Hispanic Teacher Profile, Manuel Hernandez


Manuel Hernandez

Elementary School Music Teacher in Washington, D.C.

I was born in Morazán, El Salvador, a state that was heavily impacted by the Salvadorian civil war. For the same reason in 1990, my mother decided to migrate to the United States leaving me with my grandparents at only 4 years old. In 2001, my mother decided that it was time for me to travel to the U.S. When I arrived in Washington, DC, I went to school to learn English and improve my musical skills. Being the son of a mother who fed us by cleaning houses and getting paid the minimum wage, I was encouraged to keep studying and have no limits on my educational goals. Therefore; once I graduated from Bell High School with honors, I decided that I wanted to be the first one in my family in the US to go to college. In 2012 I obtained a Bachelor’s degree in music education from the University of the District of Columbia. That same year I started working in DC Bilingual Public Charter School (PCS) as a part-time music teacher while I was working on my M.A in early childhood education. Now I’m a full time educator at DC Bilingual PCS where I teach music from Pre-kinder 3 to 5th grade, have an 18 student school choir, and 6 students enrolled in one on one piano classes.

Why do I teach? I teach because I want a better world, a better society and better human beings. I believe that humans are like trees, their beginning is fundamental for their later life. Being an elementary educator gives me the opportunity to effectively address my students.

What do I love about teaching? I love to see children learn and be exposed to experiences that they otherwise would not be exposed to if I was not there. I love to see them have fun every time they go to my classroom. I love to see them grow physically, mentally, and  socio-emotionally year after year.

Was there a teacher that inspired me? Yes, my uncle! When my mother left, she assigned my uncle to be responsible for my education. He was the first one in my family in El Salvador to go to college. He would walk for one hour to ride the bus to go to college. He would study overnight to be the above his peers, that inspired me. I was also present when he obtained his degree in psychology. Because of him,  I knew from a very young age that going to college was not an option but a must.


Hispanic Teacher Profile, Eleonora Villegas-Reimers


Eleonora Villegas-Reimers

Associate Professor at Wheelock College in Boston

I am currently an Associate Professor at Wheelock College in Boston, where I work in the preparation of teachers, both the undergraduate and graduate levels. I joined the faculty of Wheelock College in 1988 as Assistant Professor, and was promoted to Associate Professor in 1995. In 2004, I was appointed Acting Dean of the Child and Family Studies Division after having served as the Coordinator for the Child Development and Early Childhood Program, and the Child Development Studies program since 1998. In 2006 I was appointed Dean of the School of Education and Child Life, and in 2009, I was named Chair of the Elementary Education Department. Prior to coming to Wheelock, I was a high-school teacher and an Assistant Principal in a private K-12 school in my country of origin, Venezuela. I started teaching during my first year of college; the country was in need of prepared teachers, and college students in teacher preparation programs were able to have their own classrooms. I started teaching pre-schoolers, but soon moved to teaching 7th, 8th and 12th graders. I focused on social studies and citizenship education with the younger grades, and on sociology with the seniors. After 6 years in the classroom and now with a bachelor’s degree (and a teaching license) in hand, I came to the U.S. to do my master’s and doctoral degrees in Education at the Harvard University Graduate School of Education. While studying about moral education and working as a teaching fellow, I developed a passion for teaching teachers. I realized that I could contribute to the education of children quite effectively if I prepared the teachers who work with them. I love working with new college students who have dreamed all their lives of becoming teachers; I also love working with those who have been teaching in the field and come to graduate school for more education. Educating teaching candidates about how to work effectively with all children, including Latino children, immigrant children, and ELLs in particular is something I think of as a mission. I am convinced that teachers have the highest influence on children after their families.

Aside from the work I do with teachers in preparation at Wheelock, I also do other work that benefits teachers and schools: I serve as a Board member to the Massachusetts Department of Early Education and Care, as an advisor in a number of workgroups and taskforces of the Boston Public Schools, and have worked as consultant and advisor to a number of international organizations such as UNESCO, the World Bank, the Inter-American Development Bank, the Board on International Comparative Studies of the National Research Council, and the Academy for Educational Development on matters related to education, teacher preparation and development, education for democracy, and values education.

Why do you teach? I teach because I believe that the best way to effect social change is by educating individuals who can think critically, solve problems, develop a sense of responsibility to get involved, and ultimately change their own lives, that of their families and their communities.

What do you love about teaching? I love engaging with students in a deep way that allows them to learn and truly understand their role as educators, community members and citizens of the world. I love seeing a student’s face when they have understood something for the first time, when they have accomplished a major goal, and when they have experienced the exhilarating moment of seeing a child learn something new, from reading for the first time, to something about their community.

When you were a student, was there a great teacher who inspired you? I was very lucky with ALL of my teachers; in one way or another, I have learned from all my teachers. They inspired me when I was in their classes, and they continue to inspire me to do my best so that other children can be as fortunate as I was with such caring, dedicated, knowledgeable and expert professional educators! I am grateful to all my teachers.


Tracie Sánchez, Higher Education Graduate Fellow for the Congressional Hispanic Caucus Institute Biography

10292014 - Tracie Sanchez Official Portrait 1Tracie Sánchez was born and raised in East Los Angeles, a predominantly working class Mexican community. Tracie identifies as a Reverse Transfer student, as she attended the University of California – Santa Barbara upon graduation of high school and later enrolled at Pasadena City College, where she completed her first two years of her undergraduate career. In 2010, she transferred to the University of California, Los Angeles (UCLA) where she would major in Chicana/o studies and minor in Gender Studies, Education, and Labor and Workplace studies.

As an undergraduate, she remained involved in a number of social justice based research projects and outreach programs that address racial campus climate, retention and access among underrepresented students both at community colleges and UCLA. As a Ronald E. McNair Scholar, Tracie served as the principle investigator of a qualitative case study that examined student-centered and institutional factors affecting students’ decision to reverse transfer from public four-year institutions in California.

In June of 2014, Tracie graduated with her M.A. from the graduate department of Education and Information Studies at UCLA, with a Higher Education and Organizational Change degree. Her research interests currently include Latina/o educational pathways, intersections of race, gender, and social class in accessing college and graduate school, Latina/o reverse transfer students and overall Latina/o retention within California community colleges.

Currently as a Congressional Hispanic Caucus Institute –  Higher Education Graduate Fellow, Tracie seeks to enhance her knowledge of educational policy-making and the ways in which higher education research can inform policy-making decisions to ensure more Latina/o students who begin their education at community colleges can successfully transfer to elite four-year research institutions. Tracie looks forward to returning to Southern California upon completion of the CHCI Higher Education Fellowship and pursue a doctorate degree in Higher Education and continuing to serve as mentor for first-generation Latina/o students attending community colleges.


Hispanic Teacher Profile, Arlene Perez

Arlene Perez

Arlene Perez

Mathematics  Middle School Teacher in Washington, DC

Growing up in Pico Rivera, California to two Mexican immigrants, Arlene knew the true value of a great education.  She became the first in her family to graduate from college. Having been a product of the Pico Rivera public school system, she understood the struggles English Language Learners faced and the critical roles teachers play in student lives to go to college.  Arlene received her bachelors at the University of California, Santa Barbara in Political Science and Philosophy in 2011, but realized that if she wanted to pursue a career in Education Policy, she needed first-hand experience as the role of an educator. That summer, she joined Teach for America in Washington D.C. as a middle school math teacher where she taught math entirely in Spanish to an amazing group of students who came from diverse backgrounds. These students mirror her experiences as a child since they are also first generation, English Language Learners of Latino descent. Teaching math not only allowed her to see that policy has a major influence on her students’ lives, but it also gave her the opportunity to notice the positive impact a Latina role model can have on their academic success. Because she has seen the lack of Latinos in STEM education, she is continuously striving to have her students fall in love with math by leading a coding course, a robotics team, having a Parent Math Course for Spanish speaking parents, and getting her team of 7th graders ready for this winter’s DC Math Quiz Bowl. Moreover, alongside her Teach for America coach, Arlene created Teach for America’s La Familia in DC to build a community of Latino educators in the DC region and aided with the recruitment efforts in DC and in LA to increase the number of Latino applicants to Teach for America. Arlene serves on the board for Teach for America’s The Collective and Young Alumni Board. She currently teaches 7th grade Math at Oyster Adams Bilingual School in Washington D.C.

Why do you teach? When I hear the terrifying statistics about Latinos regarding high school completion rates, college graduation rates and students pursuing STEM majors, it is the fuel that drives me to teach my students every day. These statistics are not simply numbers, they represent me, they represent family members, and they represent my students. I teach because I want to make sure that my students know that I was once in their shoes and they can achieve anything their hearts desire. My students need someone who can advocate for them and show them the way to college.

What do you love about teaching? I absolutely adore my students! They are the most creative, intelligent, unique, and hilarious human beings you will ever meet. Being so far away from home, these students have become my family. I love that we share so much knowledge and culture in our classroom. They are truly the reason I teach.

When you were a student, was there a great teacher who inspired you? Definitely! My 5th grade teacher Mrs. Lomeli was the main reason I went into teaching because she advocated for me to exit out of a bilingual classroom (knowing I would later be tracked in middle school) and how that affected my chances of attaining AP courses by the time I would enter high school. Moreover, my high school Calculus teacher Mr. Francis is truly my role model when it comes to teaching math. He would stay at school tutoring my classmates and I until 8pm at times and truly believed in me when I didn’t. He was someone who was there for his students no matter what and always told us how we were smarter than a calculator. Because of him, I make sure to have strong relationships with my students so that they know that I will always be there for them and even till this day, I continuously remind them that they are smarter than a calculator.


Highlighting Hispanic Education Year-Round

Cross-posted from the U.S. Department of Education blog, Homeroom

It’s the middle of October. The leaves are changing colors, baseball playoffs are under way, and Hispanic Heritage month – celebrated each year from September 15 to October 15 – just came to close. It’s an opportunity to celebrate the rich history and the centuries’-worth of contributions the Hispanic community – a diverse community with roots in Mexico, the Caribbean, Spain and Central and South America – has made to this country.

His panic students graduating

We first began celebrating Hispanic Heritage Week in 1968, and in 1988 the observance of Hispanic Heritage Month was enacted as law by the U.S. Congress. But the impact of this country’s Hispanic community has never been greater – and the importance of promoting success for Hispanic learners has never mattered more – than right now.

Today, Hispanics are the largest, youngest and fastest-growing minority group. Yet our college attainment rates are among the lowest. A college education continues to be the ticket to the middle class, and improving educational outcomes for the Hispanic community is vitally important for the common good. In America, we fall or rise together. The success of Hispanic students is directly tied to the success of our democracy, and our ability to compete in a global economy.

President Obama’s North Star Goal – that this country will again have the highest proportion of college graduates in the world – depends on the success of every single student, whatever his or her background or circumstance. The President understands the crucial role of the Hispanic community and has continued to expand opportunities for them and all students. Whether it is our work through the White House Initiative on Educational Excellence for Hispanics, the My Brother’s Keeper initiative or our support of Hispanic Serving institutions, this Department is committed to supporting this community and foster its educational success.

And we’ve seen encouraging signs of progress. The Hispanic high school dropout rate among 16-24 year olds fell from 28 percent in 2000 to 14 percent in 2011. Hispanic college enrollment has grown by more than 1.1. million students. In fact, college enrollment is up more for Hispanics than any other group. In 2012, the enrollment rate among Hispanics 18-24 years old was over 49 percent, up from 31 percent in 2002.

Still, there’s more we must do. As a country our high school graduation rate has reached an all-time high of 80 percent, but the rate for Hispanics still lags behind. In addition, African American and Hispanic students account for 40 percent of high school youth, yet make up just 25 percent of students taking advanced placement classes. Hispanic youth are also disproportionately represented in school-related arrests and disciplinary actions.

During the Department’s kick-off event for National Hispanic Heritage Month, Secretary Duncan said, “we need to make sure that the opportunities we offer every single child in this country are the opportunities we would want to offer our own children.”

This call to action comes at a watershed moment: for the first time in history, a majority of our nation’s public school students are minority students. Hispanic students alone make up 25 percent of all public school students in our schools.

Although Hispanic Heritage month is over, educating Hispanic learners – and all students – is important all year round. That’s the one sure way to reach our North Star goal, preserve the promise of the American Dream, and have the world’s best educated, most competitive workforce.

Robert Gomez is the director of higher education outreach at the U.S. Department of Education, and the son of Mexican immigrants.

The Promise of a Skilled Latino Community

In honor of Hispanic Heritage Month, we recognize the many contributions Hispanics have made and continue to make to ensure this great nation’s vitality. Hispanics provide a profound and constructive influence on our country through their resilient commitment to family, faith, hard work, and service. They have enriched and wrought our national character with centuries-old traditions that reflect their multiethnic and multicultural customs.

According to the U.S. Census, in 2013 the Hispanic population in the United States reached 54 million, making people of Hispanic origin 17 percent of the nation’s population. Hispanics are the largest, youngest, and fastest growing minority group, and will represent 70 percent of our nation’s population growth between 2015 and 2060. By 2060, they are projected to account for nearly a third of the workforce.

The strength of the American economy is inextricably linked to the strength of the Latino workforce. Education has long been known as a gateway to achievement. Hispanic success in education and in the labor market, therefore, is of immediate and long‐term importance for all of us. In order to meet the future demands of the growing workforce, we must collectively invest in educating this growing population. However, Hispanic students currently face numerous challenges to educational achievement, both at the K-12 and postsecondary levels.

While the dropout rate for Hispanics has been cut in half over the last decade, too many continue to drop out. Of those who do complete high school, many are not sufficiently equipped for college and are at greater risk for remediation than their peers. At the same time, college completion rates for Hispanics remain low and large numbers of Hispanic adults lack the instruction or literacy skills they need to advance their careers. They likewise are less likely to have taken job-or career-related courses, with the exception of basic education classes, such as English as a second language.

As the fastest growing population, the Hispanic community holds the key to the President’s 2020 goal of once again having the best educated, most competitive workforce in the world. Enrollment of minority students in higher education has increased significantly over the past 20 years, up from just 20 percent of all undergraduates in the fall of 1990 to 40 percent in the fall of 2012. Community college enrollment among Hispanics reached a record high and continues to increase. In 2012, the college enrollment rate among 18-to-24-year old Hispanic high school graduates was over 49 percent, up from 31 percent in 2002. Hispanics are currently the largest minority group on college campuses across the nation, representing 17 percent of all college goers. Hispanic-Serving Institutions (HSIs) are affording vital education opportunities and play a pivotal role in satisfying our obligation to the rising group of Hispanic visionaries, entrepreneurs, artists, and scholars. HSIs then, where more than half of America’s Hispanic undergraduates attend, are critical to increasing the college enrollment, retention, and graduation rates of this expanding population.

Many Americans, including Hispanic and immigrant populations, lack the skills to access high-wage, high-demand jobs. In October 2013, the U.S. Department of Education’s National Center for Education Statistics and its international partner, the Organization for Economic Cooperation for Development released the results from the Program for the International Assessment of Adult Competencies (PIACC). PIACC tested adult skills in literacy, numeracy, and problem solving in technology-rich environments to find that despite a relatively high level of educational qualifications, the basic skills of adults in the United States are relatively weak. The findings showed that 36 million, or one in six adults between the ages of 16 and 65, could benefit from improved skills. 43 percent of Hispanic adults have low literacy skills, compared with only 10 percent of whites. The basic skills issue affects the Hispanic community in profound ways, in part given the scarcity of resources in high-need areas.

The demand for jobs in the U.S. that require postsecondary education continues to increase.  At current higher education graduation rates, the U.S. has the potential to experience an increasingly large professional skills gap. Given the Hispanic population’s anticipated growth, these two trends reveal a significant need for a multilingual workforce. Many of these graduates will need to come from the multi-cultural, U.S. Hispanic population. The U.S. higher education system must be prepared to meet the dual challenge of increasing graduation rates and supplying more bilingual graduates who will in turn drive our workforce.

Youth’s and adults’ foundation skills impact local, regional, and national competitiveness. Skills are vital components of healthy, safe families and civic engagement, and are the building blocks of economic development and growth. Continued improvements in education achievement for Latinos are critical to ensuring that our youth are academically equipped to meet the challenges of the future.

Because skills matter to many quality-of-life issues, raising Americans’ skill levels and those of our fastest growing population will require a collective commitment. Therefore, the White House Initiative on Educational Excellence for Hispanics and the U.S. Department of Education’s Office of Career, Technical, and Adult Education are partnering to strengthen the nation by expanding educational opportunities, improving educational outcomes for Hispanics of all ages, and by helping to ensure that all Hispanics receive a complete and competitive education that prepares them for college, a career, and productive and satisfying lives. Join us in this vital effort for the immediate and long-term future success of our nation. Together, we can celebrate the progress of the Hispanic community, work to make skills everyone’s business, and help fulfill America’s Future.

Alejandra Ceja is the Executive Director of the White House Initiative on Educational Excellence for Hispanics and Johan Uvin is Acting Assistant Secretary of the Office of Career, Technical, and Adult Education

Hispanic Heritage Teacher Profile, Amadis Velez


Amadis Velez

World History & Expository Writing High School Teacher in San Francisco, CA

Amadis Velez was born and raised in Berkeley, California and lives in San Francisco’s Mission District. He earned his BA in Psychology and Spanish Literature from UC Berkeley and his JD from George Washington University along with an MA in International Studies. He obtained his teaching credential from San Francisco State University, where he also serves as a mentoring teacher for aspiring teaching candidates. Amadis began his career working as a voting rights attorney at the Mexican American Legal Defense and Education Fund (MALDEF). In 2007, Amadis found a new calling as a world history and expository writing teacher at Mission High School in San Francisco. He specializes in teaching newcomer students from all nationalities on how to navigate the complex and nuanced process of admission to an American university.  In addition to teaching, Amadis proudly serves as the faculty sponsor of the Awaken Dreamers Club that seeks equal opportunity and access for students who encounter barriers because of their immigration status. In his summers, he also worked as the co-director of Aim High at Urban Promise Academy in the Fruitvale district of Oakland, California.

Why do you teach? I teach so my students can have equal access to higher education. I teach to help my students find their own voice. I teach because I am needed as an advocate, a mentor, and an instructor.

What do you love about teaching? I relish in the direct and absolute honesty of high school students. I love working with recently arrived immigrant youth who cling to the dream of making a better life for themselves and their families. I appreciate the subtle process of building trust and respect, and then encouraging my students to reach heights they never imagined. Most of all, I love sitting behind a student when they open an offer of admission from a university and thinking “si se puede”.

Was there a teacher who inspired you? I was fortunate to have been taught history by Mr. David DeHart at Albany High School. His classes were inspirational and controversial and he demanded that I reach a higher bar. When I graduated I knew it was only a matter of time before I would follow in his footsteps. As I continue to develop my teaching practice, I am fortunate to count on the support of Mr. Robert Roth, an experienced colleague in the Mission High history department. He has taught me to juggle a multitude of responsibilities while always remaining focused on the essential and fair rigor that we must demand of all our students.


Hispanic Heritage Teacher Profile, Mari Medina

Mari Medina

Mari Medina

Spanish Immersion Teacher in Takoma Park, MD

Mari is a dedicated and passionate educator. She currently teaches in the Spanish Immersion program at Rolling Terrace Elementary school as a first grade teacher. Both of her parents are from the island of Dominican Republic. Although Mari was born and raised in the United States, her family maintained a strong sense of their heritage and culture to ensure a purposefully balance within in their home. Mari’s Dominican-American upbringing would later help her draw from her own experiences as a second language learner. It would help her to connect and reach her future students who would also face the challenge of learning a new language within the school arena. Mari attended Columbia Union College in Takoma Park, MD and received her B.A. in Elementary and Early Childhood Education. She has served as a grade level team leader, co-leader for a boys mentoring program, and a tutor for the Commonweal Foundation an after school program which provides individualized literacy instruction for students who meet financial need criteria. Even during the weekends you will find Mari working with young children mentoring for young girls ages 5-16.

What inspired you to teach? I still remember my Kindergarten teacher and it was a pleasant memory. After learning all of the colors and identifying them by sight, I was given the opportunity to go in front of the class and hold up the color flash cards for students to recall. I was now helping my fellow classmates learn the colors. That was a powerful moment! It seems simple and most children could easily allow that memory to fade, but not only did it wake up a desire within, it changed me. I believe it was at that moment that I fell in love with teaching. Unbeknownst to my teacher, and myself at the time, that moment opened up my inner desire to keep on learning. I would continue learning so that I could share my knowledge with others. This teacher had found the code to unlock a shy and apprehensive student. Ever since then, I have wanted to recreate those moments and opportunities with as much frequency as possible to anyone I came in contact with, especially little ones. Today as a first grade teacher, I look to create that moment everyday for my students. I am not necessarily looking for the exact outcome that I received but I push to foster learning opportunities that lead to “aha moments, light bulbs going off, moments where persistence pays off, and moments of accomplishments and satisfaction at the end of the day. My students engage in meaningful class discussions, partner discovery, group work, fun and sharing, I also constantly seek to foster an emotionally safe classroom. I believe in empowering and encouraging my students to return to school the next day and do it all over again.

Why teach in the immersion program? As a child I remember my mother telling me how great it was that I was learning to read, write and speak English but that it was also equally important that I read, write and speak in my native language, Spanish. In conjunction with speaking Spanish in the home, every night my mother would read the Bible to us in Spanish. We would engage in great family discussions and Q&A and boy did it pay off. Up until my senior year of college I had never heard of immersion programs. When I was presented with the opportunity to join Montgomery County Public Schools and teach in my first language, I wasted no time in accepting the challenge. As I inquired more about the program, I learned that my future students would learn the language through the content areas of math and science. A majority of my students come from homes where English is the primary language. Many families have made the intentional decision to enroll their children in the program so that they would not only acquire a new language but learn an experience and value different cultures. When I see and hear my young students searching for the words and phrases to express themselves and their feelings, I am able to emphasize and apply not only the correct strategies I have learned as an educator but exercise patience and encourage them along the way.

Engaging Families, Ensuring Education Success: A Back-to-School Tour with the White House Initiative on Educational Excellence for Hispanics

Cross-posted from the U.S. Department of Education blog, Homeroom

In Springdale, Arkansas, the Hispanic population grew by more than 150 percent between 2000 and 2011, largely driven by the arrival of mostly Hispanic immigrants. The school district’s public school population is now 44 percent Hispanic, and its English Learner population is also 44 percent of students. The city has done a remarkable job of embracing their newest community members and ensuring that all students and families are supported.

As part of ED’s Back-to-School Bus Tour, the White House Initiative on Educational Excellence for Hispanics (WHIEEH) visited Springdale to learn about the city’s community integration efforts. For the visit, WHIEEH collaborated with the Cisneros Center for New Americans, an organization that works to accelerate the integration of new Americans into American society. One stop was at an early childhood center where newly enrolled families pose for portraits that are placed in the classroom, to help ease the child’s transition and alleviate separation anxiety. Coffee sessions between new and veteran parents help familiarize families with the center and the community.

Another stop included the Turnbow Elementary School family literacy program where parents attend English language classes and scheduled PAC or “Parent and Child” time, in which parents join their children in class. They also learn about other subjects, including safety and financial assistance, from community partners such as the police and fire departments and local banks.

A mother described the program’s impact on her and her daughter: “When I signed up for this program, I saw my daughter with a huge smile, so I know it really mattered to her that I was in it,” she said.

At the Language Academy at Har-Ber High School, newly arrived students write their aspirations on classroom walls. These not only remind students to work hard, but they also provide instructors with daily reminders of their own role in helping all students reach their full potential.

The Academy has served to support integration into the larger community.

“The Language Academy helped me communicate with other people,” one student said. “At first, I didn’t know the basics …and now I’m in a regular class. I know all the things that the teacher tells me, and how they teach me and help me so much.”

A town hall for leaders from throughout the community provided context for the school district’s work. Superintendent Jim Rollins provided an overview of the district’s comprehensive efforts and a panel of experts discussed best practices on immigrant integration.

“Education is the great equalizer – quality education is accessible to immigrant families in Springdale,” said Professor William Schwab, University of Arkansas.

Throughout the tour, it was evident that efforts to break down language barriers and motivate students to succeed in and out of the classroom are making a difference.

Springdale’s family engagement and integration vision and efforts were recognized in aRace to the Top-District grant award in 2013. The program helps localities develop plans to personalize and improve student learning, increase educational opportunities, and provide resources that lead to a high-quality learning experience.

The program has enabled Springdale to provide 100 additional preschool slots to the community’s children and draw up plans to expand their family literacy program to each of their 30 schools.

The commitment to immigrant integration through family engagement is in the soul of the Springdale community. Superintendent Rollins put it best: “Those are the kind of things that can happen when you embrace children and help them find their true potential and promise.”

Emmanuel Caudillo is a Special Advisor for the White House Initiative on Educational Excellence for Hispanics.

Hispanic Heritage Month Teacher Profile, Natalie A. Morales

Natalie Morales

Natalie A. Morales, EdD

Science High School Teacher in Newburgh, NY

Dr. Morales has spent fourteen years teaching Biology and more recently, Human Anatomy and Physiology, at Newburgh Free Academy, where she began her teaching career as a student teacher. In addition to teaching, she has spent time aligning her course curricula and developing new curricula for a course integrating science and technology. Dr. Morales has been selected to participate in numerous building level and union committees and trainings. She has served as a turnkey trainer and facilitator for the implementation of professional learning communities, classroom management skills, and the Common Core State Standards within her school. Dr. Morales recently began mentoring student teams conducting independent research utilizing network science as part of the Newburgh Free Academy’s NetSci High research program in affiliation with West Point’s Network Science Center. She is currently serving on Newburgh Free Academy’s High School Steering Committee which has been tasked with researching and developing an implementation plan for the creation of two independent high schools.

Dr. Morales holds a Bachelor’s of Science in Biology/Secondary Education from the State University of New York at New Paltz which earned her certification as a 7-12 Biology/General Science teacher. She returned to the State University of New York at New Paltz to earn her Master’s of Science in Education in Literacy Education which granted her Literacy Certifications in grades Birth-5 and 6-12. Dr. Morales also earned a professional degree for Massachusetts College of Liberal Arts in Educational Administration which allowed to become certified as a School Administrator and Supervisor and a School District Administrator. She recently completed her Doctorate in Education in Instructional Leadership at Western Connecticut State University where she conducted a study comparing high school students’ and their teachers’ perceptions of factors affecting academic achievement and underachievement.

Dr. Morales was selected to the Class of 2013-2014 as a Phi Delta Kappa International Emergent Leader. As a PDK Emergent Leader, she served as the teacher advisory committee member, in Washington, DC, for the 2014 PDK Gallup Poll and reviewed applications for Phi Delta Kappa International’s Duncan Scholarship awarded to graduate students pursuing their doctorate degrees. Her Ed Profile was also featured in PDK’s Kappan magazine. Dr. Morales was also designated a New York State Master Teacher in STEM. She was one of twenty-six STEM teachers in Mid-Hudson, NY selected to into the first cohort of Master STEM teachers in New York State where she will be spending the next four years working towards the improving the integration of STEM and STEM careers within the classroom.

Dr. Morales is an active member within the New York State United Teachers union and Newburgh Teachers Association where she served was a former head delegate and is a current delegate of Newburgh Free Academy’s North Campus. She also serves as a delegate representing the Newburgh Enlarged City School District Teachers at the New York State Teacher Retirement System Delegate meetings. Dr. Morales is also a member of the Association for Supervision and Curriculum and Phi Delta Kappa.

Why do I teach? I teach because I have a heart for and towards my students.. I teach because I want to pass on all that I know to those who will listen both in and out of the classroom so that they, too, can become more informed and educated.

What do you love about teaching? I love to see my students’ self-confidence and self-efficacy blossom and grow over the course of the year as they acquire and apply their biological knowledge to real world applications.

When you were a student, was there a great teacher who inspired you? My high school biology teacher, Mrs. Murphy, exuded heart and passion when she taught which allowed for a positive teacher-student relationship to develop grounded in motivation and care.