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Celebrating Our 2024 Aspire2Alder Award Winners!

We are so thrilled to announce our 2024 Aspire2Alder winners! This award celebrates employees who have chosen to grow their careers at Aspire by entering into the Alder teacher residency program, through which they will earn a master’s in education and teaching credentials. 

These dedicated teammates were selected based on careful consideration based on their demonstration of Aspire’s Core Value of Bienestar (Well-being), promoting well-being in their campuses, and bringing their full selves to educating. Read on to get to know our amazing winners and their plans to grow as culturally responsive teachers for social change below! 

Aspire Bay Area Winners

Damon Plant, Aspire Richmond Tech Academy

Background
Damon has spent nearly his entire adult life in education, facilitating creative writing programs, working in outdoor education, and tutoring. Last year, as RTA’s on-site substitute teacher, he had his first experience leading instruction, which sparked his decision to pursue teaching. Inspired by colleagues who completed the Alder Residency, Damon chose Alder to help him grow into a confident, capable, and transformative educator. In five years, Damon plans to continue teaching, and updating the curriculum to meet the cultural and academic needs of his scholars. He also aspires to pay it forward by becoming a master teacher and guiding a resident teacher of his own.

What Does Bienestar Mean to You?
“To me, Bienestar means bringing my full self to work—not only through my strengths but also through my learning, mistakes, and growth. It’s about being open to feedback from mentors, peers, and students while continuing my journey toward full fluency in Spanish. Bienestar means sharing my passions and interests with students, from playing sports at recess to discussing hobbies like Pokémon and YouTube. It’s about showing my authentic self to create a safe space for others to do the same.”

How Do You Plan to Drive Positive Social Change?
“I will prioritize liberation in my classroom through inclusive teaching practices, such as using word walls and math manipulatives to ensure diverse means of expression. I will connect lessons to students’ lived experiences, empowering them to create solutions to the challenges they face. I will confront bigotry and bias both in myself and others, using these moments as learning opportunities to promote equity and critical thinking.”

Natalie Tate, Aspire Monarch Academy

Background
Natalie began her educational journey as a substitute teacher at Aspire Monarch Academy, where she discovered immense joy and fulfillment in teaching. Motivated to deepen her understanding of how children learn, she joined the Alder residency program. In five years, Natalie envisions herself continuing to evolve as a classroom teacher, focusing on creating engaging, whole-child-centered, and culturally responsive learning experiences.

What Does Bienestar Mean to You?
“To me, Bienestar means showing authenticity in my interactions with students, colleagues, and the community. I see my students as whole individuals, and I embrace their personalities, stories, and hobbies in the classroom. It’s crucial to understand who they are beyond being students. Bringing my full self also means acknowledging my mistakes and using them as opportunities for growth. This honesty fosters a culture of openness where students feel safe to express themselves and take risks—because we’re all human!”

How Do You Plan to Drive Positive Social Change?
“I aim to create lessons that reflect the world my students live in, and a classroom environment that honors their identities and interests. My goal is to prepare diverse scholars for future education and fulfillment. I’m particularly interested in researching strategies to support multilingual learners. By deepening my expertise in this area, I hope to address their unique challenges, promote inclusivity, and help other educators provide their students with the best education possible.”

Aspire Central Valley Winners

Zaria Henderson, Aspire Ben Holt Middle

Background
Zaria graduated with a Bachelor’s in Kinesiology and initially planned to pursue a career in sports medicine. However, while working as an Instructional Aide for TK-5 students at Aspire Vincent Shalvey Academy, she discovered her passion for education. She saw the positive impact inclusive education had on students and realized the significance of having educators who reflect students’ intersecting identities. As a Black woman, she recognized the profound influence she could have and decided to enroll in the Alder residency program to become the kind of teacher she never had. In five years, Zaria envisions herself as a secondary English Language Arts educator, advocating for social justice in education and helping students understand the importance of their learning in advancing their communities.

What Does Bienestar Mean to You?
“To me, Bienestar means taking a holistic approach to teaching. I cannot teach effectively unless I am physically, mentally, and emotionally healthy, with my identities affirmed and my experiences acknowledged. As a Black woman, I have faced times when societal stereotypes made me question my reality. Staying grounded in my values helps me make strong decisions while also allowing for self-growth when I am wrong. Bringing my full self means recognizing that while I am a role model, I am also human and capable of mistakes—and that’s okay.”

How Do You Plan to Drive Positive Social Change?
“I aim to implement Restorative English Education, a pedagogy that is not only culturally responsive but also actively seeks social justice and peace, extending beyond the classroom. When I learned about this concept in my Alder coursework, I knew it would be a cornerstone of my teaching career. As a secondary educator, I have the unique opportunity to influence students during their formative years. I plan to inspire them to embrace their role in driving positive social change by using culturally relevant literature and creating a classroom that fosters relationships and peace.”

Hailey Raught, Aspire Vincent Shalvey

Background
Hailey was an Aspire student for her entire K-12 career, graduating from Aspire Ben Holt in 2019, and credits her Aspire education and passionate teachers for setting her up for success post-graduation. She entered into the Alder residency in hopes of becoming an equally excellent teacher for her students and believes that every child deserves an outstanding teacher. In five years, she plans to put everything learned in the Alder residency program to use in her pedagogy in her fourth year of teaching without a mentor teacher. She will remain a life-long learner and always search for growth opportunities.

What Does Bienestar Mean to You?
“Bienestar means I can show my students that I am a whole person, just as they are whole people. It means that I can utilize my passions, interests, and feelings as a teacher, just as I would like my students to do. To me, this includes being transparent about how I, even as their teacher, have fears, and things to learn, and I have room for growth. I want all of my students to understand that it is okay for them to come as they are, and to celebrate them for all of the ways that they are unique. All of my students come into the class from different backgrounds. It is so important to foster an environment that encourages my students to be the same person they are at home and at school.”

How Do You Plan to Drive Positive Social Change?
“I plan to continue internalizing the practices that I will be learning throughout this year. I am learning so much about all the ways to teach to the whole child and foster an environment that celebrates growth and allows my students to experience joy inside and outside of the classroom. I strive to continue to develop and practice a culturally sustaining pedagogy. I will continue to connect with and serve every one of my students every day.”

Aspire Los Angeles Winners

Jacqueline Aguilar, Aspire Tate Academy

Background
Jacqueline spent seven years working as an in-home early interventionist and behavioral therapist, where she helped children learn life skills such as reading, writing, and self-advocacy. Over time, she felt a calling to reach more children and families, which led her to work as a substitute teacher at Aspire Inskeep Academy. The unique experience at Aspire, especially seeing the core values in action, made Jacqueline realize it was the place for her. She knew that joining the Alder residency program was the next step in her journey. In five years, Jacqueline hopes to be a role model for both students and teachers, someone who scholars can relate to, look up to, and learn from through meaningful connections.

What Does Bienestar Mean to You?
“For me, Bienestar means continuously learning and reflecting on my practice with a clear end goal in mind—creating a classroom where students feel joyful and safe to be their authentic selves while giving back to the community. It’s not just about learning new pedagogies but applying them by addressing personal biases and unlearning harmful concepts. I believe that recognizing each student’s unique strengths and needs is essential. As an educator, it’s important to set aside time to build rapport and strong relationships, because children notice when you see and understand them, especially knowing they come from diverse backgrounds and experiences.”

How Do You Plan to Drive Positive Social Change?
“I aim to be a linguistically and culturally inclusive educator who recognizes students’ intersectionality and creates an anti-racist, equitable space. By focusing on students’ strengths, I hope to build their confidence and challenge the biases society imposes on them. With over seven years of experience in building strong relationships with parents, I believe they are a crucial part of driving positive social change. I won’t hesitate to think outside the box, advocate for, and actively show up for students and the community.”

Jesus Muñoz, Aspire Firestone Academy

Background
Jesus previously worked as a substitute teacher at Aspire Firestone Academy and decided to join the Alder Graduate School of Education’s teacher residency program out of a deep desire to make a meaningful impact in education. The program’s emphasis on collaborative learning, and community engagement, and its impact on his hometown of South Gate inspired him to take this next step. Jesus is excited to earn a master’s degree while gaining hands-on teaching experience that fosters both personal and professional growth. In five years, he hopes to begin transitioning into an administrative role, starting as a dean, then vice principal, and ultimately fulfilling his dream of becoming a principal at an Aspire school.

What Does Bienestar Mean to You?
“Bienestar in my teaching practice means creating a classroom culture where well-being is at the forefront, allowing both my students and me to grow and succeed. It’s about embracing vulnerability—being open to learning from challenges, and sharing those experiences with others, whether mentors, peers, or administrators. Culturally responsive teaching plays a big role in this too. By incorporating students’ diverse cultures, languages, and experiences into lessons, I can enrich their learning while affirming their identities. Building meaningful relationships with my students is crucial—not just teaching academics but being emotionally present and creating a space where they feel supported and heard. Ultimately, bringing my full self to work involves taking a holistic approach, recognizing that my students come with challenges, and fostering a learning environment that promotes their mental, emotional, and social well-being.”

How Do You Plan to Drive Positive Social Change?
“I plan to prioritize cultural responsiveness by incorporating the diverse backgrounds of my students into my teaching. By making lessons relatable and relevant, I can engage students and validate their identities, fostering an inclusive learning environment. Building trust and rapport with students will be key to creating a supportive classroom community. I also aim to promote critical thinking by encouraging students to examine social justice, equity, and community issues, helping them develop the skills to analyze and challenge injustices. My goal is to empower my students to advocate for themselves and their communities, using projects that connect them with local issues or inspire them to become change-makers. By fostering a collaborative classroom, I’ll emphasize teamwork and peer learning to strengthen social skills and build a sense of community.”

To learn more about the Teacher Residency program at Alder GSE, visit aspirepublicschools.org/join/aldergse.

EdSource | Commentary: Academic rigor versus cultural relevance is a false choice

Original EdSource article found here.

COMMENTARY | Black Student Success
By Chris Carr
Executive Director, Aspire Los Angeles

February 14, 2024

In the current era of education culture wars — banning books, monitoring curriculum, adjusting school policies — supporting students in a culturally sensitive, relationship-focused way is sometimes presented as being in conflict with maintaining academic rigor.

But balancing these approaches is more important than ever as our schools continue to rebound from pandemic-related learning loss coupled with the ongoing social-emotional needs of students. We should not have to prioritize one approach over the other: academic rigor, or supporting students’ social-emotional needs through culturally relevant teaching and experiences. Individually, each approach falls short in providing all students with the support they require for a successful future. By reframing them as mutually reinforcing rather than mutually exclusive, we have the potential to significantly transform education for every child.

Culturally relevant teaching is the conduit to academic success, and rigorous instruction is effective when grounded in culturally relevant teaching. To support our students, we must equip them with the tools for empowerment while also working to create inclusive educational environments that foster support.

In practice, this means everything from ensuring our teachers and staff reflect the demographic makeup of our students, to examining the resources and professional development we bring into our schools to make sure all our students’ needs are met. It means having data-driven conversations, grounded in equity, about how we are serving our most marginalized students.

As a school leader at Aspire Public Schools in Los Angeles, we knew some of our most vulnerable students were those who were chronically absent. Diving into the data, we discovered that many of our students missed school around three-day weekends and holidays. As a part of the implementation of our positive behavioral and intervention support (PBIS) framework, we focused on timing school celebrations and family engagement activities before and after three-day weekends and holidays so that students wouldn’t want to miss out on the fun.  Additionally, teachers reach out to families of absent students to provide a more personal touch and communicate the positive impact their child has in their classroom community when they are at school. The early results of implementing this PBIS approach are showing promise in reducing absenteeism, with a year-over-year decrease in chronic absenteeism rates across our 11 Los Angeles schools.

A data-driven approach grounded in equity can also help serve special education students. For example, at one of our schools, students in special education demonstrated notable progress in math, surpassing the growth rates in math seen among their peers in general education, both in LAUSD and statewide. The schools took a different approach to intervention than they had in the past. Previously, students with individual education plans (IEPs), which are required for all students in special education, were not included in math interventions — an additional 20-minute small-group math instruction during the school day. Last year, students with IEPs participated in these math interventions along with general education students. This additional intervention, combined with regular “teach back” sessions during which teachers practice delivering content to their peers, gathering feedback and strengthening their practice, yielded positive results among our special education learners.

Developing partnerships to incorporate Afrocentric and LGBTQ+ curriculum and resources can also make an impact. This has included everything from the establishment of several Black student union chapters to a Black families advisory council, where families meet quarterly to discuss Black educational content and curricula. I can say firsthand that we’re seeing these partnerships show promising results: Participants in Black student union programs experienced an average reduction of eight days in absenteeism compared to the previous year. Plans are also underway to pilot an LGBTQ+ course that aligns with state A-G standards (courses required for admission in California public universities). Lastly, dedicating resources to cultivate a pipeline of Black educators is critical to establishing a more diverse teaching staff.

To deliver on the promise of excellent education for every child, it is time to chart a path that is both rigorous and culturally relevant. This is how we deliver on the promise of an education model that serves all students.

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Chris Carr is the executive director for the Los Angeles region of Aspire Public Schools, a nonprofit charter management organization.

The opinions expressed in this commentary represent those of the author. EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.

Introducing our 2023 Aspire2Alder Award Winners!

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 Vivian as 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.

Kacie plans 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 Erica as 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. 

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