Honoring Dr. Alberto Rubio-Sanchez


Dr. Alberto Rubio-Sanchez

Associate Professor of Marketing

University of the Incarnate Word

San Antonio, TX

Dr. Alberto Rubio-Sanchez began his teaching career at Monterrey Tech in Guadalajara Mexico in 1999. As a Fulbright Scholar, he completed his studies at Purdue University where he first became a teaching assistant and then went on to be an instructor. He received the Purdue University Graduate Student Award for Outstanding Teaching while serving as an instructor. After the successful completion of his studies, Dr. Rubio-Sanchez secured a position as an Assistant Professor of Marketing with the Gabelli School of Business at Roger Williams University in Rhode Island where he received superb evaluations for his teaching performance.

Dr. Rubio-Sanchez was compelled by an offer to teach at the University of the Incarnate Word (UIW), so he made the move to San Antonio, Texas in 2009. The position was particularly attractive given the fact that UIW graduates more Hispanic students than any other private university in the United States, a setting that would grant him a unique opportunity to serve an underrepresented population. In addition to his responsibilities as an Associate Professor of Marketing at UIW, Dr. Rubio-Sanchez has served as the Hispanic Marketing Institute Director and Marketing Department Coordinator. His time at UIW has been marked by excellence through the attainment of exceptional teaching evaluations and three distinct nominations for the Presidential Teaching Award, the highest honor that can be conferred to a faculty member at the university.

Why did you choose to become a professor?

My passion for teaching and success as a professor is attributable to a single event that stemmed from a presentation I gave in the fourth grade regarding amphibians. I was enamored by the idea of providing my friends with useful information. Fast forward several years to my time in college where I endured a distasteful experience with a professor. I was enrolled in a calculus class with a disengaged, lackluster professor who clearly did not have the students’ best interest at heart. The feeling was almost devastating, and it struck a chord deep inside of me. I felt cheated. After a particularly disastrous class session, I felt compelled to engage the Department Chair in a conversation regarding the ways through which I could become a professor, one who would always place the student at the heart of all focus. That day marked the beginning of my pursuit of teaching because it ignited my desire to make a meaningful impact in the lives of my students.

What resources (programs, tools, etc.) were available to you throughout your journey into teaching?

My journey into teaching and serving others as a professor began while I was attending college in Mexico. The institution had a well-established program called Future Professors that enabled me to leverage the myriad of opportunities made available through the program. It provided me with access to several resources, including graduate tuition assistance, conferences, and workshops that better prepared me for a career in academia. Purdue University had a similar program that I was able to participate in while working on my Ph. D. The most influential take away from this program was the manner through which it helped me better understand the opportunities and challenges associated with teaching diverse groups of students.

What do you love about teaching?

I love being an influential facet of another person’s learning experience. My favorite moment is the point of “enlightenment,” which is when a student is able to grasp and comprehend a new concept for the very first time. I am compelled by the sense of excitement and gratitude experienced by the student after reaching this point. It is the moment I cherish most because of the overwhelming sense of connectedness I feel, one that is quite inexplicable, yet amazing, because it is indicative of growth. That student just became a better person, and I take great pride in knowing that I have the ability to make a difference in the lives of my students.

When you were a student, was there a great teacher who inspired you?

There have been many teachers and several moments that have both defined my experiences in life and helped shape me as a person, which has allowed me to achieve my goals. However, there is one particular moment and one highly regarded teacher who changed my future outlook. This individual was my first Marketing professor in college. He was an adjunct professor who had a huge heart for teaching. He held down a full-time job as the Vice President of Marketing for one of the largest candy corporations in the country while teaching class three times a week at 7:00 AM. His classes not only developed my mindset as a marketer but also provided me with the foundational tenets upon which I desired to establish my career as a professor.

Honoring Eduardo Lopez


Eduardo Lopez

 High School Social Science Teacher

Los Angeles, CA

Eduardo Lopez was born and raised in a single parent Mexican immigrant household in Los Angeles, California. The unrelenting work ethic instilled by his mother carried him to college. He is a two-time UCLA alumnus, graduating with both a Bachelor of Arts in History, minor in Political Science, and a Masters of Arts in Education. For the past decade he has taught at Theodore Roosevelt Senior High School (RHS), located in East Los Angeles. He is a National Board Certified Teacher and Social Science educator. Currently, Mr. Lopez teaches 11th grade A.P. U.S. History, U.S. History, and a 9th-12th grade all male ethnic studies course. Early in his profession, Eduardo realized that in order to have a lasting impact on students he needed to form partnerships that went beyond the four walls of his classroom. He served as a fellow at UCLA’s Graduate School of Education, Council of Youth Researchers (CYR) where he worked alongside professors, graduate students, community activists, parents, and students dedicated to addressing educational inequities in schools and communities throughout the city. The CYR created opportunities for youth to develop community-based critical research projects, write research papers, and deliver presentations to audiences of university faculty, community activists, parents, and elected officials, offering them the space to have their powerful voices heard. This passion for transformative education is also evident in his work as an Education Consultant with the Social Justice Learning Institute where he instructs its Urban Scholar Compadres (“brotherhood”) program, a program aimed at increasing the academic and personal success of young men of color at RHS and throughout Los Angeles. In 2014, he was honored by the United Way of Greater Los Angeles, as 1 of 25 educators in the Los Angeles Unified School District, to receive the 1st annual Inspirational Teacher award for his dedication to empower young Latino males. Additionally, in 2010, Mr. Lopez was awarded a Fulbright-Hays Study Fellowship to Morocco and in 2012, selected to travel to China as a Freeman Foundation Fellow. Of his many accolades two more worth noting are his interviews given in Spanish for both La Opinión (a Spanish-language Los Angeles daily newspaper) and HispanTV, (a Spanish-language news channel) where Eduardo stressed that as we prepare students to become global citizens we need to acknowledge and applaud the linguistic capital our bilingual youth bring from home as an asset and not a hindrance to our schools and country.

Why do you teach?

  • I teach to inspire and be inspired
  • I teach to foster caring relationships with students and parents
  • I teach to provide a culturally relevant humanizing experience for all students
  • I teach to share in the victories and pains of life alongside my students
  • I teach to work collectively with students to audaciously hope for a better tomorrow
  • Lastly, I teach because this is my calling in life

What do you love about teaching?

I genuinely love being in the classroom with my students. Engaging in meaningful discussions/lessons is key in sustaining lifelong learners.   Every single day presents a new opportunity to serve the youth. The energy and ideas they bring I liken to jazz, where improvisation occurs daily in every class period. This creation of rhythmic knowledge fills both mind and soul and I am an equal with all my students.

When you were a student, was there a great teacher who inspired you?

I was blessed to have a few inspirational teachers throughout my schooling experience but the one that stands out the most was my high school science teacher, Mr. Limón. As an adolescent developing my identity, I yearned to learn about my Latino heritage and the only educator who found creative ways to incorporate cultural connections to his lessons was Mr. Limón. Gracias to him I became a proud Chicano.

Honoring Rene Muñoz

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Rene Muñoz

Junior High Language Arts Teacher

El Cajon, CA

I would not be here without first acknowledging the support of my mom, abuelita and nina. Although my family and I lived in Tijuana, Mexico, I was born a U.S. citizen and my mom wanted me to go to school in the United States. As a young child, I only spoke Spanish, and no private school would give me a chance. My mom searched high and low for a school willing to give me an opportunity. It was not easy, but she did it! For the next 12 years, we (my mom, abuelita, nina, younger brother and I) woke up every morning at 3AM to cross the border. We would make line for hours at times, but we were never late for school. School mattered!

For better or for worse, I’m going to share with you what has proven to be the secret of my success in the classroom… my degrees are in English and History; I do not have a degree in Education. As a matter of fact, I have never taken an education class… ever. I do feel that a degree in Education has tremendous value, but for over 15 years, I have been a private school teacher, and I have had the freedom to be completely unconventional. Completely! For me, not knowing how I was “supposed to teach” proved to be a big motivation to observe and learn from anyone and everyone, but most importantly, it motivated me to experiment in the classroom.

I had to stop and think about what had actually made me successful in high school, college and now, hopefully, as a teacher. I asked myself: Did knowing the end of “To Kill a Mockingbird” make me successful? Nope! However, what I learned from the conversations that it inspired, did. The work ethic I learned through those assignments, did. I was beginning to figure out what I wanted to teach but how to teach it would be a whole new challenge!

This list of unconventional things to teach combined with a lack of formal training in Education, forced me to try many unconventional approaches. This led me to create a program that has been helping my students get into the top high schools in San Diego County for around 15 years, which is helping to lead them to the top universities in the nation and is now helping make them successful in the “real world.”

The secret to my success is that I do not teach literature and grammar to middle school students. Instead, literature and grammar are the tools I use to teach them what will make them successful in life. I expect them to be creative and imaginative. I expect them to be hard-working, passionate and full of pride. I expect them to do their best in every situation. I expect it every day. Most importantly, I do not teach them these things with fancy projects or the newest technological craze or the newest teaching technique. Actually, I use very few educational materials that are pre-made by a major company. At the end of the day, my class is a bunch of people sitting around, reading some of the greatest authors, discussing their ideas and how they relate to those ideas.

Why do you teach?

There are a million reasons why, but it boils down to the fact that I feel teaching, and helping students, is what I am meant to do.

What do you love about teaching?

Again, a million different things but a big one is seeing the long lasting positive outcome of my work as a teacher. Throughout my career, I’ve worked with 90% Latino students. Latinos that are hard-working, accomplished, positive members of society. I’ve even had 2 former students invited to The White House by the Obama Administration! It’s awesome to see them accomplish great things!!

When you were young, was there a great teacher that inspired you?

A teacher, no. Several teachers, absolutely!

Mr. Ned Wilson– Science teacher, St. Augustine High School: I stole so much from his approach to teaching! He had this way of being this grumpy and cranky yet kooky and lovable teacher that made you work harder to be a better student and person without you realizing it. This person who brought out the absolute best in you through such an unorthodox way;  someone so willing to accept his own faults and eccentricities made it so much easier for his students suffering through the craziness of high school to accept their own. His willingness to just go crazy at football games and basketball games…His willingness to cram 10 of us in a van and take us to a Tony Gwynn Padres game… Supposedly, “just because…”  It took me years to understand the sheer brilliance of it all, because it had all been a brilliantly orchestrated scam to make us better….

Dr. Louis Warren– History professor, University of San Diego: College can be hard. I struggled a lot my first year… A LOT!! Going into my 2nd year, I didn’t think I could do it. Then, I walked into Dr. Warren’s American Civilization II. It was challenging… It was interesting… I could do it. All I needed was confidence. He gave that to me through his class. I took every class he ever taught. They were all brilliant… But, his General Custer lecture is probably the best lecture I ever had the privilege to hear. I would not be the teacher I am without their influence.

Honorable Mention:

~~Mr. John Vignol. Philosophy teacher, St. Augustine High School

~~Dr. Bart Thurber. English professor, University of San Diego


Honoring Mario Benabe

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Mario Benabe

High School Math Teacher  

Bronx, NY

Mario Benabe is the founding Math Teacher at the South Bronx Community Charter High School (SBCCHS), a school birthed out of the New York City’s Young Men’s Initiative (YMI) and the Expanded Success Initiative (ESI) School Design Fellowship. Prior to teaching at SBCCHS, Mr. Benabe spent two years as the Special Education, Mathematics Specialist at the Bronx River High School. Mr. Benabe holds a M.S.T in Special Education from Fordham University and a B.A. in Culture and Deviance Studies with cross disciplinary research training in Sociology and Latin America and Latinx Studies from John Jay College of Criminal Justice.

Throughout his early teaching career, Mr. Benabe has advocated for educational justice for youths of color. At Teach For America’s 25th anniversary summit Mr. Benabe spoke at the #StayWoke: Stop the Violence and Increase Opportunity program to an audience of over 1,200 people at the Walter E. Washington convention Center in D.C.. In 2015, The Entertainment Industry Foundation honored Mr. Benabe as one of three teachers selected nationally to be recognized as the 9/11 Day Teacher. Mr. Benabe has received the Robert Bob Douglass Hall of Fame – John Hunter Community Service Award for his dedication in serving youths through education for the National Association of  Each One Teach One program.

Mr. Benabe is the initiator of “Do-The-Right-Thing Pedagogy”, which frames the importance of examining the ways in which teaching and learning occurs in afrocentric and indigenous populations and using that as a Dialectical Opposites [Do] To Heal Education [The] that invites Reality, Immersion, Good-Hearted Teaching [Right] Through Historical Indigenous/Afrocentric and Native Grounds [Thing]. His role as an educator is to create conditions that allow young people to express their brilliance through their sense of what is vernacular for them so that they  can feel valued within the village of teaching and learning

Why do you Teach?

I teach as a response to a very powerful age-old adage that describes, “if the youth are not initiated to the tribe, they will burn it down in order to feel its warmth”. Often times because of our marriage to ineffective pedagogy, it creates conditions that allow young people to feel as though they are not deeply connected to the village of teaching and learning. I teach because it puts me in a position to heal and create conditions that never run counter to the spirit of young people. I teach because I understand that broken pedagogy cannot teach young people to be whole. Therefore, my work requires me to invest my efforts as an ally to the village of learners, to cultivate a teaching and learning context that is emancipatory, that invest in young people’s perception of self-worth and that builds a pedagogy of joy.

What do you love about teaching?

Prior to teaching I often guided myself to think critically about what brings out my inner peace? I felt this fear that was birthed out of a pain that maybe came from the gospel, that said, “there are many who die but do not rest in peace”. Even with all the roads in place, I stood at the border of  each pathway of opportunity thinking about why is it that life hasn’t allowed for me to fully crossover into my inner peace? It wasn’t until that special moment when I walked into a classroom as an educator for the first time where I felt like I could finally anchor my spirit, define my purpose in life, create a sustainable me, bring out my inner peace and guide young people to an education that is beyond a set of standards. I love teaching and learning because it has allowed for me to teach within a village of learners that celebrates our existing shared cultural capital as a result of me being Latino, having shared history and common experiences, speaking the same languages, and teaching within my direct community in the South Bronx, NY at the South Bronx Community Charter High School, so that when we exchange through transactions within dialogue, authenticity within the relationships shines through.

When you were a student, was there a great teacher who inspired you?

Absolutely! In 7th grade, back in 2002, I was blessed with having a math and science teacher who is now one of the nation’s most inspiring educators, Dr. Christopher Emdin. His work on #HipHopEd, Science Genius and Reality Pedagogy is at the intersections of critical pedagogy and culturally relevant pedagogy. I can’t imagine my world without the inspiration he fills within my vessel of passion for teaching and learning. If I could relive any moment within my life repeatedly, it would be that year when I walked into his class. I speak from the deepest parts of my heart with joy and a sense of caring about the value I have for him for guiding me to see that everything that is out there is already within me. I know that when I was most lost in life, he gave me direction. I am forever thankful for him, and his family.

Honoring Karla Gudiño Avila


Karla Gudiño Avila

High School Math Teacher

Detroit, MI

Karla J. Gudiño Avila was born in Sahuayo, Michoacan, Mexico. At the age of one, her parents brought her to the United States in pursuit of the American dream. They lived in California, worked double shifts to afford the rent, and barely had enough money for food and clothing. In an effort to improve the lives of their children, they eventually moved the family to Detroit, Michigan. They arrived during a snowstorm, did not have warm clothing, and lived in a house without heat or electricity. The family shared one mattress. On top of those conditions, Karla’s father was an abusive alcoholic, who often wasted their money on alcohol. As the oldest child, she assumed the role of a second parent. She wanted to help out economically, but no one would hire her because she was too young. Her parents separated when she was fifteen years old. The family still struggled economically, but there was emotional peace in the home.

Karla knew that the best way to help her mother and siblings was to do well in school, so she could get a good job to help care for the family. After high school, she attended the University of Detroit Mercy. There she earned a Bachelor of Arts and teaching certification in Mathematics, with a minor in Psychology. Her goal was to teach in the community where she lived. She remembers going into the middle school and high schools around the neighborhood to drop off her resume. Since her graduation occurred in December of 2008, she did not anticipate being hired to teach during that school year. To her surprise, a teacher was needed in April of 2009, and she was hired on the spot. Ever since then she has been working at Detroit Cristo Rey High School as a mathematics teacher. She has taught Algebra 1, Algebra 2, and Geometry to freshman, sophomores, and juniors. Detroit Cristo Rey is one of thirty schools around the United States in the innovative Cristo Rey Network. Its students work one day a week to pay their tuition. They train in the summer and have an extended school day and school year.  Karla is proud to be a part of the Cristo Rey Network, where every student lives below the poverty line. In addition to teaching, she is currently working on a Master’s Degree at the University of Detroit Mercy.

Why do you teach?

Since I was a little girl, all I wanted to do was be a teacher. I would pretend I was the teacher and my little brothers were my students. I love mathematics and helping others. Mathematics was the only language that I fully understood. I was able to explain math concepts to my classmates, and they encouraged me to become a math teacher. I know math is not everyone’s favorite or easiest subject. I want my students to enjoy math as much as I do and not be afraid of it. Math has given me a way to support my family and to escape the violence that occurs in Detroit. Most importantly, I love to teach mathematics because I know it is a powerful tool for students. It enables them to think critically, raise their ACT scores, earn scholarships, and attend college.

What do you love about teaching?

What I love about teaching is the feeling that I am making a positive difference in the lives of my students. I get to know many of them and their families. By sharing my experiences with them, they see that it is possible to achieve one’s goals despite the difficulties they face in their daily lives. I push them to do their best and not to quit. I have the privilege of not just teaching subject matter but teaching them about life. I get to see my students grow and become adults. I love when they come back to get college math help or just to talk about how life is going.

When you were a student, was there a great teacher who inspired you?

I had the privilege of having many great teachers and staff members who inspired, supported, and believed in me. I am grateful to Mr. Grams, Ms. Vega, and other teachers like them, who gave me advice when I needed it, a ride to school, helped me with my studies, or encouraged me with their words of wisdom. They showed me that through hard work and dedication anything is possible. My biggest supporters are my mother, Martha, and my husband, Sergio. They are my number one teachers, who support me on my journey. I hope that I can give to my students what others have given me.


Honoring Betzabe Gonzalez

Betsy Gonzalez

Betzabe Gonzalez

Middle School Teacher

Northridge, CA

Ms. Gonzalez grew up in an at-risk area, a small part of Oxnard, California called Colonia. She first became interested in teaching when I was enrolled in Ms. Lisa Villanueva’s world history class. Many from the neighborhood were enrolled in her class, a bunch of young people, like herself, who had been written off by others due to the location of our addresses; but Ms. Villanueva exerted herself, set high expectations for them, believed in them and helped them along the way. She would go out of her way, to talk to them about the situations beyond the classroom that were affecting them in the neighborhood and how they could escape them. Ms. Gonzalez saw the impact Ms. Villanueva made on her peers and herself and she wanted to be just like her, she wanted to make a difference.

While at Cal State University of Northridge (CSUN), Ms. Gonzalez got involved in political and human rights organizations, while she worked as a teacher’s assistant (TA). While she was in the classroom, as a TA, she saw many educational injustices towards at-risk students, who were just like her. This motivated her all the more to follow in Ms. Villanueva’s steps, and become an inspiration that she was to her and so many others.

Ms. Gonzalez has now worked as a teacher for LAUSD for eleven years, and they have zoomed by. Many warned her that after five years she would get burned out, she’s still waiting and expecting that it will never come. She loves what she does, young people are the future of this country and we need to build them up. In her teaching career she has experienced the stress of No Child Left Behind and high stakes testing that are linked to teacher efficiency, but there is more to a student than that.  She ask many former students who are at the university level now, who stay in touch with her, what teachers made the most impact on them and why?  Many of them named teachers who not only looked at their test scores, but also inspired them to do more than they themselves expected to reach. When they speak, she sees herself in them and they inspire her to continue to touch not only the minds but also the hearts of all students.

Why do you teach?

I teach because I want to make a difference in students’ lives, and what better way to do this than to become a part of the life long positive impact.

What do you love about teaching?

I love providing learning experiences to students that go beyond the class room.

When you were a student, was there a great teacher who inspired you?  

I had a teacher in High School, Ms. Lisa Villanueva who inspired me to follow in her foot steps and I attempt to emulate what she did in her class room with my students, to not only cover the curriculum but to create unforgettable learning experiences.



Honoring José Guadarrama

Jose Guadrrama

José Guadarrama

Elementary School Teacher

New Orleans, LA

José Guadarrama has taught in the Greater New Orleans area for seven years, the last six at FirstLine Schools. José is a founding member of John Dibert Community School, a turnaround school in New Orleans that grew from an F to a B in three years. He contributed to this growth by moving his ELA students 33 points on the School Achievement Index in one year, the highest growth in the FirstLine Schools network and the 92nd percentile of growth statewide. Mr. Guadarrama worked with a small team of FirstLine teachers to develop shared units across four schools. He has lead remediation for fourth grade scholars at FirstLine Schools summer program, has worked as a content leader at Teach For America’s Summer Institute in Los Angeles and was recognized by Teach For America as a distinguished teacher selected to attend the Aspen Institute of Humanistic Studies.

In addition to Jose’s contributions in the classroom and as a teacher leader, he has mobilized his school community in outreach to a growing number of Spanish-speaking families. José is the exemplar for joyful learning, and builds a community within his classroom that allows students to drive their own development and love of school.

Why do you teach?

Teaching is my way of contributing to the immediate and long term future of my community. I’ve seen kids become more curious about each other and their place in the world because of what we study in class. Fueling students curiosity and ambition is what keeps me in the classroom because it’s different for each student. Year after year I greet a new group of third graders thinking, “I’m going to figure out what makes you tick and use it to help you ask and answer questions about our community, world and your responsibilities and place in it.”

What do you love about teaching?

I love many things about being an educator. Foremost, I love my students. Every year students teach me how to me a more compassionate and loving person while not lowering expectations for excellence. I love that I’ve seen myself grow in the skills and knowledge base that teaching upper elementary demands. I love that my improvement as a teacher has no end, but always has more potential.

When you were a student, was there a great teacher who inspired you?

Just the other day I was thinking of Mr. Grey, my fourth grade teacher. He made the mundane magical. School work was never drudgery. Mr. Grey made me feel that the world held curiosities I needed to uncover through joyful discipline.

Honoring Jose Gonzalez

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Jose Gonzalez

Middle School Math Teacher

Los Angeles, CA

Mr. Gonzalez was born in Guadalajara, Jalisco, Mexico but moved with his family to California before turning two years old. After living in southern California for a few years, his family eventually settled in the San Joaquin Valley of California where he lived until he went to college at the Wharton School of Business at the University of Pennsylvania. During his time at Penn, Mr. Gonzalez was a founding board member of Penn for Immigrant Rights (PIR) and led the PIR scholarship committee. They raised money for a scholarship fund open to all graduating high school seniors in Philadelphia pursuing higher education regardless of their immigration status.  To date, two students have received the scholarship and Penn for Immigrant Rights has continued working to further help undocumented students in Philadelphia.

After Mr. Gonzalez graduated, he joined the 2014 Teach for America corps. He teaches 7th grade math in Northeast Los Angeles at a predominantly Latin@ school with over 90% of students receiving free or reduced lunch.   He works on instilling a love for math in his students on a daily basis and aims to incorporate its relevance to their lives in his lessons.  For example, last year, students read about women and ethnic minorities in STEM, researched a STEM career they would be interested in pursuing in the future, and applied rational number concepts they had learned throughout the trimester to argue the importance of diversity in STEM related fields.  Mr. Gonzalez hopes to do more projects that show his students just how important their education is, not only for themselves, but also for their communities.

Why do you teach?

Being undocumented heavily influenced my elementary and secondary education. I didn’t share my immigration status with anyone including my teachers and administrators. Navigating the school system was difficult but the college application process was particularly grueling. I could not accept scholarship nominations, apply for federal grants, or, due to fear, ask for advice from counselors. In my classroom, I share my story with my students in the hopes that they’ll feel they have a safe space for them to share their own concerns and challenges with me.  I teach to instill confidence, resourcefulness, and love in my students.

What do you love about teaching?

I never thought I would go through a more stressful experience than my first two years in college but teaching proved me wrong. It is a 24/7 job that I can’t just turn off, because I am always thinking about my kids, their families, and how I can be the teacher I want to be.  Although teaching is the hardest thing I have ever had to do, seeing my students’ faces light up when they finally understand something they have been struggling with or listening to them lead their groups in math discussions makes the long, hard hours worth it. Despite stereotypes and statistics, my kids have an incessant hunger for knowledge.

When you were a student, was there a great teacher who inspired you?

In college, I met the most influential educator in my life: Johnny Irizarry. His impact on my life and education began before I even met him face-to-face.  After jumping hurdle after hurdle to be admitted to Penn as an undocumented student, I still had no financial aid, no connections, and no one who could help.  My admissions officer introduced via email to Johnny, director of The Center for Hispanic Excellence: La Casa Latina. Johnny made it his mission to help me overcome major obstacles for undocumented students seeking higher education. He put me in contact with the one financial aid advisor who knew how to help undocumented students. And, perhaps more importantly, he introduced me to a community of supportive students, faculty, and staff. Johnny was more of a father figure and mentor than anything else.  I sought his advice for all my problems: immigration, academic, and social.  Then, I had the privilege of being in one of his classes.  The way he spoke about Latin@ art and culture with so much passion enhanced his students’ enthusiasm and encouraged engaging debates among my peers and me.  I lead my life as an educator following his example.

Honoring Ricardo Salcedo

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Ricardo Salcedo

Middle School Language Arts Teacher

Temecula, CA

Currently, Mr. Salcedo is an English Language Arts Specialist. He teaches English and ELD to 6th, 7th and 8th grade students in Temecula Middle School, in his hometown of Temecula, California for the Temecula Valley Unified School District.  Mr. Salcedo graduated from California State University San Marcos in 2000. He earned a BCLAD Multiple Subject teaching credential in 2001. When Mr. Salcedo was 21, he began his teaching career in San Ysidro, CA. Since he began his career, Mr. Salcedo has worked relentlessly teaching English Learners, promoting bilingualism, advancing language opportunities for all students, advocating for English Learners and promoting equality.

Mr. Salcedo continues to excel at his work in the role of English Language Arts Specialist. Currently, he teaches English Learners, models lessons for other teachers, elbow coaches, mentors student teachers, develops curriculum at the district level, provides training and is involved in various committees.

He has spoken at various events including, California State San Marcos MeCHA Conference, Casa Familiar in San Ysidro, Centro Cultural de La Raza in San Diego, Chicano Park Celebration, and in various local churches. During his free time, Mr. Salcedo loves spending time with his wife Marcela and his 3 children, Aurora, Beniah, and Elisha. He enjoys serving on the board of directors for God’s Grace Outreach Ministries and, if time permits, playing with his bulldogs, Cinnamon, Jewel and Nana.

Why do you teach?

Ever since I was a young boy, I always knew I wanted to be a teacher. Learning comes naturally for me. As a child, even though I was experiencing success,   I saw many of my friends struggling in school and unable to make academic progress. They wanted to succeed, but teachers did not know how to help them. It was as if there was this great divide and they teachers had no idea how to move the students from point a to point b.  This stirred up a deep desire to teach. I chose to become a teacher. I knew I could do something the traditional teacher could not. I knew I could help unlock the potential our students possess. Today, not a whole lot has changed in education as a whole, but a lot has changed for my students. My students experience success. I may not be able to change education, but I sure can change the way children are educated in my classroom!

What do you love about teaching?

I love the interactions with all my students. I love being in a community of learners and being involved in the learning of my students. I love being able to teach powerful lessons and equip children with the tools, knowledge and resources they will use for their entire lives. I love being able to take regular lessons and tweek them to allow the learners to make meaning and produce application across disciplines! I love being able to empower students to unlock their full potential. In short, what do I like best about teaching? I love teaching kids! I treasure the opportunities and memories we create in the classroom as we dive deep into the subject matter and make it meaningful, produce knowledge and develop deep understanding!

When you were a student, was there a great teacher who inspired you?

Unfortunately, I never had a teacher that inspired me or that I looked up to. It just didn’t happen. I always hoped to one day have a teacher I could look up to, even relate to, but that never happened. Most of my teachers were Caucasian and though they meant well, they were never able to relate to me or I to them. Sadly, most educators today still have no idea how to relate or connect with English Language Learners.

Even though we are making vast strides (in education) and improvements (to how we teach minority children), back when I was a student it was rare to have a bilingual teacher. Most teachers were unaware of just how foreign and irrelevant school was to students like myself. The teachers talked about things we could not relate to or understand. Every song they brought in, anecdote they shared, experience they described was completely irrelevant to students like myself.

The knowledge we (Latino students) have is so immense, so profound, so deep; yet it goes untapped by Anglo teachers. It was as if I were caught in two different worlds, and the real world for me consisted of my Hispanic heritage, the traditions, oral histories and centuries upon centuries of rich Spanish language; that world was not valued or utilized by traditional teachers or the American public school system. Every day at school, I had to “step into their world.”

For a child this is confusing and frustrating. My mom would tell us stories to try to encourage us. She used to tell me this story about a family of turtles. I felt like we were the turtles in her stories. Like turtles, we carried everything that had value with us, and even though we walked through dry deserts, and faced incredible odds, what we carry with us gave us strength to keep moving.

Honoring Jason Torres-Rangel

Juan Torres pic

Jason Torres-Rangel

High School English Teacher

Los Angeles, CA

Jason Torres-Rangel has taught High School English and Ballet Folklorico for 11 years, currently at the UCLA Community School at the Robert F. Kennedy Community Schools complex, and before that at Los Angeles High School. He holds a Bachelor of Arts from Pomona College, and a Masters in Education from Harvard University.  He has served in a number of leadership positions at his school, including English Lead Teacher, UTLA Chapter Chair, School Site Council member, and Senior Council Advisor.  At UCLACS, he has helped develop the school’s unique Seminar elective program that includes classes such as Yoga, Electrical Engineering, Sign Language, Entomology, Sailing, and more.  Outside of school Mr. Torres-Rangel is a teacher consultant for the UCLA Writing Project and the California Writing Project.  He has also presented at a number of conferences including the California Association of Teachers of English, the Coalition for Essential Schools Fall Forum, and With Different Eyes at UCLA.  He has created curriculum for the Discovery Channel’s online Literature series and the Getty Museum.  He was selected by United Way as an Inspirational Teacher for the 2014-2015 year.  Mr. Torres-Rangel’s own parents were both LAUSD teachers at Wilson High School, and they serve as continual inspiration for him.

Why do you teach?

In the words of bell hooks, “The academy is not paradise. But learning is a place where paradise can be created. The classroom with all its limitations remains a location of possibility. In that field of possibility we have the opportunity to labour for freedom, to demand of ourselves and our comrades, an openness of mind and heart that allows us to face reality even as we collectively imagine ways to move beyond boundaries, to transgress. This is education as the practice of freedom.”

I teach because I believe that education can be a powerful vehicle through which communities, especially those who have been historically disenfranchised, can come together to strengthen the very fabric of our society.  It is through education that we come to understand and celebrate our differences, rather than be frightened by them.  It is through education that we build a more humane and just world.

What do you love about teaching?

The students! Teaching is a deeply human endeavor, and I can’t tell you how many times I have been inspired by a student who has that “ah-ha!” moment, or has helped me understand something new about the world.  The students are hilarious, too, and I can’t think of a more fun and fascinating bunch of human beings to be around than young people.

I should add that my co-workers are the other thing I love about teaching. I love being around a supportive group of educators who share expertise, help each other grow, and are there for each other through the tough moments (and the great ones).

When you were a student, was there a great teacher who inspired you?

Besides my parents who were both teachers (and who were my own teachers in school), another great educator who inspired me was Ms. Konoske, my high school English teacher.  She helped develop my passion for reading and writing.  She introduced me to Sandra Cisneros.  She introduced me to Carlos Fuentes.  Most importantly, she introduced me to our class mantra that I now use with my own students, “Through reading, writing, thinking, and speaking, we study literature to find out more about what it means to be human.”