area and Central Valley schools had persistent staff vacancies in special education. The last year saw specialist vacancies grow in their Los Angeles schools, where the Sponsorship program is now being expanded.
One East Oakland site is operating with three full-time special education aides, about half of their usual team of five to six. Their Bay Area schools have the highest shortages, currently filled by contractors or substitutes, though all regions have vacancies in every special education role — from speech pathologists and specialists/teachers to school psychologists.
Lisa Freccero
“It’s a high turnover profession… We were trying to solve for that,” Freccero added. “When we talk to them, for the vast majority, [the] barrier was having to either stop their current job or simultaneously figure out a way to pay to go back to school and do a credential program.”
Michelle Ciraulo, a teacher in one of Aspire’s 36 schools in East Oakland, was planning to do just that: save up at least $10,000, while working full-time, to enroll in a credential program. If certified, she’d have a better chance of staying with her caseload of 10th- and 11th-graders and earn higher wages.
Entrance art at Aspire’s Golden State Prep, where Michelle Ciraulo teaches, in Oakland, California.
“The cost was a hindrance. I wanted to become an ed specialist next year, but I would have probably ended up having to do that with an emergency certification, which you can only do for one year,” she said. “[This] definitely sped up the process.”
Ciraulo said she is also more in tune with general education teachers who she partners with in an inclusion class. Students with IEPs are assisted in general education classrooms.
The connection between teachers is necessary, she said, to make stronger lesson plans and better support students. The program enabled her to form deeper connections with students, too.
“It was really a big incentive for me to just become a specialist but also to stay at this school site and continue to work with my kids and get to know them really well — and their families,” Ciraulo said.
Michelle Ciraulo
Colleagues say that the model can also help prevent burnout many career educators experience around their fifth year. After juggling student caseloads, paperwork and learning to teach — often with little feedback or support networks — many feel overwhelmed from year one. Aspire’s model cuts down on learning curves via multiple mentors and gradually-increasing caseloads.
“Where do you think we should go next … What data do you want? What data do you need? What assessment should you use? … It takes a while to get that knowledge,” senior special education teacher Suzanne Williams said. “When you already have somebody right there next to you who has that knowledge, it’s beautiful, and it benefits the students the most.”
A parent of students with disabilities who started out as a volunteer in her childrens’ schools, Williams added that the first three years are typically the hardest for new teachers she’s witnessed in Modesto, a small city southeast of San Francisco. Williams said her mentee Stephanie’s first years were a success because of the Aspire model.
“She didn’t have to guess — she had somebody right there to ask. When she was writing her lesson plan, she was actually writing lesson plans that she was using each and every day […] She was all in 100% from the get go. We gave her a light caseload and then she worked her way up,” Williams said.
Suzanne Williams with one of her students.
Stephanie would record general education teachers’ classes and her own instruction, and the three educators would pour over them in detail, providing and adapting to feedback. And in built-in “dry runs,” Williams roleplayed students as Stephanie practiced lessons.
The mentorship took out the guesswork that typically comes with being the only, or one few, special education specialists at a site. By the end of the one-year program, Williams said it felt like her mentee had gained three years of experience.
“She’s not focusing on all the things she needs to learn and needs to be. She already has that mentor right there, working hand in hand […] The person is going into that situation prepared or feeling confident,” Williams told The 74. “A confident teacher brings confidence to the students.”
Students and teachers in class at Aspire Capitol Heights Academy in Sacramento, California. CREDIT: FILMTWIST CREATIVE AGENCY; PHOTO COURTESY ASPIRE PUBLIC SCHOOLS
By Tony Solina, Area Superintendant, Central Valley Region
In March 2020, as schools closed their doors, we were forced to adapt to the sudden shift to our daily routines and learn other strategies to make distance learning work. Now, three months back into in-person learning, we see daily examples of a new learning curve: not being able to wait to use the restroom, forgetting to raise your hand before speaking and struggling to take turns on the playground.
These things remind me just how long we were away.
While these examples may seem small, it was clear to me that they are markers of a larger challenge. After 18 months away, the fabric of our community had begun to fray. We’d forgotten what it looked like to learn together and eroded part of the foundation of trust and care on which we built our students’ education. Especially after the devastating emotional and mental toll of the pandemic, it is almost unthinkable to imagine asking students to learn to read, play an instrument or solve algebra equations without first rebuilding a nurturing and safe environment.
As superintendent of Aspire Public Schools’ Central Valley region, this was both overwhelming and energizing. I knew it would help us to focus on what really matters in our schools and that it would require immediate attention to rebuild the community that is so central to what our staff, scholars and families love about our schools.
Creating this culture is simpler than we often make it out to be. We believe learning doesn’t occur until all students feel included, loved and safe. That means we make community building and the social-emotional care of our students a priority. We treat social-emotional learning with the same focus and attention as math and history, leveraging a dedicated curriculum that we apply inside classrooms and in conversations among staff and with families. And we encourage our teachers to take time — real time, during the school day — to get to know students and listen intently to their needs and challenges. When you make it clear that relationships, belonging and wellness matter, then you build a culture that centers on community. School is not merely in the physical buildings where we learn, but it’s also in the relationships we build among adults and scholars.
And yet, simple as it may be, it takes a lot of work and investment from every person who interacts with our students to make it a reality. We have created structures across our school, within classrooms, and in partnership with parents that reinforce this value.
Our advisory classes focus on social-emotional wellness and social justice, giving students a dedicated space to honor their identities and create community. Morning-meeting circles establish a warm environment to start the day. We carve out dedicated time for teachers to collaborate, building bonds and lines of communication to more holistically support students. And we engage students and families in their learning, leaving our doors open for parents to observe classes and instituting innovative engagement models. Our student-led conferences and Saturday Schools provide students with an active role in communicating their progress and give parents a window into their students’ day-to-day learning. While these practices predate the pandemic, they have emerged post-pandemic as more essential than ever.
All of these strategies require both the simple commitment to making our community a priority and the dedicated time and effort of every team member. And I’m beginning to see the impact of our hard work. Our community is slowly stitching itself back together, in many ways stronger than it was before.
Do we have it all figured out? Of course not. But the rhythm of our days is becoming more consistent and the feelings of our community — joy, stability, belonging — are filling our hallways and classrooms again.
As schools across our country have fought our way through another confusing fall, I encourage my fellow school leaders to take a good look at the health of your school community. We are all being pulled in many directions, from urgent concerns about Covid-19 — contact tracing, independent study, staffing shortages — to the daunting challenges of learning loss. But underneath all that is the foundation we build for learning and the community we create for our students, teachers, and families.
Pay close attention to that community, make it a priority and invest in it appropriately, and I truly believe that is how we will get back on course to provide the learning and opportunities that every student deserves.
•••
Stockton native Anthony Solina is a lifelong educator and the current Central Valley superintendent for Aspire Public Schools,
a charter management organization with 36 schools in the Central Valley, Bay Area and Los Angeles.
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Well-known author and activist joins
Aspire Board of Directors
Oakland, Calif. – Today, Aspire Public Schools announced that Julissa Arce will join the Aspire Board of Directors effective immediately and serve a four-year term.
“We are delighted to welcome such an impactful leader to the Aspire Board of Directors,” said Aspire’s Chief Executive Officer Mala Batra. “Julissa shares with Aspire our deep commitment to anti-racism and celebrating the unique cultures and values of the communities in which we have the privilege of serving.”
A best-selling author and leading voice in the fight for social justice, immigrant rights, and education equity, Julissa has written several influential books about immigration and immigrant rights. Julissa was named one of the 25 Most Powerful Women of 2017 by People en Español, and the 2019 Woman of the Year by the City of Los Angeles. She co-founded the Ascend Educational Fund, a college scholarship and mentorship program for immigrant students in New York City, and serves on the board of directors of the National Immigration Law Center.
“I have always been committed to providing opportunities for young people to find success and achieve their dreams,” said Arce. “Aspire has made a difference in the lives of tens of thousands of children and families across California and I am excited to help this work continue so California’s children have safe spaces to learn, explore and grow.”
About Aspire Public Schools Aspire Public Schools operates 36 community-based public charter schools educating over 15,500 students in communities across California. Founded in 1998, Aspire is one of the nation’s largest open-enrollment public charter school systems serving predominantly students of color from low-income communities. Delivering a rigorous education to students in grades TK-12, College for Certain is the focus for every age group. Teachers and families partner closely to ensure scholars are prepared to succeed in college, career and life. Currently in its 21st academic year, Aspire is one of the nation’s first charter school networks. Visit Aspire Public Schools at www.aspirepublicschools.org.
“We are thrilled to welcome two bold female education advocates to the Aspire Board of Directors,” said Aspire’s Chief Executive Officer Mala Batra. “Christina and Dr. Martínez demonstrate deep commitments to equity and anti-racism – qualities they reflect personally and professionally – and that are core to our mission. Their talents, experiences and perspectives will help guide Aspire as we deepen our diversity, equity, and inclusion work that prepares every student to earn a college degree.”
This year, Aspire underwent a reimagining of our Board recruitment and nomination process. In doing so, we are now better able to diversify our pool of Board candidates across multiple metrics (geography, race, gender, experience and expertise) working in partnership with our Aspire teammates and current Board members. The process resulted in Aspire’s ability to bring on two exceptional new Board members.
A current charter parent and grandparent and the Director of Policy and Legislation with the National Parents Union (NPU), Christina is dedicated to equipping parents, families, and communities of color to meaningfully advocate for lasting change in our schools. Christina shares, “I am an African American grandmother and an advocate for school choice because it’s what I needed for my own kids and grandbabies in order for them to access a high-quality education. I believe in the power and promise of the school communities Aspire is nurturing. I’m excited to join this Board and support Aspire’s efforts to improve learning outcomes for Black and brown students.”
Dr. Martínez started her career as a special education teacher and administrator, becoming the first Program Specialist for Aspire’s Bay Area schools. She is now the founder of HEART in Mind, a company dedicated to helping schools and organizations integrate Social Emotional Learning (SEL) in their practices to remove barriers to learning. “Now more than ever, we must support schools to develop an anti-racist and equity lens in their SEL efforts to support the whole child. Aspire is already committed to meaningfully increasing equitable practices that cultivate a sense of belonging and safety in their school communities, and I’m eager for this opportunity to support their efforts.”
About Aspire Public Schools Aspire Public Schools operates 36 community-based public charter schools educating over 15,500 students in underserved communities across California. Founded in 1998, Aspire is one of the nation’s largest open-enrollment public charter school systems serving predominantly students of color from low-income communities. Delivering a rigorous education to students in grades TK-12, College for Certain is the focus for every age group. Teachers and families partner closely to ensure scholars are prepared to succeed in college, career and life. Currently in its 21st academic year, Aspire is one of the nation’s first charter school systems. Visit Aspire Public Schools at www.aspirepublicschools.org.
In March 2020, as schools closed their doors, we were forced to adapt to the sudden shift to our daily routines and learn other strategies to make distance learning work. Now, three months back into in-person learning, we see daily examples of a new learning curve: not being able to wait to use the restroom, forgetting to raise your hand before speaking and struggling to take turns on the playground.