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.
STOCKTON, CA — Sara Lopez’s life is a vivid illustration of the impact that dedicated educators and supportive communities can have. Born and raised in Stockton, she has come full circle, from a student to a third-grade teacher at Aspire schools, the very institution that shaped her formative years. Her story is not just about personal success but a broader narrative of community upliftment and the vital role of education.
Early Influences and Aspire Schools
Sara’s path in education took root with a pivotal decision by her parents to enroll her at Aspire schools, a choice influenced by more than mere logistics, as they resided across town. This decision was a reflection of the family’s deeply held values, an intricate blend of Biblical teachings and a strong emphasis on education. Central to these values, and imparted to Sara and her siblings since childhood, was the Biblical principle “There is more happiness in giving than there is in receiving.” This ethos, a legacy from her Salvadoran father, was deeply ingrained in the family’s philosophy and approach to life.
Education has always been a priority in our family. It’s more than learning; it’s about building a foundation for future success,” Sara reflects.
From kindergarten to high school, Aspire schools provided Sara with an environment that fostered her growth. The small, community-focused setting of Aspire was instrumental in nurturing her talents and interests. The school’s unique approach to education, prioritizing individual student needs and community engagement, resonated deeply with Sara and her family.
Challenges and Triumphs
Sara’s proactive approach to her education began early, as she participated in dual enrollment from the 9th grade, taking college classes while in high school. This experience was crucial in preparing her for the challenges ahead.
One such challenge came in the form of a disheartening encounter with a college professor who accused her of plagiarism. This incident was a pivotal moment for Sara. It highlighted the prejudices and low expectations that students, particularly those from minority backgrounds, often face. However, instead of being deterred, Sara used this experience to fuel her passion for education and her commitment to being a supportive presence for her future students.
That moment of doubt from my professor only strengthened my resolve to be the kind of teacher who always believes in her students,” Sara recalls.
Transition to Teaching
After graduating from Aspire in 2018, Sara pursued her calling in education. Her decision to return to Aspire as a teacher was driven by a desire to be part of the “domino effect” of positive change that great schools and educators can instigate. As a Latina educator, she also understands the importance of representation in the classroom. Sara wants her students, especially those who share her background, to see themselves in her and believe in their own potential.
I want to be a role model for my students, showing them that they too can achieve their dreams, regardless of where they come from,” says Sara.
Sara’s commitment to education is a family affair. Her sister, Rosabella, is also carving a path in the field, mirroring Sara’s dedication to serving their community. Together, they represent a new generation of educators determined to uplift and inspire.
Vision for Stockton
Sara’s aspirations go beyond the classroom. She envisions a Stockton where every child, irrespective of their background, believes in their ability to make a positive difference. Her teaching philosophy is rooted in building a sense of community within the classroom, fostering an environment where students support and inspire one another.
Her approach to teaching emphasizes the importance of recognizing each student’s unique contributions and talents. She believes in nurturing a collaborative spirit, where students learn the value of teamwork and mutual support. Sara also makes it a point to be involved in her students’ lives outside the classroom, attending their extracurricular activities and showing them that her commitment to their well-being extends beyond school hours.
Legacy and Future Goals
Sara Lopez stands as a beacon of hope and inspiration, not only for her students but for anyone who values the power of education. Her journey from a student to an educator at Aspire schools is a testament to her resilience, dedication, and the unwavering support of her community. As she continues her career in education, Sara’s story serves as a powerful reminder of the impact a passionate and committed teacher can have on the lives of students and the broader community.
I’m just one piece in the larger puzzle of education, but I hope to leave a legacy of empowerment and positivity,” concludes Sara.
COMMENTARY
By Jocelyn Ayala | Aspire Inskeep Academy Principal
October 23, 2023
When I was young, I didn’t spend a lot of time thinking about what I wanted to be when I grew up. I came to the United States from El Salvador when I was five years old, and while my mom and I liked to dream, we were more focused on meeting our day-to-day needs than what the future may hold.
It was not until I began attending CSUDH that I was called to find a career where I could have a positive impact on young people from my community. See, I grew up in South Gate California, not very far from where my school site is located. My school is located in South Central Los Angeles, a beautiful, vibrant, mainly Latino neighborhood that continues to struggle with challenges of poverty, trauma and violence.
Ten years ago, I found an advertisement for an Instructional Aide at Aspire Public Schools. I soon began my journey at Aspire Inskeep Academy, a kindergarten through eighth-grade public school in my community, and I jumped at the opportunity. To say that responding to that job post was one of the best things I ever did would be an understatement. It set me on a trajectory that would change my life, and through my work, have a positive impact on hundreds of students and families from the community that raised me.
During my tenure at Inskeep, my school leader recognized my potential and supported me as I earned my Master’s Degree in School Leadership. Ten years later, I am proud to be a first-year principal at the very school that helped me realize dreams I didn’t even know I had. I’m deeply grateful for the opportunities granted to me, but as a Latina, I still worry that our students do not see enough positive Latino role models who can help them chart a path to a successful future.
To recruit and retain leaders of color who reflect their school community, schools must do more than just name this as a priority. They must put real resources and action behind this intention. Reflecting on my own journey, I’ve identified four lessons that will help develop educational leaders of color:
Recruit from within your community: Coming to Inskeep felt like home for me. I instantly recognized the cultural traditions and values observed by many of my students, families, and teammates. Finding connection with my students and families sustains me to this day, but it’s more than just energizing for me. It creates a sense of belonging that has a positive impact on student performance, attendance, and engagement. I’ve made it a priority to find school staff – from custodial staff to instructional aids to front office administrators – that reflect the community we serve. Parents and guardians are a great place to start. You never know who might have the potential to become the next school leader.
Create a culture of mentorship: I was fortunate that my school leader recognized my potential early on and gave me opportunities to advance my education and grow my skills. I hope to pay that mentorship forward now that I’m a school leader. But mentorship doesn’t only have to come from the top. At Inskeep, I have cultivated mentors at all levels of our school – from the front office teammates to our most veteran teachers. The purpose of creating mentorship opportunities is twofold: it benefits the mentee by having someone invested in their career and personal development; and the mentor deepens their connection to the school community. When possible, we pair mentees with someone who shares a similar background and potential career trajectory as them.
Model an environment where growth is prioritized: At any given time at Inskeep, you will often find multiple adults in a classroom. It could be a master teacher mentoring teacher residents and student teachers. Or that same master teacher might spend a day shadowing an assistant principal to learn more about administrative leadership. Seeing these opportunities reminds our team that we want you to stay and grow at our school, and that growth doesn’t only mean you develop into a school administrator. There are innumerable ways to professionally grow and deepen your impact on our school community.
Clear barriers to professional growth: One of the biggest hurdles to advancement, especially for adults in my community, is financial. Obtaining needed degrees, credentials, or certifications can be cost prohibitive for budding leaders who may not have the resources to afford them, or are unable to give up income so they can attend classes. Identifying partners that understand these challenges and design programs around them will ensure more people can deepen their impact on our school without sacrificing financially. At Aspire, we partner with alternative certification programs – including the Alder Graduate School of Education andCal State Dominguez Hills, among others – to develop teachers and leaders by building their skills while continuing to earn income to support their family.
Leadership means more than just running a successful school; it is about creating a culture of growth and development — a place where people can discover their potential and have the space to nurture it. I am proud of my ten years of growth and development at Inskeep; now it’s my turn to continue that legacy.
Jocelyn Ayala is the principal of Aspire Inskeep Academy in Los Angeles. Over the past decade, she has also served as assistant principal, school administrator, master teacher and instructional aide. A native of El Salvador, Jocelyn Ayala migrated to Los Angeles when she was six years old. She went on to receive her B.A. and master’s in education from Cal State Dominguez Hills.
We are so thrilled to announce our 2023 Aspire2Alder winners!
For the first time org-wide, we are celebrating two amazing employees from each of our three regions who have chosen to grow their career at Aspire Public Schools by entering into the Alder GSE teacher residency program, through which they will earn a master’s in education and teaching credentials.
These folx have been selected based on a recommendation from their school leaders and demonstrating Aspire’s core value of Bienestar by promoting well-being in their campuses and bringing their full selves to educating. Learn more about our amazing winners and their plans to grow as culturally responsive teachers for social change below!
Vivian Grant (Aspire Berkley Maynard Academy) Vivian felt prompted by a higher calling to join the Alder residency program. She has been an educator in previous professional and volunteer roles, and found that the classroom setting provides ways to fortify youth in truly enduring ways. In five years, she hopes to be at an Aspire school in her hometown of Oakland, teaching History, Ethnic Studies, or any other Social Science in a culturally sustaining manner.
To Vivianas an educator, Bienestar and “bringing your full self” to work means: Acknowledging, often openly, that various elements of me – spirit, thoughts, emotions, experiences, biases, and physical state – exist, and have different needs on any given day. My transparency shown by appropriately modeling to my students how I address all elements of myself should make students more likely to acknowledge their own state, emotional and otherwise. More importantly, my transparency will empower students by encouraging them to address their own feelings, etc.
Vivian plans to be an effective educator and force for positive social change by: Continuing to color my teaching with my overall desire to (quietly and loudly) fight the powers and obtain social justice for all. Engaging in Culturally Sustaining and Responsive pedagogy. Students, too, can be activated as a part of many lessons by simply encouraging them to look at the facts that inform our truths, even in academic learning. As an educator, I can combat some elements of social injustice by simply valuing my students’ cultural wealth as I teach them their subject matter. I don’t see that changing any time soon.
Eric Jaimes (Aspire Titan Academy) Eric is excited to pursue the Alder residency through Aspire as it aligns with their values and goals. In five years, they hope to grow as an educator, engage in inclusive pedagogy, and lead community events that foster an inclusive environment for their community.
To Eric as an educator, Bienestar and “bringing your full self” to work means: Creating a safe environment where students are able to express themselves freely, and where their identity is respected and seen… bringing both my personal struggles and privilege to give my students both an academic and socially rich experience.
Eric plans to be an effective educator and force for positive social change by: Fostering an inclusive environment that encourages pride in students’ abilities, identities, and communities. Positive social change in my classroom looks like this – a multilingual word wall so that learners from different linguistic backgrounds feel a sense of pride and belonging in the culture and languages they speak at home. Change also looks like this – every student’s identity is respected and honored, especially those that do not fall within the dominant cultures of gender and other societal norms. Positive social change also looks like this – when students of color are not at the same reading or writing level as their peers, I will create rigorous academic standards that build on the students’ existing cultural capital while preparing them to succeed in a world that is not designed for them. The world is a hectic place, and I firmly believe that change will happen one student at a time.
Kacie Lor (Aspire Rosa Parks Academy) Kacie has always wanted to be a teacher, and was excited to find the Alder GSE program to grow as an educator by partnering with underserved, high-need schools. Growing up Hmong American in a school of predominately white and Latinx classmates, she often felt left out or othered, and as a result is passionate about inclusion as an educator. In five years, she looks forward to being a strengths-based teacher who creates a classroom filled with love, respect, and diversity.
To Kacie as an educator, Bienestar and “bringing your full self” to work means: That I am more than just a teacher to my students but a guardian that will not only teach but respect and be there empathetically for them. I hope by being my full authentic self, students can also be comfortable by being their full authentic selves and eventually care about wanting to learn and grow to their fullest potential. I believe the values of compassion, collaboration, kindness, and respect must be laid down and understood before academic learning.
Kacieplans to be an effective educator and force for positive social change by: Promoting an imaginative, hands-on, nurturing classroom experience.I believe kindness matters more in a classroom than authority. Teachers change the world, they are caregivers at school, counselors in the classroom, and guardians of all things when their students walk into their class. I want to be a teacher as well, one that inspires children and helps them realize in times of need that the world is a much better place if you believe and have hope in yourselves and others. I want to support children in underserved communities and let them know that it’s okay when life throws snowballs every now and then. Everyone needs a shoulder to cry on, a friend to talk to, and an inclusive environment where open dialogue is allowed.
Bethany Alana McBurney (Aspire Langston Hughes Academy) Bethany has always felt connected and called to teach. As a K-12 Aspire alumna, she felt moved to come back after college to teach at her alma mater, Langston Hughes Academy. She took the first step towards her teaching goal by taking a position as an After School Program educator at Aspire Port City Academy, and is thrilled to now be a resident at LHA. In five years, she looks forward to creating a safe and inclusive space for her students to foster a love of learning, while being able to learn about untold histories of different cultures.
To Bethany as an educator, Bienestar and “bringing your full self” to work means: Showing up as my most real, authentic self. This can look like having transparency with colleagues and students and opening up about my lived experiences. Bringing my full self also means creating a classroom environment where I feel safe and secure, this would hopefully extend to my students as well.
Bethany plans to be an effective educator and force for positive social change by: Teaching one of the first Ethnic Studies classes at my school site. Ethnic Studies is the subject that impacted me the most, it empowered me and served as a stepping stone into other opportunities. I want to be an educator that helps to empower students and teach them how to be advocates in their own learning. To be an effective educator you need to know the students you are working with and the community you are coming into. I plan to try my best to really get to know my students to establish healthy relationships, and continue learning about my school site community. I’m lucky to have the opportunity to do my residency at my alma mater with one of the teachers who also taught me during high school. I feel very connected to Aspire, and I’m looking forward to starting my teaching journey in the community that influenced my K-12 educational journey.
Valerie Moreno(Aspire Gateway Academy) Valerie is pursuing the Alder residency program through Aspire because it aligns with her beliefs in creating an equitable, inclusive, and anti-racist education for students of color that have been historically marginalized. She looks forward to dismantling oppressive systems, providing quality education, and building successful students. She grew up in the same communities as her students, so she knows the community and cultural capital her students bring to the classroom and offer society. In five years, Valerie sees herself as an Education Specialist continuing to advocate for students at Aspire Public Schools and eventually growing into a leadership role.
To Valerie as an educator, Bienestar and “bringing your full self” to work means: Being aware of my intersecting identities such as my ethnicity, race, and gender because they impact my teaching and interaction with students. It also means, as an educator, having the courage to be vulnerable and be my authentic self. Doing so will allow me to lead with humility and build rapport with my students to create a safe learning environment. Bringing my unique background and personality to my classroom can create memorable experiences and connections with my students by having a person of color teach them. It is important that students see themselves reflected in their educators and provide them with someone who values their funds of knowledge that they bring from home.
Valerie plans to be an effective educator and force for positive social change by: Helping dismantle the oppressive systems found in educational institutions that have marginalized many students of color, and creating a learning environment that celebrates identity, culture, and community. This will require me to build rapport with students and offer lessons that present materials that include students’ identities and assets. I will create an asset-based environment that focuses on strengths in the classroom, accommodating how I teach lessons to make it more fun and engaging so that everyone understands the materials. As a teacher, I plan on giving my students tools to find the freedom to transform their reality. I plan on being a force for positive social change by preparing students with a quality and equitable education that acknowledges the historical oppression of students of color to motivate them to break barriers and fight oppression with resistance.
Erica Yamane (Aspire Richmond Technology Academy) Erica was inspired by fellow teachers and the leadership team at RTA to join the Alder residency program. She wanted to work with students with disabilities, and realized she could still apply her skills in a general education setting, noting that all students can benefit from differentiated instruction and teaching from a trauma-informed lens. In 5 years, she sees herself continuing as a transformative educator within the Aspire community.
To Ericaas an educator, Bienestar and “bringing your full self” to work means: Teaching with heart. It means fostering a sense of community, safety, and trust in the classroom, and showing up for the students we serve. When we build community in our classrooms, students are able to thrive, learn from their mistakes, and embody a growth mindset. Educators who bring their full self are those who encourage their students to bring their full selves into the classroom as well. It means affirming and sustaining their culture and home heritage and allowing students to feel seen, heard, and have their identities reflected and validated inside the classroom.
Erica plans to be an effective educator and force for positive social change by: Being a voice for students that are pushed to the margins. I think about my experience as an Instructional Aide for Special Education, and what it felt like to grow up undiagnosed with ADHD without any additional academic or behavioral support. I empathize with students who have disabilities, because I understand how difficult it can be to grow up in an environment that was not designed for their success. I have hope that I will be an educator who will advocate for their students to ensure that they do not feel “othered” and who will meet students where they’re at and provide them with support, encouragement, and the skills they need to meet their goals.
We are thrilled to introduce our 2023 Don Shalvey: Changing the Odds Award Winners!
Created in 2009 to honor Aspire’s founder, Don Shalvey, the award recognizes alumni who are the first in their families to graduate from college, tenacious in pursuit of their post-secondary goals, and who demonstrate Aspire’s Core Value of Community Partnership by giving back. Each year, one winner is selected from each of Aspire’s three regions.
This year’s award recipients are Dariana Lopez, Belen Naranjo, and Eunique Tucker! Read on to learn more about these outstanding, service-oriented alumni, all of whom are pursuing careers in helping professions.
Dariana Lopez
Dariana is part of Aspire Ollin University Preparatory Academy‘s graduating class of 2018. After graduating high school, she attended California State University Los Angeles, where she earned her bachelor’s degree in communications with a minor in rehabilitation services in 2022. She has always had a passion for helping others and giving back to her community, so while in college, she started volunteering at Ollin. Her dream has always been to be an academic counselor and help students fulfill their educational goals. She then eventually became an employee at Ollin. She was honored to inspire and work with students who come from communities like herself and provide opportunities to help them succeed, which she did by working alongside academic counselors as an assistant. Now, she is excited to move forward to obtain her master’s degree of science in school counseling at California State University Northridge, to pursue an ultimate goal of becoming a school counselor.
Belen Naranjo
After graduating from Aspire Benjamin Holt College Preparatory Academy in 2019, Belen went to California State University Northridge where she entered as a criminology major. Thanks to the curriculum at Ben Holt, she already had most of her general education credit completed and began college with sophomore standing. She is grateful for her time at Aspire as she felt better prepared than those around her to be in the college setting. After her first few months, she decided to pursue studying child and adolescent development with applied developmental sciences, receiving her bachelor’s in May 2022. She is now preparing to attend Sacramento State in fall 2023, where she looks forward to obtaining a master’s in social work in order to give back to the community.
Eunique Tucker
After Eunique graduated from Aspire Richmond California College Preparatory Academy in 2015, she attended UC Davis where she received her bachelor’s in psychology. She then took a gap year and worked in Applied Behavior Analytics and the California Highway Patrol. In 2020, she began her doctoral degree in clinical psychology at Loma Linda University. She is very proud to say that she has persisted to the end of her third year. She is currently completing practicum hours working with teens at Jurupa Hills High School and serving the San Bernardino County community at the SBH Resiliency Clinic. During her time at Loma Linda, she has also had the chance to work in vaccine advocacy through a couple of churches in the community with the goal of increasing vaccine rates within the Black community, as well as giving presentations about mental health to the families of J.O. Ford Elementary in Richmond, CA.
We are thrilled that the Golden State Warriors recently presented Javier Cabra, Executive Director, Aspire Bay Area, with a 2023 Impact Warrior Award. Javier has served the Bay Area community as a teacher and principal and is now Executive Director of Aspire Bay Area schools.
Those honored as Impact Warriors are members of the community who “have gone above and beyond for the community and are doing good for those around them.”
Javier shared that all Aspire Bay Area teammates should be honored for their hard work in supporting, coaching, and encouraging students in their educational development. “Thank you to our teammates for all they do for the community and scholars!” he added.
To learn more about our nine Bay Area schools, visit here.
By Joel Ramirez | Sr. Director of Culturally Responsive Leadership Development
October 3, 2022
It’s Hispanic Heritage Month and the signs and advertisements celebrating the culture are abundant. I feel, as I often do this time of year, mixed emotions. As a Mexican-American educator, I understand the good intentions behind the signs; celebrating diversity and honoring different cultures should be applauded.
But if we really want to celebrate the culture and give Latino students a true sense of belonging in their schools, we should do far more than have a program, assembly or fancy celebration to honor our students’ heritage. Instead, we should look at the foundational role that families play within Latino culture and embrace and honor those values. Values of belonging, collaboration and hard work.
Growing up in Los Angeles, I was often surrounded by my large extended family. Both my parents are from Jalisco, Mexico: my mother is one of 11 siblings and my father is one of six. Many of my aunts, uncles and cousins also moved to Los Angeles. My Dad instilled in me the importance of courage, and the value of hard work as the expression of one’s integrity and honor.
But despite these important family values, as a first-generation student, I lacked the resources or institutional knowledge to easily navigate the U.S. education system — it took me seven years just to complete college. Now that our nieces and nephews are getting ready to go to college, we make sure they have the tools to navigate the complex higher education system. This is part of our family culture: a shared responsibility to pass along what you learn, paving the way for the next generation. Our family also instilled a sense of belonging and security that gave us the courage to take risks — after all, there’s no bigger risk than immigrating to a foreign land.
Imagine if school communities embodied Latino family norms; where responsibility is shared, accountability is collective and a sense of belonging lives. Can you imagine what that might look like? We strive to do this every day at our school. Like many Latino families, we emphasize working in groups and collaborative efforts over a focus on the individual.
“We see you and got you.” Those words hold power. It’s about knowing that your community, your group, has your back. Family has your back. This is something we discuss at our schools because it resonates deeply with our students: to be seen, to know you are unconditionally supported. At Aspire Public Schools’ Los Angeles-area schools, where the majority of our students identify as Latino, we embrace this idea, to make our students feel safe and supported unconditionally, in everything we do.
For example, at Aspire Ollin University Prep where I worked for 12 years, we created an advisory group program at our secondary school. Freshmen are placed into micro-communities of about 30 students with one teacher who stays with the group all four years. Weekly community circles and guided conversations about issues that affect our scholars’ lives help them feel seen and supported. Like a large, extended family, these groups benefit from collaborative learning, shared responsibility and an environment built on trust and belonging.
Programs like this allow us to create a familial identity at Aspire. We focus on students’ social-emotional learning, equity work and culturally relevant pedagogy that helps students feel supported. But most importantly, we leverage each other’s humanity. We support each other in providing a learning space for students and staff. A place where students learn from teachers and each other. A place where teachers learn from their students and their colleagues. Just like we learn from family.
When you think about how family roots children, gives them a sense of confidence and purpose and offers space to be who they really are — how could you not want to embed those values in a school? We want these ideals to resonate deeply with our students. When a community of trust and belonging exists, students have the freedom to take risks and follow their intellectual curiosity. Instilling a school culture with family-inspired values brings out the genius in our students and gives them the space to enjoy their education and discover their own passions. This is how we honor Latino culture — every day.
Joel Ramirez is the son of immigrant parents from Jalisco, Mexico, and has been an educator for more than 15 years as a teacher, school administrator. He’s now Aspire Public School’s senior director of culturally responsive leadership development in Los Angeles.
Introducing this year’s Don Shalvey: Changing the Odds Award Winners! Created in 2009 to honor Aspire’s founder, Don Shalvey, the award recognizes alumni who are the first in their families to graduate from college, give back to their communities, and continue to demonstrate tenacity in the pursuit of College for Certain.
Each winner is selected from across our regions. This year’s award recipients are Bibiana Cardoso, Sara Lopez, and Wendy Sanchez!
Bibiana Cardoso
Bibiana is a proud Aspire Richmond California College Preparatory Academy alumna. After graduating in 2013, her college journey began at San Francisco State University. She eventually pivoted to community college but had a difficult time finding the support needed to feel successful. She was thrilled to find Rivet School, through which she earned her associate’s degree in general studies with a specialization in business, and a bachelor’s degree in management. Throughout her entire post-secondary journey, Bibiana found both employment and purpose at her alma mater: in 2015, she began working as an Afterschool Educator, before transitioning to Women’s Soccer Head Coach, and eventually Athletic Director.
This June, she graduated from the Alder Graduate School of Education with a dual master’s and credential program and will make the transition to teaching at Cal Prep in the 2022-2023 school year as an 8th-grade science teacher! Bibiana feels that she would not be the person and educator that she is today without Cal Prep. She is excited to work alongside the educators that taught her while continuing to support the community that shaped her.
Sara Lopez
Upon graduating from Aspire Benjamin Holt College Preparatory Academy in the spring of 2018, Sara attended San Joaquin Delta College and in two years earned four associate degrees. In Fall 2020, amidst a global pandemic, she transferred to the University of the Pacific to reach her next educational goal. COVID and distance learning was a huge challenge, as she lost her grandfather and dog. Despite adversity, she felt enthusiastic to be a student and leader serving as a New Student Orientation/Week of Welcome Leader and thereafter promoted to Manager. She also served as UOP’s Benerd College Senator under its Student Government body. One of her passions was advocating not just for herself and her colleagues, but for future students to promote a more equitable society and invest in her local community to ensure high-quality educators. Along with school work, she began student teaching in a first-grade class and worked alongside her sister in their photography business.
Proudly, in May 2022, she graduated Summa Cum Laude, with a Bachelors in Diversified Education and a Multiple Subject Teaching Credential. She was inducted as a member of the Phi Kappa Phi Honor Society and chosen as the recipient of the 2022 Outstanding Undergraduate Leadership in Diversity, Equity, and Inclusion Award. With great joy, she has accepted a teaching position at Aspire Vincent Shalvey Academy, her alma mater. She feels privileged to complete the full circle by returning to Aspire as an educator this fall. Like the VSA motto stated, “Believe it, Achieve it!” and she did!
Wendy Sanchez
Wendy is the first in her family to graduate from college, achieving a Bachelor’s degree in political science from UC Riverside. At UCR, she mentored through the Chicano Student Programs, advocated for new initiatives through Associated Students Programs, and was an ambassador for Residence Hall Association. Her mentors encouraged her to study abroad for a quarter in London and Paris. Upon graduating she became a College Ambassador for two years with AmeriCorps in Hollywood. She advocated for students to pursue higher education and be prepared for post-graduation. During her time in service, she was also Scholarship Reader for the UC Study Abroad program and began with her certification program in Paralegal Studies at UCLA Extension Center. Wendy is currently serving with the Board of Directors with UCR Chicano Latino Alumni Association, Scholarship Reader for the Study Abroad Program while being a Paralegal in Employment Law. She aspires to become the first in her family to be an attorney.
Congratulations to this year’s award recipients! To learn more about our alumni and past winners, click here.
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.
The opinions in this commentary are those of the author. If you would like to submit a commentary, please review our guidelines and contact us.
When I was young, I didn’t spend a lot of time thinking about what I wanted to be when I grew up. I came to the United States from El Salvador when I was five years old, and while my mom and I liked to dream, we were more focused on meeting our day-to-day needs than what the future may hold.
February 28, 2023
Bibiana Cardoso
Sara Lopez
Wendy Sanchez
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.