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News

Recently elected Albuquerque school board member Danielle Gonzales will bring a unique insider-outsider perspective to her board service.

Born and raised in Albuquerque, Gonzales is a product of Albuquerque Public Schools, and her four children are now APS elementary and middle school students.

But Gonzales also spent many years living elsewhere, most notably Washington, D.C., before moving back to Albuquerque in 2020. More than a decade of work in education philanthropy gave her an expansive view of education improvement efforts in cities and states across the country.

That can only be a healthy perspective to bring to APS, which has historically been an insular system, at times less than welcoming to outside perspectives. Gonzales and three other newly elected board members comprise a new majority on the APS board, which could shift the district’s direction over the next several years.

New Mexico Education recently spoke with Gonzales about her background, her views on public education, and her goals and ambitions for APS. The following interview has been edited for length and clarity.

New Mexico Education: Please tell us a bit about your background in education policy and philanthropy, and how that has shaped your views.

Danielle Gonzales: I grew up and was raised here in Albuquerque, but spent a significant portion of my career working out of state, entirely on education and education policy. I have worked in philanthropy for about 11 years both at the Bill and Melinda Gates Foundation and at the Pew Charitable Trusts. Currently I work at The Aspen Institute, where I have been for seven years.

By virtue of that work, I’ve had the opportunity to see from up close a lot of the education reform strategies, solutions, promising practices and also failures or mistakes – lessons learned across the country as we’ve been on this broader education reform journey.

NME: What prompted you to run for school board?

Gonzales: When we moved back, I experienced a pretty big, pretty jarring disconnect between what I saw happening in APS and what I knew professionally about how many large districts across the country were responding to the pandemic, and also how they were supporting students and families.

One of the things that we did at the Aspen Institute was host the National Commission on Social Emotional and Academic Development. So I had the opportunity to be around tables with superintendents and chief academic officers, chief school officers and congressional staff and state school officers from all across the country. I learned more than I’d ever known about brain science and how that could and should influence education. And compared to APS, other districts have been much more responsive to the research on social and emotional and academic development.

And as a parent here, I wasn’t experiencing any of those same promising practices. It was pretty disappointing. My kids were not in school but on Zoom for a long time, and they were bringing home below-grade-level work.

I observed no particular focus on the family-school connection, no particular focus on social and emotional wellbeing or mental health. And these are the things that we know work. So that was pretty disappointing.

So that was the reason I started thinking about maybe, possibly running. That coincided with the fact that the incumbent, who had been on the board for 12 years, decided not to run again. The seat was going to be vacant. The fact that there were going to be four vacant seats raised the real possibility of bringing in some new blood, which the system needs.

I also felt it was important to bring a parent’s perspective to the board. No one on the board at the time had school-aged children. After all, it’s parents and kids who are really living through and experiencing all of this.

NME: Before you moved back, you children attended public schools in Washington, D.C. How did that experience contrast with what you saw in APS?

Gonzales: So DCPS has done some really amazing work in the area of academic instruction, along with the school climate and social emotional wellbeing of students. I saw there that you can do it and you can integrate it and I think the work in DCPS with the Cornerstones curriculum was particularly impressive because it was culturally relevant and it was grade level and it was a guarantee that every single kid got grade level content every year, no matter what neighborhood they lived in.

Again, that’s just one specific example of the type of thing that I knew could be done here. And yet when I talked to people here, I would hear so frequently, ‘well the district is too big. It’s too challenging.’ Lots of excuses, frankly. But if Chicago could do it, if DC could do it, if Denver and Baltimore could do it, then Albuquerque could do it, too.

NME: What do you hope to accomplish during your time on the APS board?

Gonzales: Bringing strategies that are proven, that we know work, from other urban districts to Albuquerque. Putting in place a real strategy around curriculum and instruction with real measurable goals, and bringing a focus on social emotional and mental health. And I think that’s a tremendous opportunity we have here.

That opportunity was there before the pandemic, and after the pandemic we have a real opportunity to use some of the (pandemic relief) dollars to really invest in professional development and support for educators and all school based personnel.

NME: What do you see as some of the biggest challenges you will face?

Gonzales: One is this notion I mentioned before, around being very skeptical about external things. Just this notion that we’re different and it’s not going to work here. Or that it’s just too big to change.

All of the challenges that urban districts are facing across the country we’re facing too. Teacher shortages is a huge one. Declining enrollment is another one. Obviously learning loss is another. If you think about the teacher shortages, plus declining enrollment, and implications for budget, that’s a huge challenge, because budget is arguably the biggest thing that the school board does. And the enrollment has been declining for a while now. So that’s going to be a big challenge.

In D.C., the school district successfully won back community trust by setting goals around enrollment, and setting goals around parent satisfaction. That was part of the strategic plan. And there was accountability on those things. Those were part of a principal’s evaluation. So I do think there are ways to use accountability and policy to make the kind of change that we want to make. But I do think it’s going to be a very uphill battle.

NME: Last question. What made you decide to move back home after so long away?

Gonzales: I’d been wanting to move back for a long time. I feel very connected to my hometown and to my community. Watching the city from afar and seeing the lack of action spurred me to contribute and to try to give back. Having spent my whole career in education, I wanted to come back and find a way to help advance New Mexico and contribute to New Mexico education.

[vc_row][vc_column][vc_column_text] Recently elected Albuquerque school board member Danielle

News

Theresa Archuleta, co-director of Albuquerque’s Tierra Adentro arts-focused charter middle and high school, says half-jokingly that to secure funding for the school’s beautiful new facility in Albuquerque’s Sawmill area, she had to “give up my firstborn child” as collateral.

While that’s clearly a tongue-in-cheek exaggeration, it points to an undeniable fact: When it comes to paying for buildings, New Mexico charter school boards and leaders often find themselves in an impossibly deep hole. Paying off facility debt cannibalizes funding for programs, often forcing schools to scale back ambitious curricular and programmatic offerings.

“If the administration and the board didn’t have to worry about financing the building, then yeah, the sky’s the limit,” Archuleta said in a recent interview. “But as it stands, you’re pulling the limited resources a charter school has and putting way too much toward paying for a facility.”

Archuleta said that her passion is education, not finance. Unfortunately, though, “all I do is the building financing. I feel I have very little time for instruction.”

Charter school educators and advocates hope that is about to change. Last year, they introduced state legislation to provide better facility funding for charter schools. But the 2021 Senate Bill 318 died in committee.

A similar bill is being introduced in the 2022 session, and Archuleta and her peers are ardently hoping it passes this time.

The bill would take several steps to ease the facility funding burden on charter schools:

It would create a revolving loan fund for charter schools. Charters could borrow from the fund to build a facility that meets their needs. As they pay those funds back, another charter school could use those funds for a new construction or renovation project.

It would ensure that public land and facilities not used by school districts would be offered to charter schools. This provision would be enforced by the Public Schools Facilities Authority.

The bill would also standardize what is currently a $700 per student lease assistance payment for charter schools. The amount of lease assistance charters currently receive is unpredictable because it is tied to square footage of instructional space in schools, as measured by the Public School Capital Outlay Council.

Finally, it would help charter schools get onto school district bond funding elections and distributions.

Matt Pahl, executive director of Public Charter Schools of New Mexico, said he is cautiously optimistic about the bill’s prospects for passage this session. “Nothing is a slam-dunk in the legislature, but we’re feeling good about it,” Pahl said.

“There’s a lot of work ahead to get this bill through, and a critical part of that is because of persistent misconceptions about charter schools. Even after 20 years of charter schools in New Mexico, people are still putting out misinformation that charter schools are private schools.”

Pahl said an added challenge is that this year’s legislative session lasts just 30 days, meaning that any bill faces an uphill challenge to work its way through the process of committee hearings, debates, and votes.

Archuleta said she is eager to do anything in her power to help the bill pass. Tierra Adentro has struggled with facilities challenges since its founding in 2010.

The school’s original location was in a former dialysis clinic near the University of New Mexico campus. Even though a previous charter school tenant had retrofitted the building, “it really wasn’t meant to be a school,” Archuleta said.

What made that original location even more challenging was that, as the school grew, it had to lease three satellite classrooms across busy University Boulevard from the main campus.

“It was a horrible situation,” Archuleta said. “Safety really became an issue, and even though we were working on the new building, it was still in the planning stages so we had to find another temporary facility.”

That turned out to be an old Keebler cookie factory that had been converted to a school by a previous charter tenant. Tierra Adentro initially intended to use that facility for two years, but as financing delays dragged on, the school remained there for several additional years.

After a few false starts that set construction back repeatedly, the school and the school, through its nonprofit foundation, secured $7.8 in financing from two Community Development Financial Institutions: The Clearing House, and the Charter Schools Development Corporation.
The school moved into its new, 3,500-square-foot facility last September. That’s double the space it had at the old cookie factory. That’s wonderful, Archuleta said, but the burden of paying off the building still weighs heavily on her.

Archuleta said the loans, currently locked in at a 6.5 percent interest rate, have to be refinanced in three years. Given recent inflationary trends, that’s a daunting prospect. Archuleta hopes to retire soon, and she wants to pay off the building before she leaves.

If the revolving loan fund and lease assistance payment provisions of the bill pass, Archuleta said, she will be that much closer to realizing her dream and sailing off into the sunset.

“Right now there are so many unknowns, which makes it so hard, you know?” Archuleta said.

[vc_row][vc_column][vc_column_text]Theresa Archuleta, co-director of Albuquerque’s Tierra Adentro

Commentary

Schools start a bit early here in New Mexico. While many states don’t get started until after Labor Day, we begin near the start of August. This means we are now three weeks into the year and schools are beginning to host open houses.

Parent teacher conferences are also just around the corner, as are fall breaks, autumn carnivals, Halloween celebrations, and sports. Each event is a crucial opportunity for us parents to uphold our end of the sacred bargain between families and schools.

This blog has spilled ample digital ink holding NMPED, districts, schools, and educators accountable to center their practices and beliefs on all students, regardless of their personal circumstances. High expectations paired with top-notch instructional practice is a potent duo proven to bring about impressive results with students of all backgrounds.

An equally important pairing is that of child and engaged parent. In the 80s and 90s, much attention was paid to American parenting. Entire populations of students were considered “unteachable” or “not in school to learn.” Bush’s famous quip to the NAACP about the “soft bigotry of low expectations” was borne from this line of thinking and brought the dawn of “No Child Left Behind”, including a pendulum swing of focus to teacher quality and practice.

Now, talk like that is mostly limited to hushed tones, though from time to time even proclaimed education champions let slip their inner thoughts when they say, “We don’t know how to teach kids from poverty. They come with no skills – well, they have street-fighting skills. They’ve got a lot of skills; they’re just not academic skills.” Unfortunately, those beliefs persist and are in large part the reasons behind Yazzie v. New Mexico finding we do not provide many students a sufficient education.

Without doubt, we parents play vital parts in ensuring students complete their work, try their hardest, and respect their teachers. We, like educators, are often overworked and underpaid. Even more reason to ensure we instill strong values and an appreciation of school in students.

As Frederick Hess wrote a couple years back, “When it comes to the handshake between parents and educators, things have broken down. After all, teachers can’t make students do their homework, turn off their devices or show up at school on time. Parents can.”

Both parenting and teaching are incredibly hard jobs. We need to be honest about the co-commitment needed from each without judging. Student success is reliant on what happens at home, particularly for long-term life success. We as parents must do all we can to support our students and prepare them to be diligent learners. A good teacher backed by an engaged parent is a nearly unbeatable force in the life of a child.

So, show up to open house and the autumn carnival. Don’t just grab pizza and leave. Take time to visit the classroom and speak with the teacher. You don’t have to be best friends but shared expectations and a willingness to do what it takes for the child to be successful is worth every ounce of effort. When it comes time to grade us parents, we should all strive to get As and Bs.

 

[vc_row][vc_column][vc_column_text] Schools start a bit early here in

Quick Hits

New Mexico Secretary of Education Kurt Steinhaus is pushing for a 12.2 percent budget increase for his department in 2022, saying that there is significant ‘unfinished business’ made more urgent by the Covid-19 pandemic and its impact on schools, students, and educators.

“It is time now to start moving the needle,” Steinhaus said during a Dec. 3 presentation to the Legislative Finance Committee. “We have got to start showing improvement in learning and achievement with our students…when you look at the percentage of proficiency in all curricular areas, we are just not there.”

Twin challenges require significant investment, Steinhaus said: “unfinished” learning and student achievement, and the educator workforce crisis.

To address these shortcomings, Steinhaus and the Public Education Department are asking the legislature for an additional $415 million boost to the department’s budget over last year, to a total of $3.8 billion. That would represent a 12.2 percent increase over last year’s PED budget.

The lion’s share of new funding would go to boostin teacher and school staff pay and training.

Highlights of the requested increase include:

    • $200 million to boost teacher salaries. This would make the minimum starting teacher salary in New Mexico $50,000, which would make the state more competitive with neighboring states. Level 2 teachers would be paid at least $60,000, and level 3 teachers a minimum of $70,000.
    • $80 million to “provide regionally competitive salary and benefits for all school personnel” which would fund a 7% raise for all school personnel
    • $15 million to “Native American student learning”
    • $10 million to “improve teacher residency and mentoring”
    • $10 million to “provide sustainable funding for learning technologies”
    • $7 million to “increase access to career and technical education and work-based experiential learning.”

Steinhaus faced some pointed questions from committee members of both parties, most notably State Sen George K. Muñoz, a Democrat representing the Gallup area. He called public school results in New Mexico “deplorable to me as a parent,” and asked, rhetorically “what are we accomplishing?”

[vc_row][vc_column][vc_column_text]New Mexico Secretary of Education Kurt Steinhaus

News

A picture (or in this case many) is worth a thousand words, or so I hear. In recognition of National Charter School week, here are select numbers, pictures, and quotations to frame the national as well as local conversations happening here in New Mexico:

1. The Racial/Ethnic Picture of New Mexico Overall

  • 46.4% Hispanic, 41.4% White, 8.8% American Indian, 2% African American, and 1.5% Asian American

2. New Mexico Student Enrollment Demographics

3. Results of A Recent DFER Poll of Presidential Voters from 2016

  • It found that “White Democrats are strongly opposed to charters, while Black and Hispanic Democrats are modestly in favor”
  • It’s not clear what is driving the racial divide. It “could be that Black and Hispanic Democrats have more direct experience with charter schools, or may also be more dissatisfied with schools in their communities”

4. Nationwide Demographics of Charter School Students

  • 32% Hispanic, 33% White, 1% American Indian, 27% African American, and 4% Asian American
  • Note the nearly doubling of Hispanic students in charter schools over the past 15 years

5. Yet Another Recent, National Poll from Education Next

  • Non-White respondents were also more likely to grade the public schools in their community as “D” or “F”

6. New Mexico’s True Drivers of Education Policy

ABQ Teachers Federation (ATF) President, Ellen Bernstein (D)
National Education Association-NM Executive Director, Charles Bowyer (D)
National Education Association-NM Executive Director, Charles Bowyer (D)
American Federation of Teachers-NM President, Stephanie Ly (D)
National Education Association-NM President, Betty Patterson (D)

7. Quotations from Two of America’s Civil Rights Champions

James Baldwin, “Introduction by James Baldwin,” in Robert Campbell, The Chasm: The Life and Death of a Great Experiment in Ghetto Education
Kenneth Clark, a psychologist mainly known for conducting, along with his wife Mamie, studies on racial identity that played a central role in the landmark Supreme Court school desegregation decision “Brown v. Board of Education.”

8. To Summarize:

  • A majority of families and students and New Mexico are Hispanic;
  • Roughly 8% of K12 students in New Mexico attend charter schools;
  • A majority of Black and Hispanic Democratic primary voters view charter schools favorably, while opposition is dominated by White Democrats;
  • Nationally 2/3s of charter school students are not White;
  • Black and Hispanic families are less likely to be happy with their neighborhood public school and (again) more likely to support charter schools;
  • Statewide education policy is driven by a cabal of White “Progressive” Democrats; and
  • Civil rights leaders predicted the current national & local attacks on education liberation via charter schools over half a century ago

These questions remain:

  • Who exactly is representing the views and interests of a majority of New Mexico’s students and families?
  • And why do the attacks on charter schools selected by those same families continue on?

A picture (or in this case many)

Coffee Break

Full Name: Sonny Sapien
Hometown: Carlsbad, NM
Current City: Albuquerque, NM
Grade(s)/Subject(s) Previously Taught: 4th and 5th Grade Reading
District: Mission Achievement & Success (MAS) Charter School

These chats are dubbed as “Coffee Breaks”, so what does your caffeine routine look like? And what role does coffee play in your teacher life?

With respect to these “Coffee Breaks”, I can honestly say that my caffeine routine is nonexistent. Nonexistent to the point of being a non-coffee drinker because I feel as though coffee is an acquired taste, which is not compatible with my palette. Instead, the energy that I rely on stems from an early morning gym routine mixed with an ADHD personality. These two forces keep me going strong.

Where are you from and what is your family’s New Mexico story?

Growing up, my mother was single handedly a huge reason why I excelled in all areas of my education. She continuously pushed me to do my best. And, when my best was not good enough, including phone calls home from teachers for misbehavior, she always had a way to reel me back in with a much needed reality check.

Even so, she had her fair share of moments when it came to bailing me out of a time crunch. I am the world’s biggest procrastinator, which came to light during my senior year of high school. She was annoyed with me for waiting until the last minute to complete my senior project, which took an entire day’s worth of energy and complaining for me to finally get done.

Overall, it’s moments like these that truly keep me fired up and running. I strive to be that type of role model for my students to learn from. I never had it easy and, although I excelled in school, times have changed. With society influencing every generation of students differently, current students are in dire need of not only being college and career ready, but also prepared to tackle real-life challenges.

You’ve spoken about the “joy factor”, a “culture of error”, and Teach Like a Champion 2.0. Paint the picture of what that looks like in your classroom.

Doug Lemov’s Teach Like A Champion 2.0 has made me into a better teacher because the rigor, depth, and applicability of each technique has made it possible for my students to learn at such a high-level. Because of this, I would describe my classroom as “enticing and energetic.”

On any given day, a stroll down the 4th and 5th Grade wing would likely encounter my students chanting and/or making sounds with their hands. Joy Factor is a way for my students and I to celebrate the work of learning, which is heavily conducive to a Culture of Error that promotes a safety net for my students because they feel comfortable making and discussing their mistakes to the extent of me spending less time hunting for errors and more time fixing them.

When you’re not in your classroom or school, what will readers find you doing?

When I am not in my classroom or school, you can find me Snapchatting my way through life, binge reading books on my Kindle, making people laugh (disclaimer: I am a naturally funny person), charming my way out of precarious situations, and geeking out with all of the lesson plans I annotate and intellectually prep for.

What advice do you have for parents who want to support their student and teacher, but don’t always know the best ways how to do so?

I would advise parents to always remember that they are their child’s first and most important teacher. And even when their children head off to school, the learning that they do together will never stop. This is a significantly important concept to remember because parents are the support system that students need to teach them right from wrong, to teach them that character matters, and to teach them that striving for academic success is the necessary blueprint for making a remarkable life for themselves. I have always told my students that they can be and/or do anything they want in life. BUT they have to work hard for it.

image-asset-Sonny Sapien-2

And, lastly: red or green—and why?

Well, anyone who knows me completely understands that my skinny boy fitness game only allows for a “certain” group of foods to be eaten at all times—choices. However, when I do indulge, I am team red chile all the way. Now, not just any red chile. In fact, if the finished product is not a dish made by my grandma, mom, or tia—I am not about it.

I would advise parents to always remember

Coffee Break

Full Name: Shari L. Hicks
Hometown: Aurora, CO
Current City: Roswell, NM
Grade(s)/Subject(s) Previously Taught: 4th-5th Self Contained Special Education (SPED)
District: Roswell Independent School District

Before we get started, what role does coffee play in your personal and teaching life?

Coffee plays a huge role in my life! Every morning you will find me with a mug full of dark roast. The aroma makes me do a happy dance, and the strong flavor awakens my senses. I have a cup before my day starts and I sip on my mug throughout the morning, including a cup of decaf to end my day. I’m very particular when it comes to coffee; I’m kind of a “Coffee Snob” you might say.

 

Tell readers more about yourself. Where you are from and how did you end up in The Land of Enchantment?

Well, I was born in the winter of ‘77. I grew up in Aurora, CO with my sister and mom. I called Colorado home for 30 years before my family and I moved south to Roswell. Being raised by a single mom trying to overcome addictions had its own set of challenges, but having a severe learning disability along with being of mixed race in the 80s made life especially difficult.

I enjoyed school up until second grade, when I first realized I was different. This realization haunted me until my sophomore year in high school. I was embarrassed by my learning disabilities and my personal life and hid my embarrassment behind sarcasm and disruptive behavior. Finally, at the start of the second semester of my sophomore year, Mrs. Ryhold, a special education teacher, took the time to really get to know me.

She helped me see that I didn’t have to be only a victim. She encouraged me to start to take control of the things I could, and to seek help for the things I couldn’t. By my senior year of high school, I had a 3.0 GPA. Mrs. Ryhold even picked me up every morning during SAT testing week. She tutored me three days a week and wrote a wonderful employment recommendation. As a result, I was able to graduate on time with a bright future ahead of me.

What called you into teaching? And what drew you to special education specifically?

While I was in high school, I wasn’t sure what I wanted to be after graduation. After high school, I went to school for dental assisting and worked in a dental office for about four years. Then I went to school for graphic design. Once my son was born, I noticed some learning delays. He started to receive in-home care, but when the Child Find people in Colorado talked to me about them I felt that they were making all the decisions regarding my son and that I couldn’t make an educated decision because no one took the time to explain to me what was actually going on with him.

After two years of sitting on the sidelines, I decided to get educated so I could make smart, informed decisions regarding my son. As I went through school, I realized that I had a unique gift for special education. I understand both what parents are going through and the child’s perspective, allowing me to see both sides of a situation.

What personal and professional experiences best prepared you to become a special education educator?

Most of my exposure in SPED comes from personal experiences. I was in second grade when I was first diagnosed with a severe learning disability. My diagnoses were dysgraphia, dyslexia, and dyscalculia. Although I had some really great SPED teachers, I also had some who didn’t understand the struggles of a child with several special needs. My other source of experience is from being the mother of a child with special needs. I believe having both these experiences helps me have a full view of the unique needs of the young people I am blessed to teach.

 

If readers walked into your classroom on a typical afternoon, what would they see? What evidence of student learning would they find?

A typical day in my classroom would start with our own version of a “coffee break” where I spend 30 minutes in the morning chatting with students. In my room, we call that a round table meeting. This is the time when my students are able to talk to me about the good, the bad, and the ugly of their days. I deeply believe that my students won’t learn unless they feel like they are safe and loved.

My students start their learning time with silent reading. They enjoy this time because they can read whatever they’d like. This activity helps them to develop a love for reading in a low pressure way.

The evidence of learning you’ll find in my classroom is when students are talking with each other about learning activities and when they are making connections about what is taught and what they see in their communities. I believe the evidence of learning comes from being connected to the classroom through the six principles that I truly believe and practice in my classroom. I maintain high expectations for each of my students and won’t allow them to use their disability to get out of completing high-quality class work.

What does the NM teacher evaluation process look like for special educators? What’s your experience with NMTeach been like?

There are many aspects of the NMTeach evaluation process that can be challenging for special educators. The nature of special education makes it a challenge to connect teachers and students. Another challenge can be in equating test scores. For example, students start off taking the New Mexico Alternate Performance Assessment (NMAPA). If they are proficient on NMAPA, they should be moved to then taking the Partnership for Assessment of Readiness for College and Careers (PARCC) assessment. Unfortunately, student NMAPA scores are also compared to PARCC scores, which is the equivalent of comparing cat food to a shovel.

Despite these imperfections, I still find NMTeach to be a valuable tool. Because the expectations on the evaluation levels are so detailed, my approach has been to do extra work to make up for points I might miss out on in regards to student test scores. I put a lot of time into extra activities to bridge any gap there.

 

As someone with perspective from many angles, what do you want children with special needs – and their families – to know about themselves?

I want students with special needs to know that their disability doesn’t define them. I want them to know that they are special because of their talents, not because of their disability. Students with disabilities need to know that their academic weaknesses are also their super powers. Many students possess problem-solving skills they have developed because of their academic challenges.

I want families to know that their children are amazing blessings who I feel honored to teach and learn from. I enjoy seeing the light go on when they understand a concept. The best feeling I get is when, on their own, my students dig deeper into a lesson and discover something that even I didn’t know before.

Let’s end this with the third rail of New Mexican politics. You’re from Colorado so you may know better than most: who truly has the best green chili?

I love my Colorado roots, but I have to settle the debate once and for all: New Mexico has the best green chile hands down!

I would advise parents to always remember

Coffee Break

Full Name: Brittany Behenna Griffith
Hometown: Gettysburg, PA (though hometown questions have always been hard for me)
Current City: Santa Fe, NM
Grade(s)/Subject(s) Previously Taught: Preschool / Special Education
School and District: Nye Early Childhood Center with Santa Fe Public Schools

The name of this series is Coffee Break of course. What coffee ritual, if any, do you have?

My coffee consumption depends on my workload and the amount of sleep I’m getting, or not. Some weeks I reward myself with coffee on Friday and other weeks I need it everyday!

 

You mentioned the concept of a “hometown” is often challenging for you. Where you are from and how did you end up in New Mexico?

My dad was in the Air Force, so we moved around a bit as I was growing. I graduated from Gettysburg High School in Pennsylvania and “claimed” to be from there for many years. I was a pharmacy technician in high school and thought I wanted to be a pharmacist as my career. When I researched the best pharmacy schools in the nation, UNM was in the top ten. My dad had been stationed in Albuquerque for part of my elementary and middle school years, so I felt I would be coming home in a sense.

What got you into teaching in the first place and how do you feel to be nominated for a 2019 Golden Apple award?

I was at UNM working on my prerequisites before I could apply for pharmacy school and I started looking for volunteer opportunities to give my pharmacy school application a leg up on other applicants. I started reading with kindergarten students at a local elementary school and found I would much rather be with those students than cramming for chemistry exams.

I also came to realize that pharmacists in large cities had little of the individualized knowledge of patient needs they did back in small town Gettysburg, so I changed my major. I got a job as an EA in a autism specific preschool classroom and found a passion for special education. I decided to get dual-certified in elementary and special education.

As for Golden Apple, I am completely honored, but I honestly am not sure I’m deserving. I do work hard and I love what I do, but when I look at other teachers around the state, especially the one next door to me, I wish I could be half the teacher they are!

The best teachers share great ideas with each other and tweak those ideas to meet the individual needs of their students. My partner teacher has great ideas and is constantly inspiring me with her creativity, making me think and causing me to raise the bar for my students. I wouldn’t be a Golden Apple teacher if it weren’t for strong collaboration with my peers and a vision for excellence instilled by my school administrator.

What brought you to Teach Plus New Mexico and what’s that been like?

I am always looking for opportunities to grow in my profession. When I completed my Masters degrees I promised my husband I was done with school, so Teach Plus was a way for me to continue to learn and grow without “the tuition and school work.” Education policy had been completely foreign to me prior and public speaking has never been something I was comfortable with.

Teach Plus helped push me out of my comfort zones and empowered me to use my voice. I realized I have a lot to say when it comes to education policy and it’s about time teachers have a seat at the table when decisions are being made that impact our classrooms and students.

Prek has been a hot topic in New Mexico for many years, tell me more about your work on this topic.

I have worked with Teach Plus to write a policy brief that outlines a checklist for students that should be served first as we roll out prek opportunities around the state. Everyone wants to expand prek around the state, but it is more complicated than increasing New Mexico’s overall prek budget.

We need to ensure prek programs are of high-quality and staffed with qualified early childhood educators. There is also an infrastructure issue when it comes to preschool. Many districts simply don’t have the space to add preschool and many of our rural districts don’t have enough preschool age students to fill a classroom. Until we navigate these issues in rolling out universal prek, we researched who should be given priority in prek programs first

It can be challenging to be a current classroom teacher and active educational advocate simultaneously. How have you advocated for your recommendations to prioritize pre-k?

Juggling motherhood, teaching, and running a non-profit. Why not add a little education advocacy work to my plate while I’m at it?

I researched and helped write the policy brief I described above. I have given testimony at the LESC a couple of times and talked to legislators at the Round House during last year’s short session to discuss my recommendations for expanding pre-k opportunities around the state. I also helped write an op-ed that was published in the Santa Fe New Mexican highlighting the importance of Child Find and identifying students with special learning needs while in preschool, rather than students falling further behind while waiting for the Student Assistance Team (SAT) process to work once they are in elementary school.

In addition to this and teaching, I serve as board president of the Lexiam Heart Foundation. The mission of Lexiam Heart Foundation is to provide support to children and families affected by congenital heart defects, with priority given to families residing in New Mexico, through financial assistance, community resources to support education and emotional wellness.

I found my passion for this work after my son, Liam, was diagnosed with several critical heart defects in utero. On May 17, 2015, my husband, Brady, and I experienced the wonderment that came with welcoming our firstborn into the world, and sadly experienced the heart wrenching loss of Liam just 21 short hours later. Since then, I have made it my mission to keep Liam’s name alive by raising awareness for the 1 in 100 diagnosed with CHD’s and to provide support for New Mexico families and their heart warriors.

As a parent I have had to place all of my trust in a stranger, when I handed my son over to a surgeon. I completely understand how hard it is for parents to hand their preschoolers over to me, many times leaving their children for the first time, and trust me to take care of their babies. I take that trust very seriously.

What should state leaders keep in mind regarding high quality prek programs?

Prek is much more complicated than funding. I am all for expanding preschool, but it has to be done right. I think NMPED has done a great job of increasing programs each year, while also ensuring each program is of high-quality. I think we should continue on the path of increasing prek funding by $10-15 million per year until all preschool students can be served. At the same time, we should focus, as a state, on recruiting and retaining highly qualified teachers. Preschool programing for all will not reap the expected outcomes if there aren’t qualified teachers and staff in each of those classrooms.

The best teachers share great ideas with

Coffee Break

Full Name: Joe Dan Lovato
Hometown: Las Vegas and Roy, NM
Current City: Albuquerque, NM
Grade(s)/Subject(s) Previously Taught: 6-8th grade Science, STEAM-H, Next-Step, SPED, and various electives ranging from Cryptozoology and Extraterrestrial/Paranormal Investigations to Introductory Guitar/Voice/Songwriting
School and District: La Resolana Leadership Academy

Joe Dan, you’re a New Mexican through and through. Tell readers more about you and your upbringing.

I was born in Las Cruces and grew up in the Las Vegas, NM area before moving to Roy during my 8th grade year. I am a proud graduate of Roy High School (2003). Though I consider both areas my stomping grounds, Roy is the place I call home. I grew up in a ranching and rodeoing family, though I was the “black sheep” of the family.

I was, and am, into music, art, sports, and science. In high school I was very involved in sports and excelled in basketball and track & field while participating in various organizations such as student council, 4-H, FHA, and Boy’s State to name a few. I also represented New Mexico at many different national basketball showcases. I was always involved in something.

I then met my amazing wife, Brandi, of nine years while attending Eastern New Mexico University in Portales. We are currently raising a beautiful 19-month-old girl, Joe Danna, and are in the process of trying to provide the same upbringing her parents had. This means lots of animals and even more chores! My family still has a ranch in Trujillo, NM where we try to go back home and help out as much as we can when time allows it.

So, given the variety of your upbringing, how did you get into teaching in the first place? And what keeps you in the fight?

I originally started in broadcast journalism, gaining experience and working for KENW as an on-air talent and doing production for News 3 New Mexico, a KRQE affiliate. I was also part of the production crew for Creative Living with Sheryl Borden which aired on PBS.

After a few years doing this, I realized I was not able to truly be myself and fulfill my vision to invoke change in individuals. After a couple of degree changes, I finally found my passion in education. As I mentioned, I earned a BA and MA in Education (Curriculum and Instruction) from ENMU before finishing my Educational Administration Licensure requirements this past year. And that isn’t the end of my learning journey as I hope to embark on a doctoral program at UNM in the near future.

I have stayed with education mainly because it’s a unique platform to encourage change and inspire others, just as I was inspired by the many teachers, professors, administrators, and coaches I was fortunate to have throughout my life. Teachers like Mrs. Conway (3rd grade educator at Paul D. Henry Elementary, Las Vegas, NM), Mr. Romero (band director at Memorial Middle School, Las Vegas, NM), and Dr. Loren “Doc” Mayer (science educator at Roy Municipal Schools, Roy NM) made profound impacts on my life.

Seeing my students and colleagues succeed is what keeps me “in the fight”. Education and the individuals receiving it are worth fighting for. I am more motivated than ever after being nominated and selected as a 2018 Teacher of the Year Finalist alongside another one of the teachers who had a great impact on my life, the ever so classy Mrs. Donna Hazen (English Language Arts at Roy Municipal Schools).

Besides being a dedicated educator, what else fuels your fire?

I am a singer, songwriter, and guitarist who has played with a variety of musicians and shared the stage with many different bands throughout the years. I was a member of the local progressive rock band “Blackwater Draw” between 2006 and 2015. I have since embarked on a solo career under the moniker “Joe Dan The Man”. I released my debut self-titled EP in 2015 with positive reviews and am currently working on a follow-up, full-length album and two separate side projects.

This past summer, I had the great honor of attending the 2018 New Mexico Teacher Summit as a co-facilitator with NMPED’s Math Specialist Patricia Carden before sitting on a Q&A panel with the Secretary of Education Ruszkowski. I was also able to perform for my colleagues alongside fellow educators and husband/wife musical duo Jill and Gary Bass!

I am also an artist and have been fortunate to have my artwork displayed at the Viva Vino New Mexico Wine Festival. I enjoy collecting items such as vintage guitars, amplifiers, antiques, rock, minerals, fossils, sports cards, memorabilia, autographs, and concert posters and silkscreens.

Lastly, I am a huge fan and have an enormous collection of Ghostbusters items. What can I say? I’m a big kid at heart and do not believe in growing up; only in maturing.

If you don’t mind sharing your hard earned wisdom, what are some important lessons you’ve learned in your time as an educator?

I believe, as Gandhi did, that we must, “Be the change we wish to see in the world”. I have this written on one of my boards and remind my students of it daily. Because of this, I am a person of action. I try to dedicate myself every day to living by this this quotation. Change is very difficult to accept for most individuals; however, it is the only thing that is certain.

As a self-described educational disruptor, I choose to challenge the status-quo of education. We are tasked with preparing our students for an uncertain future. Since it is uncertain, I believe we can make the future look how we want it to look. Through my years as an educator I have come to understand that education is not exclusive to academics and extends itself to the evolution of individuals into well-rounded, independent thinkers who are productive citizens in society.

I have also come to realize that anyone can learn something new as long as they keep an open mind and are willing to put in the work. It’s not how smart the individual is that creates success; it all comes down to how hard the individual is willing to work.

You have to be extremely patient in this field and be able to accept things that you do not necessarily agree with. Like anything else in life, sometimes we need to take chances; education is no different. Love what you do and do what you love! I know I sure do. Something my dad often tells me is, “Believe half of what you see and nothing that you hear.” This is true in life and is highly relatable when you work with young people.

What are you most excited about for this school year? And what role does coffee play in your teacher universe?

I am most excited about making an impact on my students and seeing their successes and dreams become a reality. I serve in the New Mexico Teacher Liaison Network and have been accepted into the Teach Plus Network. I am excited to learn more about how educational policy operates and functions. Participating in these networks not only gives my colleagues and me a voice but, more importantly, gives a voice to the students and parents we serve. I am also having a great time introducing agriculture to my students here in the inner city.

I actually do not drink coffee or sodas, as caffeine and I do not get along very well. If you have ever met me, or been around me for long, you know what I am talking about as I have an abundance of energy. I do drink hot tea daily through, with a spoonful of local New Mexico honey.

As a family person yourself, you know how important family support is for students. What do you say to families about the best ways to support both their students and teachers to encourage a strong working relationship?

Both my parents are educators. My mother Miss Jeanette Garcia teaches pre-k in Roy, NM and is close to retirement. My father Coach Jose Lovato recently retired with almost 30 years in education. Though they have been separated for some time now, they have always been supportive and very encouraging of my dreams.

I also owe a great deal of my who I am to my grandparents; they were critical in my upbringing. My grandfather, and “cowboy legend”, Levi Garcia didn’t have much of a formal education and worked his fingers to the bone to find great success. Although he loved what he did, and was darn good at it, he valued a formal education. He wanted his kids, grandkids, and great-grandchildren to finish school and receive the education that he never had. Since I was a young man, my grandpa would always remind me that an education would allow me to work with my mind. Though he has since passed on from this life, this is where the root of hard work was instilled into me and where the constant quest for knowledge began.

As an educator, consistent, positive communication is key in all settings. The responsibility of education is 50% the school and 50% the family. We are both, however, 100% responsible for the love and compassion required to make such a great impact on these young individuals as well as on one another.

All our families have dreams and goals and deserve a fair opportunity to experience success and test their capabilities. When communicating both sides must be honest and have common ground on goals that should be achieved and monitored. Opportunity for parents and students to partake in such a relationship should be offered by the school as much as possible.

 

Lastly, and crucially, are you a red or green person?

As a native New Mexican, I do enjoy Christmas from time to time, however, I am a proud green snob. Green chile on everything please!

I also owe a great deal of

Coffee Break

Full Name: Christopher Rey Jones
Hometown: Albuquerque, NM
Current City: Albuquerque, NM
Grade(s)/Subject(s) Previously Taught: Executive Director
School and District: La Promesa Early Learning Center Charter School

Let’s start with the basics about you. Where and how did you grow up? What kinds of schools did you attend?

I grew up in Albuquerque’s university area in a lower middle class, two-parent home made up of loving and supportive parents, as well as one older brother who helped shape who I am today. Like many teenagers growing up in Albuquerque, I encountered challenges and roadblocks along my journey to adulthood. Fortunately, I had a committed mom who put her kids first; she kept my brother and I busy playing baseball and basketball. For 13 years, I attended three schools which are part of Albuquerque Public Schools: Bandelier Elementary, Wilson Middle, and Albuquerque High School.

Ah, a fellow Burqueño. How did you get into education in the first place? And what is your “why” that keeps you here?

My mom helped open my eyes to the value of teaching. She was an educational assistant (EA) for twelve years. I visited her classroom often and loved the interaction I had with students. After earning a degree in business from UNM and working in an office, I found my way back to the classroom where I began my career, also as an EA. There is no better feeling than impacting the life of a child. It sounds cliche, but when that spark ignites in students and positive impactful relationships are built, those things warm my heart and give my life purpose.

 

What are the beliefs, behaviors, or habits, that have most positively impacted your leadership?

Shared leadership is essential. Without my office staff and teacher leaders, I would have very little success as head administrator. In 2015-2016 I served as the director of digital learning for APS. Paul Romero, former CTO, and Don Moya, former CFO, were two influential leaders I learned a lot from. Both men shared the belief that the status quo was inadequate and unacceptable; both were proponents of true innovation in education. I’ve studied John Kotter’s eight-step process for leading change and, as a head administrator, I employ Kotter’s steps to help get all arrows pointed in the same direction.

You’ve been at La Promesa through some sizable challenges. Will you share more about those challenges and also what gives you optimism?

La Promesa has certainly faced our share of challenges. Since August 2016 our school has: lost its board of finance; turned over our governance council and foundation due to mass exodus; struggled with poor academic performance; gone under a corrective action plan that called for immediate closure and charter revocation proceedings; discovered potential fraud and embezzlement; went through a lawsuit due to alleged sexual abuse by a contracted substitute; and cooperation with an official FBI investigation.

My optimism comes from my belief that nothing is impossible. I am a fiery Albuquerque kid after all! Our staff, students, and families breathe oxygen into my body when discouragement sets in. I do this work for them and also for my own two beautiful daughters I hope will one day look back at all of this with great pride and an unshakable resilience of their own.

La Promesa offers a unique model and approach. Share more about what makes La Promesa one-of-a-kind and how you see that model growing?

La Promesa offers students a dual language 50:50 immersion program. Students receive Language Arts, Science, and English Language Development instruction in English and Spanish Language Arts, Math, and Social Studies instruction in Spanish. We offer families a small school atmosphere with many supports and opportunities for parental involvement.

The following are available to students and families at no cost: transportation; uniforms; breakfast, lunch, and snack; after school program; dental, vision, and hearing screenings; English as a Second Language classes for parents; and on-site mental health counseling through a partnership with ABQ Counseling. This year we were named to the top ten charter list for math growth between 2015-2018; exceeding the state English language proficiency average, and; increased our school letter grade by 27 points (since 2016), missing a “B” grade by one-tenth of a point. Our plan moving forward is to refine our bilingual program, infuse digital learning, and integrate career and technical education.

As the leader of a state authorized charter school, what aspects of the way charter schools are managed work well for you? What parts are in need of improvement?

I appreciate the help we have had from the NMPED’s bureaus and divisions, especially given the situation I inherited. It is not always easy to demonstrate to the NMPEC (Public Education Commission) the tremendous amount of work we have done and continue to do. However, we are most appreciative of the opportunity they’ve given us to prove that we can truly rise from the ashes.

The reporting requirements instituted by the CSD (Charter School Division) have reached an all-time high, so much so that school leaders are sometimes forced to sacrifice the real work of leading a school with hours upon hours of reporting EVERY facet of the school. I will say, however, I am optimistic about CSD’s new leadership, both of whom have previously led charter schools.

 

If you could wave a magic wand and change one thing about education in New Mexico, what would that be?

I only can hope that education leaders and policy makers always look closely at the real issues impeding our progress. A great start may be truly listening to the voices of educators across our great state. Of course, I have an opinion about issues, but whoever is Secretary of Education is ultimately the one to navigate.

I would love to see education in New Mexico become more modern and practical through digital and project based learning as well as career technical education. Early literacy intervention is imperative, and I feel the PED has recognized this, but perhaps their vision is a bit tunneled. Above and below the line funding has to be rethought. District and school leaders should be trusted – and held accountable – to implement initiatives to increase academic achievement for the students they know best.

 

Now our toughest question of all: if you could only take one type with you to a deserted island for the rest of your life, would you be taking red or green chile with you – and why?

I would definitely choose to take red chile (from Los Cuates, Little Anitas, or my mom) with me to live happily-ever-after on a deserted island. The animals and insects I managed to catch would be smothered; turning them into genuine delicacies!

As a family person yourself, you know how important family support is for students. What do you say to families about the best ways to support both their students and teachers to encourage a strong working relationship?

Both my parents are educators. My mother Miss Jeanette Garcia teaches pre-k in Roy, NM and is close to retirement. My father Coach Jose Lovato recently retired with almost 30 years in education. Though they have been separated for some time now, they have always been supportive and very encouraging of my dreams.

I also owe a great deal of my who I am to my grandparents; they were critical in my upbringing. My grandfather, and “cowboy legend”, Levi Garcia didn’t have much of a formal education and worked his fingers to the bone to find great success. Although he loved what he did, and was darn good at it, he valued a formal education. He wanted his kids, grandkids, and great-grandchildren to finish school and receive the education that he never had. Since I was a young man, my grandpa would always remind me that an education would allow me to work with my mind. Though he has since passed on from this life, this is where the root of hard work was instilled into me and where the constant quest for knowledge began.

As an educator, consistent, positive communication is key in all settings. The responsibility of education is 50% the school and 50% the family. We are both, however, 100% responsible for the love and compassion required to make such a great impact on these young individuals as well as on one another.

All our families have dreams and goals and deserve a fair opportunity to experience success and test their capabilities. When communicating both sides must be honest and have common ground on goals that should be achieved and monitored. Opportunity for parents and students to partake in such a relationship should be offered by the school as much as possible.

 

Lastly, and crucially, are you a red or green person?

As a native New Mexican, I do enjoy Christmas from time to time, however, I am a proud green snob. Green chile on everything please!

Coffee for me is equally as important