Aspiring Educators on the Rise in the Valley with Dr. Ana York

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Stan State's Department of Teacher Education is well known in the Central Valley.
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Visit any school in the area, and odds are high.
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You'll find at least a few teachers with ties to our campus.
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That's not happenstance.
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It's a direct reflection of the university's commitment to preparing and supporting future educators as they pursue their dreams.
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But why wait until after high school to begin that journey?
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That's the question Dr. Ana York asked herself shortly after she became a tenure track professor right here at Stan State in 2022.
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What she found is that there is no need to wait.
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With that revelation, she quickly got to work, submitting grant proposals, recruiting mentors, and establishing highly impactful programs and clubs, educators, rising for high school students and aspiring educators, first and state students.
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Inspiring work by an inspiring individual.
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As you all will find out shortly, because when it comes to Dr. Ana York, her recent accomplishments are only the tip of the iceberg when it comes to who she is and what motivates her.
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It's quite the story.
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So let's get right into it and dive into our discussion with Dr.
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Ana York, associate professor in the Department of Teacher Education.
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You're listening to the Stan State EduCast, produced on the campus of Stanislaus State.
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All right, Ana York, welcome to the Stan State EduCast.
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Thank you.
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Happy to be here.
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So we're here to talk about educators rising and aspiring educators, but before we dive into those programs, what they are, I think we need to know who you are.
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So who is York and how did you get here?
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Alright.
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I came from Puerto Rico when I was eight years old and I, uh, attended Modesto City Schools.
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I graduated from Elliot Alternative Education, and then from there I transferred to Modesto Junior College and then came to here, um, CSU Stanislau, where I, uh, got my BA and my credential, went back to Modesto City Schools, taught for, uh, 25 years, and then later on got my PhD. And um, here I am now, um, training future teachers.
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So was education always your pathway?
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Was that always the dream of yours?
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When I was young, I was, um, a Sunday school teacher, and so I used to teach in the church.
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Um, so just that teaching always came naturally.
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Originally though, I thought I wanted to go into the medical field and I wanted to be a doctor.
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I think part part of that is because, um, as a first generation, um, really that's what we hear, right?
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It's like, what do you wanna be?
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And so it's like doctor, nurse, those kinds of things.
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Um, so I like to say I became a doctor, um, later in life, but not a medical doctor.
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The foundation of this episode is an article that was written for Stan Magazine, the Title Against All Odds.
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It was written by the now retired Lori Gilbert.
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Yes.
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Who's a great writer, by the way, and she talks a lot about your life story and your personal path to where you are now.
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And you just mentioned being a first generation individual.
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How much does that play into your story?
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It's everything.
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Uh, I think it's so important.
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To understand, um, the barriers that are, you know, out in the various pathways in organizations.
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And so really finding a way to support individuals to, um, break those barriers is huge.
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And so that's like for me, understanding what I went through as a first generation student and navigating the, uh, system, I want to be able to, um, make, make it easier for those, uh, students that are coming through now.
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Now there are a lot of students out there and professors and staff members and, and alumni who can, uh, you know, relate to that first generation upbringing.
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Your upbringing, though, was a little bit different.
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Again, detailed in this, in this article you had, I, I guess you would call it a childhood marriage, right?
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I mean, that's not typical for first generation.
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That's typical for maybe.
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The parents or grandparents or great grandparents from the old country, wherever that may be.
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Are you willing to talk about that a little bit more because it, it seems like a lot of your early, uh, struggles or obstacles really helped you land in your current position.
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Yeah, absolutely.
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So when I came from Puerto Rico, I came when I was eight years old, the semester was ending at the school.
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And so I recall starting, uh, a class and really I didn't know English.
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Um, and then.
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On top of that, my Spanish, I'm Puerto Rican.
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Uh, my Spanish is different.
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Um, our words are different.
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Our rhythm is different.
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Our music is different, our food is different.
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But now I was in the Central Valley where the majority of individuals are from are, are Mexican when we talk about Spanish.
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And so my peers would make sure to tell me that I did not know how to speak Spanish.
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Um, so that made it really challenging because then now I am an environment where not only did I not know English.
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But I felt like I didn't know Spanish, so I was very isolated and I felt, um, like I didn't belong.
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Um, and so those feelings, I, I understand how that makes or breaks a person.
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And then from there, just again, just going through adolescence and everything else, I was just feeling so just out of place.
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Um, that when I, um, and, and to add to that, I was, uh, really overweight and just all of those components that just really impact the self-worth and self-esteem of an individual.
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Um, and so then that's when I met, um, my ex-husband at church.
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Um, and he was, uh, that time, see, I was, to be honest, when I met him, I was 11.
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Oh, wow.
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Yeah.
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And then I married him when I was, uh, 14 and then I had my first baby at 15.
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My mom had to sign in order for me to get married.
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And the reason she did, and this was she told me, she goes, mha, I'm gonna sign this.
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Um, but you first have to promise that you're gonna graduate from high school.
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That's all she wanted from me because she knew that if I graduated from high school.
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Then that would be the door, so I could go to college and anything else.
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Right.
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So just graduate from high school.
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And, um, she also signed because she knew that if I, if she didn't that perhaps, especially because of what I was going through during that time, I could have run away with him and I probably would have and gone to Mexico or something else.
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So her, in her effort to protect me and keep me close, she went ahead and signed.
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As long as I promised to, to graduate from high school.
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And that's, I did, I graduated from high school.
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The article details that it was an abusive relationship.
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Right.
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How long were you married and what was the turning point that you decided Enough is enough.
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I need to take a different route.
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Yeah, so it was a, it was a type of, uh, relationship that I was not used to.
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My parents were very loving and caring towards each other.
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They've always treated them each other with respect.
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Um, and, um, now I was in a situation where I was treated, um, like the language that was used, uh, was always an abusive type of language.
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Um, there was, um, just, there was a lot of jealousy.
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There was a lot of, um, control all of those components that come with, with that type of, um, personality and, uh.
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A lot of times people will say, well, why don't you just leave?
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You know, and I, and I always like to bring this up 'cause I think it's so important.
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It's not that easy, right?
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You have to have a plan in place.
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Um, and this is where the different perspective and lenses come in.
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For someone to say, well, why don't you just leave?
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Why don't you, it tells you that their lens is from a place of security.
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Right where they're, they're able to speak up and say their truth and nothing happens.
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But when you're in those situations that are abusive, if you speak up, it could be detrimental to your life.
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You know?
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So you don't just make those, uh, decisions randomly.
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And then, you know, when I had my baby at 15, I knew I had to really have a plan so that when I left, I could also protect her and, and, and take care of her and, and, and offer, right?
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For a better life.
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So I was married 11 years.
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I was in that situation for 11 years, but I always, from the beginning, had a plan.
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It took me 11 years to execute it and come out.
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Um, and so yeah, I, um, I.
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After, like I said, I, I got married at 14, had my baby at 15.
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I had three, three beautiful girls from that marriage.
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That's the reason I went to, um, Elliot Alternative Education because it was part of that control.
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And just a little bit, you know, you, you ask about how do all of this connects with everything that I'm doing.
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I'm 52, actually 53.
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I just turned 53 on the 21st.
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You look great.
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Thank you.
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Still today.
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You know, just even having conversations and trying to share my, my thoughts and opinion.
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It's a challenge because when you come from a place where you were, you know, my case 11 years in an environment where if you spoke or you responded to something, you got slapped or beat up, right?
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It really does something inside of you where it holds you back to share.
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Your truth, your passion, your, your thoughts in any place.
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And so, even till this day, um, you know, I tend to be more reserved and observe and only like, I kind of wait till people actually ask for my thoughts and then I'll share.
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Um, because in my, uh, in, I say my upbringing 'cause I was 14 in right in those, shes.
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Um, you know, it would be things like, you know, who asked you for your opinion, and there went a slap and there went a, a punch, you know, so you, you just get really careful with, with words and in even, you know how I, I just, a short little story.
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I, I recall so clearly being at a stoplight and I turned to my right and there was a vehicle with a male in it.
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And then at that moment I got slapped and his words were, well, if you do that when I'm in your present, what will you do when I'm not?
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Things like that.
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So then that caused me to then just really be mindful.
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Like I, I wouldn't look certain places.
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Do I say hello, do I not?
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So all of those components.
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Played a role, not just in my every day, but also in my academic, you know, uh, settings and everything else.
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So, well, you overcame that, right?
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So you, uh, get married as a teenager.
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You're a teenage mother.
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11 years later you leave and then you become an elementary school teacher, right?
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Yes.
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How does that process happen and how do you think those experiences, the negative experiences, helped push you towards, uh, fostering and mentoring?
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Young people, you know, you were a young person who was in trouble.
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Was there some connection there?
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Oh, absolutely.
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It's a cultural thing too.
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I mean, many of the students that I taught, um, they were also, you know, student, uh, children from families that somehow had those types of, uh, relationships as well.
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It's unfortunate, but a lot of times it becomes so part of the culture, it becomes so accepted that people don't really realize the, what students are going through.
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For example, I mean the way that even parents would address the kids, like, you know, with the words that were derogative, right?
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Um.
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Degrading sometimes.
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And I think it, it's, and I think, you know, sometimes they do these things again because that's how they grew up.
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That's how they were taught to be tough, um, and things like that.
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But it's really, really harmful to the spirit of a lot of our students and, and, um, and I saw that I lived through it and I saw them go through it as well.
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We don't have control of what happens at home.
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We don't have control of what happens in the world.
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We have control of our classroom.
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And in that space, you could make a space where students feel like they belong, they're valued, they're heard.
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That's important because if you can make a difference there in that classroom, and think about this, in our classroom, we have students come in five days a week, six hours a day.
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That's a good chunk of time for us to make a difference in their lives.
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So that's what I try to do and did in my elementary years and, uh, all the way throughout, even here with my students.
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Now the article uses words like resilience and survivor, uh, to describe you, but you opt for the word love.
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Can you explain that a little bit?
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Yeah.
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Because I think in everything that we do, it has to come from a place of love and care and joy.
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All of those components, if there is.
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Love, you know, like our president, for example, talks about carino here at the university, how we're going to, you know, everything.
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We do it, we do it with the sense of carino.
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That's what I meant when I said love is that carino is that it's, it's so much deeper, right?
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Because when you come from a place of love, the individuals respond to it, they feel it.
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They know that you're not doing something because.
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You have to because you're getting paid.
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They do it because they genuinely want that other person to succeed.
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Everything I do, I do it because I love it.
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I'm here because I love to support, uh, students and, and I have the love for life, love, you know, for my faith, for my kids, for like, when you come from that space, just everything just falls into place.
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And from reading your personal journey, it seems like you also directed that love back at yourself.
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'cause you go from an elementary school teacher to teaching at Gregory High to getting a PhD. I mean, you know, it it, it's almost like a, a movie script.
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Right?
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How does all this happen?
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How do you go from, uh, where you were to suddenly having a PhD? Yeah.
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As you mentioned it, love for yourself.
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Right.
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I think throughout my journey I always.
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And I got this from my mom, may she rest in peace.
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She was always very optimistic and she also portrayed that love and that care for others.
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And so I knew that a lot of times we can't change the system, so we have to then find ways to be part of the system so that we can make a difference, right?
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In order to do that, I knew that I needed to.
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Uh, get, uh, my master's and then my PhD, right?
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So that now I'm here, and now from here I can support students.
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So I took everything a day at a time.
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Um, like I said, I worked 25 years for Modesto City Schools, um, as an elementary teacher and then at the high school.
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And so I'm a, a, a lifelong learner.
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I don't stop.
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Even now, I just, I continue, I'm, if there is some offering here at the university, I take it, I'm always wanting to enhance my learning.
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Um, because, you know, I share, and you see that in the article in other places.
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It's like, to me, really education is freedom.
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Right.
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So every, every time I have an opportunity to continue that learning process, I just go for it.
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So I may have jumped ahead a little bit.
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Yeah.
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I jumped right through your PhD, but before that, you earned a BA in Liberal Studies in 1995 and a multi-subject credential in 1996, right here at San Las State.
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And then of course, you go on to get your, uh, doctor of Education from Grand Canyon University.
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Yeah.
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After you complete that.
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What spurs your pivot, your career pivot to decide to leave Gregory High and rejoin Stan State as a lecturer, again, I'm always looking for opportunities to grow.
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And so I had been already 25 years with Modesto City Schools, um, taught 15 elementary and then 10 Atta high school.
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And I was teaching Spanish one and AP Spanish, and I loved it.
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I love working with the students, but I was at a point in my life where I needed to find something where I could make a difference now.
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Right?
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So we work here, uh, from the high school and I thought, you know what?
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If I have that opportunity to work with.
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Teacher candidates, right?
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I can support them in this pathway so that when they go to the classroom, they have, um, you know, just, um, what they need, right?
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As far as pedagogy and things like that.
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So give, let me find that.
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And so long and behold, an opportunity opened up and so I was able to apply and be hired in the tenure track, um, position as an assistant professor.
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And that, to me, that was huge.
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And I felt so blessed because we also know.
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That a lot of time when you get your PhD and you're trying to find employment in higher ed, you have to move.
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Um, in fact, many of of my colleagues in the teacher ed came from various places, New York, Las Vegas, you know, and so forth, and for me to have had the opportunity to see an opening at the right time.
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And be hired to work in the very space that gave me that freedom and that opportunity.
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It's huge.
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And I just, I am so grateful.
00:18:20.535 --> 00:18:37.875
You seem to have a long-term vision from the start, and you seem to have a desire to help and mentor, uh, the young students and young, uh, children of this community based on your experiences and your upbringing, what was that experience like jumping from high school?
00:18:38.490 --> 00:18:43.559
To the university level, did you have to, to shift some of your tactics or the way you approach things?
00:18:43.890 --> 00:18:44.339
Yeah.
00:18:44.670 --> 00:18:51.150
You know, one of the things that I tell my teacher candidates now to me teaching is all about strategies, right?
00:18:51.900 --> 00:19:03.240
And it's really interesting because I've had the opportunity to, to teach elementary high school and then now here at the college, and I see learners and learners have many things in common.
00:19:03.960 --> 00:19:06.000
Um, and so, you know, whether it's.
00:19:06.628 --> 00:19:12.599
That, that, that they need that support when they're looking, when they're trying to figure out a certain concept.
00:19:12.599 --> 00:19:12.990
Right?
00:19:13.230 --> 00:19:15.329
The struggle, the frustration they go through.
00:19:15.689 --> 00:19:21.388
Um, and then that aha moment, and then the, you know, procrastination.
00:19:21.449 --> 00:19:22.980
It's all the way through whatever.
00:19:23.349 --> 00:19:32.529
So when you have strategies to help students understand the concepts, it's huge collaboration, talking to their peer, doing group work.
00:19:32.589 --> 00:19:39.069
These are all things that I did at the high school and I also do here because they're best practices for teaching, for learning.
00:19:39.609 --> 00:19:44.859
So that part of it was great and especially I think having my, um, elementary background.
00:19:46.095 --> 00:19:49.184
Um, that's, that's where we use all of those strategies.
00:19:49.484 --> 00:19:57.704
So I was able to bring all of that, um, again, to high school, but here, and it's, it's just been incredible, um, to see, to see it work.
00:19:57.704 --> 00:20:06.585
And so I emphasize, um, in my classroom, I tell my students learn strategies and I teach 'em various strategies, um, throughout because it makes a difference.
00:20:06.974 --> 00:20:10.034
Um, you know, we were, we're past those, uh.
00:20:10.440 --> 00:20:15.180
Just read and answer the questions, but rather, let's have a conversation and doing that deep learning.
00:20:16.049 --> 00:20:25.410
And so at what point do you decide that there needs to be programs in place for these future educators?
00:20:26.039 --> 00:20:30.480
So in the fall of 2022, I was, that's when I had the opportunity.
00:20:30.480 --> 00:20:32.759
I was hired here, um, as full-time.
00:20:33.599 --> 00:20:38.160
And, uh, at that time we had a, a grant, the CTEP grant.
00:20:38.970 --> 00:20:50.160
I was invited to be part of that grant, and really the focus of that grant was to, um, to increase the, the representation of, of teachers of color in the classroom, right?
00:20:50.160 --> 00:20:51.990
Because we know that there's a disparity there, right?
00:20:52.049 --> 00:20:54.119
And so we all had a role.
00:20:54.119 --> 00:20:58.769
I was in this team of four, and then we connected with Modesto City Schools.
00:20:58.954 --> 00:21:07.799
And again, this is the beauty of this whole story, like for me, that now I'm collaborating with the same, you know, organizations that.
00:21:08.519 --> 00:21:09.329
Got me where I am.
00:21:09.419 --> 00:21:09.750
Right.
00:21:09.809 --> 00:21:12.509
My foundation, and I can give back even more.
00:21:12.898 --> 00:21:14.549
My role was in the recruitment.
00:21:14.549 --> 00:21:17.429
So I did some research and I came across Educators Rising.
00:21:17.429 --> 00:21:22.679
And so what I was looking for was to find a way to change the mindset of education.
00:21:23.219 --> 00:21:24.449
That's huge to me.
00:21:25.019 --> 00:21:30.148
I say this because I was a teacher for 25 years and I've always had the same passion.
00:21:30.659 --> 00:21:37.769
Um, but a lot of times I've noticed that our field does a poor job of marketing.
00:21:38.444 --> 00:21:38.775
Okay.
00:21:39.404 --> 00:21:41.144
And so think about this.
00:21:41.144 --> 00:21:46.934
Students are in your classroom and they see you as the person who's marketing that field.
00:21:46.964 --> 00:21:52.214
And a lot of times, you know, some of our teachers are, you know, overwhelmed, right?
00:21:52.484 --> 00:21:56.805
Um, they, they're going through that burnt out piece or something's happening, or they're venting.
00:21:57.134 --> 00:21:59.115
That's the marketing they're hearing, right?
00:21:59.535 --> 00:22:03.825
Or there are behavior issues in the classroom and they're not being managed well.
00:22:04.515 --> 00:22:06.015
That's the marketing that they're seeing.
00:22:06.795 --> 00:22:07.150
And so.
00:22:08.085 --> 00:22:09.825
I wanted to change that mindset.
00:22:10.154 --> 00:22:18.345
You've heard the saying, those that can't teach, and I change that to say those that can teach.
00:22:18.825 --> 00:22:19.035
Okay.
00:22:19.605 --> 00:22:33.045
This is a hard field and it's, I think one of the things that was great about COVID is that it really gave individuals really opened their eyes to what teaching really is.
00:22:33.375 --> 00:22:36.615
Especially like parents when they had to do it, they're like, oh.
00:22:37.034 --> 00:22:37.844
I get it.
00:22:38.174 --> 00:22:47.894
And think about that, that with, with their own kids, we are talking about having a group of kids with different needs and, and, uh, learning styles, right?
00:22:48.494 --> 00:22:52.994
So it's a hard job, but it's a awesome job.
00:22:53.564 --> 00:22:59.534
I love, I just, I love being able to connect ideas and helping students, right.
00:22:59.534 --> 00:22:59.984
Learn.
00:23:00.599 --> 00:23:06.690
So to change that mindset, I needed to find something that was well structured, that the infrastructure was there.
00:23:06.690 --> 00:23:12.779
So when I did my research, I came across Educators Rising Educators Rising has been in existence since the 1930s.
00:23:13.529 --> 00:23:19.934
It was previously known of Future Teachers of America, and then they rebranded, um, their part of PDK.
00:23:20.160 --> 00:23:22.500
So again, uh, an honor society.
00:23:22.500 --> 00:23:22.769
So.
00:23:23.159 --> 00:23:30.869
So I love that piece because I did not wanna start something that if I left or if something happened to me that it would be gone.
00:23:30.869 --> 00:23:34.679
I wanted to start something that can continue right?
00:23:34.980 --> 00:23:35.970
Uh, for our students.
00:23:36.240 --> 00:23:38.789
And so I came across Educators Rising.
00:23:38.789 --> 00:23:40.230
I said, okay, this is good.
00:23:40.230 --> 00:23:41.128
It's well established.
00:23:41.128 --> 00:23:42.388
In fact, it's nationwide.
00:23:43.079 --> 00:23:51.960
Um, and so because I worked for Meso City Schools and I was a mentor for many years, I've mentored over 20 new teachers.
00:23:52.484 --> 00:24:00.015
It was easy for me to reach out to a couple of, um, uh, mentees that I had and I said, Hey, I'm looking at Educators Rising.
00:24:00.015 --> 00:24:01.545
I need a couple of lead teachers.
00:24:01.545 --> 00:24:02.444
Would you be interested?
00:24:02.444 --> 00:24:11.265
And they stepped up and that's what started Educators Rising was that, that research piece and then that connection with, with those teachers.
00:24:11.744 --> 00:24:17.625
Um, and then they did, we, they started and just, I, I like to share the timeline because I think that's important.
00:24:17.625 --> 00:24:19.845
We've done a lot in very short time.
00:24:20.789 --> 00:24:25.019
I recruited the teachers in the, um, spring of 2023.
00:24:25.380 --> 00:24:31.170
In the fall of 2023, they recruited students and uh, we had a group of 30.
00:24:32.309 --> 00:24:38.910
And then in the, um, spring of 2024, we did a campus visit, brought him here.
00:24:39.329 --> 00:24:45.210
I needed a way to, because there's a national conference, and these were all students from Ernesto High.
00:24:46.125 --> 00:24:51.944
Um, as well, and I wanted to find, um, funding and this is where the we Will Grant came in.
00:24:52.515 --> 00:24:58.275
Um, and I heard about it and it was so aligned with the project that I was doing and it was a $400,000 grant.
00:24:58.724 --> 00:25:14.474
And I was so fortunate and blessed to be awarded that grant and that grant allowed me to take these students to the national conference in Washington DC that was in the summer of 2023, um, no, sorry, summer of 2024.
00:25:15.689 --> 00:25:26.849
And then, um, the second year we did, uh, summer of 2025, I got to take 'em to Orlando and then our next step will be to, um, go to Portland this summer.
00:25:27.959 --> 00:25:30.569
These were longstanding nationwide programs.
00:25:31.079 --> 00:25:35.189
How were they not here before you decided to get the ball rolling.
00:25:35.819 --> 00:25:39.034
When we look at the map of educators rising.
00:25:39.914 --> 00:25:42.285
We have affiliation everywhere.
00:25:42.704 --> 00:25:46.815
Um, and then there's just a few states that have some representation.
00:25:46.815 --> 00:25:51.013
Maybe a student signed up somewhere, but we were not an affiliate.
00:25:51.013 --> 00:25:56.744
And so when I saw that, I stepped up and I volunteered, uh, to be the regional coordinator.
00:25:57.045 --> 00:26:01.244
And so, um, that's what got this ball rolling as well.
00:26:01.244 --> 00:26:04.545
So now when you're looking at the map, it has like just the Central Valley.
00:26:05.009 --> 00:26:09.509
Um, uh, colored in because I am the representative for the Central Valley.
00:26:10.109 --> 00:26:18.299
Um, and I did it again, it's a volunteer position, but I did it because I believe in this, I believe in our students and there is such an interest.
00:26:19.109 --> 00:26:25.950
Since then, um, since we started this, we now have four high schools at Meso City schools that have chapters.
00:26:26.789 --> 00:26:30.599
Uh, we had like 78 students sign up at that first school.
00:26:31.154 --> 00:26:33.704
Um, another school has 48 students.
00:26:33.704 --> 00:26:35.565
So again, the interest is there.
00:26:35.565 --> 00:26:40.454
I've had students individually reach out to me, how do I start this?
00:26:40.454 --> 00:26:50.355
I had just had a student from, um, uh, elk Grove reach out to me and we just started a chapter there, a student from LA and a student from, um, San Jose.
00:26:50.744 --> 00:26:57.075
And it's just neat to see that they're, they're so interested in education, um, and they wanna start these chapters.
00:26:57.075 --> 00:26:58.394
So, yeah.
00:26:59.730 --> 00:27:04.769
The opportunities were there, but it's like anything in education, it somebody has to step up.
00:27:05.039 --> 00:27:10.170
And so I was just blessed and grateful to have had the opportunity to be able to step up.
00:27:10.890 --> 00:27:12.059
And you're leading the charge?
00:27:12.150 --> 00:27:12.450
Yes.
00:27:12.690 --> 00:27:13.200
Excellent.
00:27:13.200 --> 00:27:17.759
And so again, educators, risings for high school, aspiring educators for college.
00:27:17.789 --> 00:27:21.210
So here at Stan State, who is helping you here on campus?
00:27:22.079 --> 00:27:22.710
On your mission.
00:27:22.799 --> 00:27:23.549
Oh my goodness.
00:27:23.849 --> 00:27:28.829
So I was so blessed to have a co-advisor, Alfredo Vargas.
00:27:29.099 --> 00:27:36.809
He has just been so awesome and so we were able to work together and start the chapter of aspiring educators here on campus.
00:27:37.049 --> 00:27:38.579
Again, we did the simultaneously.
00:27:38.579 --> 00:27:43.859
So while we were doing Educators Rising at the high School, we started aspiring educators here, aspiring educators.
00:27:44.640 --> 00:27:47.339
That organization is through the California Teacher Association.
00:27:48.419 --> 00:27:54.388
And so that also has been around, it's also sponsored by the, uh, national Educators Association, NEA.
00:27:55.230 --> 00:28:00.148
And um, so I like to say that aspiring educators is kind of like the together, but separate.
00:28:00.539 --> 00:28:06.539
So it can exist by itself without educators rising, but it can also then connect with educators Rising, which is beautiful.
00:28:06.539 --> 00:28:11.638
So in a way, it's the collegiate version of Educators Rising, and they have, um.
00:28:12.690 --> 00:28:14.339
Agreements to support each other that way.
00:28:14.549 --> 00:28:23.638
And I recall, I always like to share this little story, um, because when we first started, like anything else, we needed to recruit students.
00:28:24.119 --> 00:28:30.299
And this is a, a student organization, so we needed a president, we needed, you know, the officers.
00:28:31.289 --> 00:28:38.519
And I always like to say that, you know, as a first generation and person of color for some reason.
00:28:38.878 --> 00:28:40.799
We, a lot of us, right?
00:28:40.888 --> 00:28:44.429
Not everyone, but a lot of us, we tend to be worker bees.
00:28:45.240 --> 00:28:54.480
Um, and we are like happy to support, but when you start using titles that are leadership titles, they scare us.
00:28:55.529 --> 00:28:59.189
And so we needed a president for the aspiring educators.
00:28:59.369 --> 00:29:04.079
And I remember having that first meeting, that recruitment meeting, and I said, okay, we need a president.
00:29:05.490 --> 00:29:06.628
And they were so hesitant.
00:29:07.575 --> 00:29:12.075
I had people, volunteers to be the treasurer, the secretary, even the vice president.
00:29:12.464 --> 00:29:13.214
I could get that.
00:29:13.605 --> 00:29:16.005
But that title president just threw them off.
00:29:16.005 --> 00:29:18.015
And I remember telling'em, Hey, don't worries.
00:29:18.045 --> 00:29:19.545
We're gonna help you with the meetings.
00:29:19.545 --> 00:29:21.585
We're gonna help you with setting this up.
00:29:21.585 --> 00:29:23.025
We just need you to step up.
00:29:23.744 --> 00:29:32.984
And this young lady, Deanna, um, she stepped up and she helped us get that going.
00:29:32.984 --> 00:29:35.565
And it was just so amazing because she.
00:29:35.670 --> 00:29:37.289
She just grew as a leader.
00:29:37.799 --> 00:29:39.329
Um, she's now in the classroom.
00:29:39.630 --> 00:29:47.309
She's a teacher now, and in fact she just emailed me a couple days ago asking for a letter of recommendation for her master's program.
00:29:48.119 --> 00:29:56.549
So, you know, also from that group, we have also students that served at the state level as, uh, board members.
00:29:56.940 --> 00:29:58.049
So we went from that.
00:29:58.170 --> 00:29:59.039
No, you do it.
00:29:59.039 --> 00:29:59.700
You do it.
00:29:59.880 --> 00:30:08.849
I, because they were afraid of that title to now they're actually serving, um, in various leadership roles, you know, not just here, but also at the state.
00:30:09.329 --> 00:30:18.210
How does that make you feel when you see somebody come through these clubs, these programs, and then become a mentor themselves?
00:30:18.359 --> 00:30:25.500
Again, that word love and rejoice and joy, all of those just, it just gives me such joy.
00:30:26.294 --> 00:30:26.684
Right.
00:30:26.714 --> 00:30:36.763
To see them overcome those barriers and then now their be, their lives are better, and then now they're making other people's lives better, right?
00:30:36.763 --> 00:30:44.529
So if we can just continue this, um, you know, pathway of love and support, it just, I don't know, it just gives me such joy.
00:30:45.525 --> 00:30:52.694
And this really is a connected pipeline, high school to university, to the real world out there in the workforce.
00:30:52.875 --> 00:30:58.724
What are some of the other skills or, or personality traits or just things that they learn and they can take with themselves?
00:30:59.085 --> 00:31:01.335
Uh, when they leave, uh, stand state.
00:31:01.365 --> 00:31:01.605
Yeah.
00:31:01.605 --> 00:31:04.154
And they want to become, uh, an educator.
00:31:04.244 --> 00:31:04.454
Yeah.
00:31:04.454 --> 00:31:09.825
So you mean public speaking, um, is one, you know, a lot of them tend to be very reserved.
00:31:10.440 --> 00:31:14.279
Uh, when they come in and then when they leave, they're like, happy to do.
00:31:14.279 --> 00:31:19.680
In fact, uh, several of them have participated in, um, some summits that we went through.
00:31:19.680 --> 00:31:20.700
Some panels.
00:31:21.089 --> 00:31:25.920
Um, you know, they presented with me at conferences, so that is huge, right?
00:31:25.920 --> 00:31:39.660
So that public speaking piece, the leadership, uh, piece, um, the, the lesson planning, the, um, the strategies, using strategies within the classroom to support the students, you know, um.
00:31:40.289 --> 00:31:42.960
Uh, understanding what UDL is all about.
00:31:43.259 --> 00:31:48.299
So all of those skills are just, you know, you see them then use it in the classroom.
00:31:48.299 --> 00:31:54.569
And again, it just gives me such joy to see that now we are, you know, helping future students as well.
00:31:54.839 --> 00:31:56.819
What about self-esteem?
00:31:56.819 --> 00:32:03.000
Because what you were describing earlier about the hesitance when it comes to titles, sounds like imposter syndrome, right?
00:32:03.000 --> 00:32:03.089
Oh, yeah.
00:32:04.019 --> 00:32:07.950
Self-esteem and personal self-worth, uh, is that something that's also being built?
00:32:07.950 --> 00:32:10.019
Do you have any anecdotes about that that you can share?
00:32:10.410 --> 00:32:10.829
Yes.
00:32:10.890 --> 00:32:11.940
Yeah, absolutely.
00:32:12.029 --> 00:32:16.289
It, it, it definitely, you know, that imposter syndrome is huge.
00:32:16.920 --> 00:32:28.140
Again, a lot of times within either the families or the cultural background, words are used.
00:32:28.289 --> 00:32:32.549
Um, and, um, and, and again, sometimes they.
00:32:32.954 --> 00:32:49.904
The individuals perhaps, are trying to build character or whatever they think they're trying to do, but the reality is that, uh, those words destroy and really lower self-esteem and, and really does something to your self-worth.
00:32:49.934 --> 00:33:00.884
And so when you are in a place like this, um, you know, and, uh, you, you are being asked to step up and to lead something.
00:33:01.589 --> 00:33:08.609
Those little voices of, you know, not you, you, you're no good.
00:33:08.609 --> 00:33:14.459
You're, you know, those kinds of things that start kinda telling you no, that's for somebody else.
00:33:14.459 --> 00:33:15.809
You stay in your lane.
00:33:15.809 --> 00:33:17.009
This is you over here.
00:33:17.309 --> 00:33:17.609
Right.
00:33:18.449 --> 00:33:19.589
They, they are real.
00:33:19.829 --> 00:33:21.329
And I see that in the students.
00:33:21.329 --> 00:33:29.549
And so it takes that support from us as professors and uh, advisors.
00:33:30.164 --> 00:33:37.214
Giving 'em the space to, to, to let them know, Hey, it's okay if you, if you make errors, we we're all gonna make errors, right?
00:33:37.214 --> 00:33:38.384
We're here to support each other.
00:33:38.384 --> 00:33:47.444
And when they start seeing that they do belong, that their voices are being heard, that what they have to say matters.
00:33:48.615 --> 00:33:49.664
It just changes.
00:33:50.325 --> 00:33:51.434
And that's what I have seen.
00:33:51.434 --> 00:33:53.625
And I mean, I saw it in, in, you know, one of our.
00:33:54.284 --> 00:33:55.424
Well, several of them.
00:33:55.424 --> 00:34:09.673
But you know, one of our young men that, um, he went through the program and even after finishing, so he went through the program as aspiring educators, graduated with his ba, went to his, um, through the residency program.
00:34:10.454 --> 00:34:21.195
And even after finishing and passing all the exams, he still felt like, and part of it was again, those words, those stories.
00:34:21.195 --> 00:34:21.434
Right.
00:34:22.125 --> 00:34:22.304
Um.
00:34:23.309 --> 00:34:33.750
Perhaps he didn't belong in the classroom and it took again, just, you know, the conversation piece says, yep, you belong, you, you've done this, you did this.
00:34:34.289 --> 00:34:34.889
Keep that in mind.
00:34:34.889 --> 00:34:40.048
If nothing else, just remember that what you say matters, because people are perceiving it.
00:34:40.440 --> 00:34:49.829
And a lot of times what we say might be in a moment, but what we don't understand, right, when we talk about trauma and things like that.
00:34:50.369 --> 00:34:53.010
Is that the word that you just said is not an isolated word?
00:34:53.429 --> 00:35:00.750
It is connected to everything in my past, and that could be the difference of whether I stay here or I leave.
00:35:01.724 --> 00:35:07.364
Everything you just said ties into a personal philosophy of yours, the four agreements.
00:35:07.755 --> 00:35:10.094
Can you explain what the four agreements are?
00:35:10.244 --> 00:35:19.755
Yeah, so the four agreements are from a book Miguel Re, um, as the author, and basically the first one is to be impeccable with your word.
00:35:20.324 --> 00:35:21.434
And to me that's huge.
00:35:21.945 --> 00:35:23.505
Again, words matter, right?
00:35:23.505 --> 00:35:29.175
So what we say to our students and how we say it is so important.
00:35:29.730 --> 00:35:34.559
So being impeccable with your word, not making assumptions, and that is huge.
00:35:34.559 --> 00:35:40.650
We're in a place, we have students, you know, first generation students, we have students that are going through trauma, things like that.
00:35:41.429 --> 00:35:48.570
Don't assume that they don't care because they're late to your class or that some, they just Right.
00:35:49.739 --> 00:35:50.369
Find out.
00:35:51.030 --> 00:35:58.769
You know, I had a lot of things going on in my life and I, I remember a specific time when I had to.
00:35:59.849 --> 00:36:00.809
Come to class.
00:36:01.079 --> 00:36:02.099
I live in Modesto.
00:36:02.250 --> 00:36:03.090
I did not drive.
00:36:03.239 --> 00:36:04.019
It was raining.
00:36:04.050 --> 00:36:05.099
I take the bus.
00:36:05.670 --> 00:36:06.509
I missed the bus.
00:36:06.509 --> 00:36:07.679
I got the next bus.
00:36:07.829 --> 00:36:15.420
I was late to class and all of that after being again abused at home and going through all of that.
00:36:15.929 --> 00:36:21.420
So went through that left, went, took the bus, and I'm late to class.
00:36:22.559 --> 00:36:26.969
It makes a difference if this is what I tell my students.
00:36:27.750 --> 00:36:28.710
I'm glad you made it.
00:36:29.625 --> 00:36:33.405
I say that because I know the story, right?
00:36:33.614 --> 00:36:37.244
I don't assume that they were doing something else or whatever.
00:36:37.244 --> 00:36:37.875
I don't know.
00:36:38.114 --> 00:36:40.965
I'm just gonna say, you made it and I'm glad you're here.
00:36:41.505 --> 00:36:47.175
So, you know, don't make assumptions about why people do things or say things or behave a certain way.
00:36:47.235 --> 00:36:49.219
Ask them, talk to them, find out.
00:36:50.440 --> 00:36:51.735
So that's the second one.
00:36:52.820 --> 00:36:56.559
The, the third one is really aligned with that is don't take things personal.
00:36:57.644 --> 00:36:57.974
Right.
00:36:58.275 --> 00:37:00.014
Again, everybody's in their own world.
00:37:00.014 --> 00:37:03.704
What they do has really nothing to do with, you mean right now?
00:37:03.824 --> 00:37:10.875
My mom passed away a week ago and I am here, and I may be a little bit more emotional than I would be, right?
00:37:12.315 --> 00:37:18.644
But if people don't know that and I react or say something, right, someone might take it personal.
00:37:20.054 --> 00:37:20.985
Don't take it personal.
00:37:21.405 --> 00:37:23.759
We're all in our own world, we're all dealing with things.
00:37:24.974 --> 00:37:28.815
And we're all trying to make the best that we can with, with what we have, right?
00:37:28.965 --> 00:37:29.474
Life.
00:37:30.525 --> 00:37:32.474
And then the last one, do your best.
00:37:33.045 --> 00:37:38.235
And that one really stands out because your best is gonna look so different, right?
00:37:38.235 --> 00:37:39.704
And at different times.
00:37:40.094 --> 00:37:49.784
Um, again, if you're going through trauma, if you had an accident, if you're hurt, you know, whatever's happening in your life, your best is gonna look different.
00:37:50.324 --> 00:37:54.074
And it's okay as long as you're doing, doing it from that.
00:37:54.690 --> 00:37:55.409
From that space.
00:37:55.409 --> 00:38:03.929
So those are the four agreements and I, I implement them and try to implement them in my life and my connections with my students.
00:38:03.960 --> 00:38:16.230
Um, and the way that I live, um, because I think I always try and I think I got this, well, I know I got this from a mom, is I always look for the good in people, right?
00:38:16.858 --> 00:38:20.130
And I tell this to my students, even with behaviors in the classroom.
00:38:21.898 --> 00:38:25.769
You always find students misbehaving if that's what you're looking for.
00:38:26.878 --> 00:38:28.619
They're talking when they're not supposed to.
00:38:29.250 --> 00:38:35.789
You always find that I challenge you to find them doing the right thing 'cause right.
00:38:35.789 --> 00:38:37.858
A lot of time we don't talk about that so.
00:38:38.639 --> 00:38:39.030
That's it.
00:38:39.150 --> 00:38:39.929
The four agreements.
00:38:39.929 --> 00:38:45.090
I think they're just, um, something that I can, that I use in the classroom in my everyday life.
00:38:45.480 --> 00:38:46.679
I'm sure your students love you.
00:38:46.860 --> 00:38:47.309
Uh, thank you.
00:38:47.309 --> 00:38:48.869
Seem like a great source of inspiration.
00:38:48.869 --> 00:38:52.684
You just mentioned your mother as a source of inspiration for yourself, any other.
00:38:53.565 --> 00:38:58.065
Mentors or sources of inspiration that helped you become the woman you are today?
00:38:58.485 --> 00:39:04.755
Yeah, so my mom, she was, um, you know, my inspiration for Faith, perseverance, Dr. Wink, Dr.
00:39:04.755 --> 00:39:09.764
Joan Wink, which she was actually a professor here and she was my professor, my reading professor.
00:39:10.125 --> 00:39:13.903
We stayed connected and it was really neat because she knew my life story.
00:39:17.173 --> 00:39:23.744
She helped me stay strong on days that I would come to class, and life was not easy from home.
00:39:24.764 --> 00:39:27.014
She, she helped me stay strong.
00:39:27.884 --> 00:39:40.184
And then 20 some years later when I decided to get my, um, PhD, she was actually my, um, my, uh, content expert in my dissertation committee.
00:39:40.753 --> 00:39:43.184
And now we still stay connected through.
00:39:43.619 --> 00:39:50.070
A, uh, group that we call Bobcats and, um, basically because bobcats are resilient.
00:39:50.699 --> 00:40:01.710
And so, um, it's, it's comprised of, um, so Dr. Wink, her daughter, who also got a doctorate at the same time, and then another, um, student.
00:40:02.070 --> 00:40:03.778
So it's four of us, and it's just neat.
00:40:03.778 --> 00:40:08.579
It's just, we, we meet every month to uplift and support each other.
00:40:08.699 --> 00:40:10.829
Um, so yeah, Dr. Wink.
00:40:10.829 --> 00:40:12.480
And then of course, you know.
00:40:13.423 --> 00:40:16.784
My students, my students inspire me every day.
00:40:16.784 --> 00:40:17.744
Their stories.
00:40:18.344 --> 00:40:28.304
You know, we have students that are working that, families that are going through, uh, similar situations as my story.
00:40:28.335 --> 00:40:29.474
Because I share my story.
00:40:29.474 --> 00:40:34.394
I always share my story at the end of the semester, and I, and I am purposeful with that.
00:40:35.684 --> 00:40:39.195
I tell my students, you know, sometimes we make assumptions about professors.
00:40:39.554 --> 00:40:40.875
Oh, you've always added easy.
00:40:40.875 --> 00:40:41.684
You don't understand.
00:40:41.684 --> 00:40:48.704
So I wait till the end and they're always like so surprised about everything that I have gone through, right?
00:40:49.094 --> 00:40:50.054
And they're always so grateful.
00:40:50.054 --> 00:40:56.775
And then they share their stories and we, and it's again, they inspire me the way that they.
00:40:58.260 --> 00:41:00.570
Are also so resilient and, and strong.
00:41:00.869 --> 00:41:05.099
And, uh, so, and then of course my, my own children, I have four kids.
00:41:06.119 --> 00:41:09.059
Uh, you know, everything that I have done has been because of them.
00:41:09.389 --> 00:41:11.190
I wanted to give them a better life.
00:41:11.340 --> 00:41:19.050
I wanted them to experience the freedom so that, you know, they could also then go on and, and graduate and do, do the things that they wanted to do.
00:41:19.050 --> 00:41:25.315
And so I've been very blessed, especially when you think about statistics and they say about teenage mothers and all of that, right?
00:41:25.965 --> 00:41:29.144
I have four kids and all four have graduated.
00:41:30.134 --> 00:41:31.545
Um, two have master's.
00:41:32.175 --> 00:41:34.215
Um, they got their teaching credentials from here.
00:41:34.844 --> 00:41:41.295
I have another one that, uh, so I have three that graduated from here, so it's really awesome.
00:41:41.295 --> 00:41:46.695
And then one started his, uh, came here for his freshman year and then finished with Grand Canyon University.
00:41:47.505 --> 00:41:48.914
So really grateful.
00:41:48.914 --> 00:41:51.675
They're all now in the, you know, workforce and, um.
00:41:52.528 --> 00:41:55.980
They inspire me and I just feel so blessed and I'm so grateful to them.
00:41:56.849 --> 00:41:59.039
It's just a cycle that feeds itself.
00:41:59.039 --> 00:41:59.400
Right.
00:41:59.639 --> 00:42:04.980
Uh, you mentor somebody else, they become a mentor themselves, and, and the chain keeps on going.
00:42:05.519 --> 00:42:05.940
Yeah.
00:42:05.940 --> 00:42:06.989
And that's what I'm with.
00:42:06.989 --> 00:42:09.179
This educators rising and aspiring educators.
00:42:09.630 --> 00:42:10.320
That is the goal.
00:42:10.349 --> 00:42:11.639
In fact, that's what I call it.
00:42:11.639 --> 00:42:13.980
It's, it's, it's a pathway of support.
00:42:14.670 --> 00:42:16.920
Um, in fact, just currently I am connected.
00:42:16.920 --> 00:42:21.000
I, I was awarded another, uh, we will grant for $200,000.
00:42:21.000 --> 00:42:23.849
So total $600,000 for this work.
00:42:24.599 --> 00:42:38.519
And what I've done with that was I connected with Modesto Junior College because we're already seeing this pathway and we're on a third year and it's amazing from that first cohort from Modesto City Schools, we had six of those students that went to Modesto Junior College.
00:42:38.579 --> 00:42:40.679
The first thing they did was reach out to me and us.
00:42:41.355 --> 00:42:44.414
Dr. Y we want, you know, how do we do this Aspiring educator?
00:42:44.414 --> 00:42:45.974
I said, well, we have to start it.
00:42:46.304 --> 00:42:51.164
So with this funding, I was able to collaborate with the Dean of Education at Modesto Junior College.
00:42:51.614 --> 00:42:54.344
One of the, again, those, those students are now leaders.
00:42:54.704 --> 00:43:04.693
She's one of the students, the president of that Aspiring Educators, and we're just getting it ready and recognized at Modesto Junior College from that same cohort, we had two students that came here.
00:43:05.340 --> 00:43:08.639
Now they are actually the officers of our aspiring educators.
00:43:08.639 --> 00:43:12.239
So one of 'em is the president and the other one is the vice president, I think.
00:43:12.780 --> 00:43:14.849
Um, so, so, but you're already seeing it.
00:43:14.849 --> 00:43:18.480
And then from our aspiring educators, we already have students that are in the classroom teaching.
00:43:18.690 --> 00:43:26.070
So three years, and we have, we already seeing this just amazing pathway of support work.
00:43:26.070 --> 00:43:32.289
And so my goal is really to start a chapter at every high school if possible, and connect to.
00:43:32.655 --> 00:43:34.454
With, um, other colleges.
00:43:34.454 --> 00:43:55.215
Um, we have aspiring educators at various colleges already, but, um, they tend to be more like at the university and so also want, uh, uh, the community college to start those chapters because then it just really helps when the students, whichever pathway they choose, if they go to the community college and then here, then they have that support along the way.
00:43:55.574 --> 00:43:56.925
A lot of long-term goals.
00:43:58.184 --> 00:44:02.474
Anything on the horizon that will be happening sooner rather than later.
00:44:02.864 --> 00:44:08.384
We're getting prepared for the next uh, uh, conference, which is in Portland this year.
00:44:08.384 --> 00:44:09.195
It'll be in June.
00:44:09.434 --> 00:44:19.994
So students are already working on their competitions, which by the way, I, I need to mention, we had two students from our aspiring educators this past summer who actually won awards.
00:44:20.235 --> 00:44:20.414
Oh, wow.
00:44:20.445 --> 00:44:21.134
Uh, yeah.
00:44:21.134 --> 00:44:24.134
So they competed in what was called the Educators Rising Moment.
00:44:24.599 --> 00:44:31.559
And that's a, a moment where they talk about, uh, what inspired them to be teachers, the high schools.
00:44:31.679 --> 00:44:34.228
They're also preparing for competitions.
00:44:34.438 --> 00:44:37.139
And so we have what's called the Occupational Olympics.
00:44:37.139 --> 00:44:39.028
And this all came about again, with this work.
00:44:39.028 --> 00:44:46.708
With the collaboration, I was able to collaborate with, um, Kevin Fox, who is the CTE Director at Stanislau County Office of Education.
00:44:47.398 --> 00:44:53.458
And it was neat because, um, with his support, he was, uh, they do this occupational Olympics again.
00:44:54.164 --> 00:44:59.625
This is gonna be their 40th year, and it's right down the road at the county fairground.
00:45:00.135 --> 00:45:03.585
And this is what I'm talking about, how we don't market our field.
00:45:04.005 --> 00:45:08.565
They had all kinds of competitions in that, but they didn't have anything for education.
00:45:08.835 --> 00:45:10.304
So we changed that last year.
00:45:10.304 --> 00:45:14.355
And then this year we're gonna have those competitions again and have more competitors.
00:45:15.045 --> 00:45:21.945
Um, and then, um, yeah, we're also gonna, um, mentor our, our, our students will be, uh.
00:45:22.844 --> 00:45:23.565
Supporting.
00:45:23.594 --> 00:45:28.994
Uh, on the second December 2nd, there is an event, um, held, it's called Inspire Youth.
00:45:28.994 --> 00:45:31.815
So we're gonna have a table there, um, to support.
00:45:32.744 --> 00:45:35.000
And one thing that just came.
00:45:35.789 --> 00:45:40.949
One other chapter because Educators Rising is not just high school, it's middle school and up.
00:45:41.369 --> 00:45:47.670
And I just connected, uh, with, uh, one of, uh, with Mark Twain, um, in Modesto City schools.
00:45:47.670 --> 00:45:49.559
And so we're looking to start a chapter there.
00:45:49.559 --> 00:45:57.239
So I'm really excited about that because if you are looking at that pathway, it would be Mark Twain feeds into Modesto High, right?
00:45:57.239 --> 00:45:58.199
And then Modesto High.
00:45:59.909 --> 00:46:03.298
Either, uh, Modesto Junior College or CSU slo, right?
00:46:03.568 --> 00:46:08.489
So I would love to continue that pathway or wherever they want to go, because, you know, of course I'm biased.
00:46:08.489 --> 00:46:14.039
I love this place, but I just want them to, to be successful, so I will support them wherever they go.
00:46:14.548 --> 00:46:17.548
Well, I hope this podcast helps you in your marketing efforts.
00:46:17.969 --> 00:46:25.500
For those listeners out there who want to get involved, whether they're, uh, students, parents, teachers, administrators, or community members.
00:46:26.324 --> 00:46:27.284
Where do they get started?
00:46:27.554 --> 00:46:32.173
The beauty, what I love about Educators rising, uh, is that it's so accessible.
00:46:32.594 --> 00:46:35.414
All you need to start a chapter is one student and one advisor.
00:46:35.744 --> 00:46:37.039
That is it, and that starts your chapter.
00:46:37.918 --> 00:46:46.318
And then, um, if you already have something that's existing, like, uh, some type of club, you can embed educators rising into it.
00:46:46.349 --> 00:46:57.088
That's what I did with, for example, at, uh, Enoch, they had the HYLC uh, club, and so I know that within that club there were students that wanted to be educators.
00:46:57.088 --> 00:46:57.625
So sure enough.
00:46:58.349 --> 00:47:01.469
You know, we recruited and that's how we started that chapter there.
00:47:01.710 --> 00:47:06.690
You know, you can reach out to me at, uh, ayo1@csustand.edu.
00:47:07.230 --> 00:47:09.929
You can also go educators rising.org.
00:47:10.108 --> 00:47:13.019
They're very responsive and so they can connect you with me as well.
00:47:13.019 --> 00:47:14.309
So, and how about.
00:47:14.954 --> 00:47:20.175
Current or prospective Stan State students, how can they get involved with aspiring educators?
00:47:20.235 --> 00:47:22.815
Oh, we're a warrior life, so yes.
00:47:22.844 --> 00:47:25.454
Uh, we currently have 98 members.
00:47:25.695 --> 00:47:26.864
We are here to support you.
00:47:26.864 --> 00:47:40.425
What we love is, you know, our aspiring educators are always doing something to support our students, and so they recently did a credential, a workshop, so that students would know exactly when to apply for the credential, where to go.
00:47:40.739 --> 00:47:45.780
They also did a financial aid workshop so that they know all about the grants that are available.
00:47:45.780 --> 00:47:48.690
That's the other thing, there's a lot of funding right now for teachers.
00:47:49.139 --> 00:47:55.260
And so, you know, it's a great pathway to go into and there's a lot of support and a lot of, uh, funding to, to help them.
00:47:55.260 --> 00:47:56.099
So they did that.
00:47:56.594 --> 00:47:58.545
So again, yeah, check out Warrior Live.
00:47:58.574 --> 00:47:59.684
You'll see the events there.
00:47:59.684 --> 00:48:02.173
You'll see the president, um, there as well.
00:48:02.173 --> 00:48:14.355
And you can connect and Yeah, and hopefully, because like right now, one of the things I'm looking for are mentors to, um, uh, help me with this, uh, project that we're doing with the, um, middle school.
00:48:14.534 --> 00:48:19.670
We will of course include links, email, addresses, any information that is pertinent to these two programs.
00:48:20.355 --> 00:48:27.824
In our episode description, in the show notes, so listeners out there can get a direct link to what's going on and, and how to get involved.
00:48:27.855 --> 00:48:29.505
So thank you so much.
00:48:29.505 --> 00:48:30.405
I really appreciate it.
00:48:30.405 --> 00:48:38.355
I think, again, education is freedom and so we can really change this mindset of the education field.
00:48:38.744 --> 00:48:40.815
Um, you know, and help with the recruitment.
00:48:40.815 --> 00:48:44.925
We need bilingual teachers, we need special ed teachers, we need STEM teachers.
00:48:45.375 --> 00:48:47.445
And like I tell my students in my class.
00:48:48.269 --> 00:48:49.380
It's one thing to be caring.
00:48:49.739 --> 00:48:52.800
I am caring, but I want you to be more than caring.
00:48:52.800 --> 00:48:54.659
I want you to be caring and effective.
00:48:55.230 --> 00:48:58.679
And so, um, you know, I hold my students to high standards.
00:48:58.679 --> 00:49:00.869
I want them to hold their students to high standards.
00:49:01.320 --> 00:49:09.179
Um, and I think with educator rising as far educators, we can start, uh, training the future, um, you know, of caring.
00:49:09.989 --> 00:49:11.699
And also effective teachers.
00:49:12.210 --> 00:49:17.699
Well, the future looks bright for future educators in this region, and I think a lot of that is thanks to you.
00:49:17.704 --> 00:49:18.155
Thank you.
00:49:18.630 --> 00:49:20.889
Thank you for joining us on the Stan State EduCast.
00:49:20.909 --> 00:49:24.719
It was a pleasure speaking with you and, uh, best of luck to all your endeavors in the future.
00:49:24.900 --> 00:49:25.559
Thank you so much.
00:49:25.559 --> 00:49:26.610
It was an honor to be here.
00:49:27.449 --> 00:49:34.369
If you enjoyed this episode and want to listen to past episodes, visit csustand.edu/podcasts.
00:49:34.409 --> 00:49:37.829
You can also follow and subscribe on your favorite podcasting platform.
00:49:38.429 --> 00:49:41.068
Until our next episode, I'm your host, Frankie Tovar.
00:49:41.818 --> 00:49:42.778
Thank you for listening.