Creating success and cultivating inclusion in their dual-immersion classrooms
Alumni of the second official cohort of the Bilingual Authorization in Spanish Program glean wisdom from their experiences when teaching elementary-aged students.
By Carol Jean Tomoguchi-Perez
October 10, 2023
October 10, 2023
Three alumni of the School of Education's Master of Arts in Teaching and Multiple Subject Teaching Credential plus the Bilingual Authorization in Spanish Program (BAP) – Alejandra Atilano, Monica Gomez and Estefania Hurtado – found employment upon graduation in local Orange County school districts and now lead their own elementary school classrooms, including Russell Elementary Language Academy in the Garden Grove Unified School District and Ralph A. Gates Elementary School in the Saddleback Valley Unified School District. As part of the official second cohort of the BAP, the three educators find inspiration in their past educational experiences, and strive to lead their students to academic success.
Alejandra Atilano
Alejandra Atilano '23
Russell Elementary Language Academy, Garden Grove Unified School District
Atilano teaches third grade in a dual-immersion classroom with her students engaging in grade-level content at 60% Spanish and 40% English. Ninety-four percent of her classroom identifies as Latino/Hispanic. "A vast majority of students come from low-income households with Spanish speaking parents, mirroring my own upbringing as a Mexican-American student living and attending school in Santa Ana, (Calif.)," Atilano said.
Atilano credits her mother – who, after the death of her father in Jalisco, Mexico, left school in the third grade – as her inspiration to teach. "I never quite understood her intense push for me to attain an education as I grew up in the United States, hearing the saying 'el estudio es lo único que nadie te puede quitar' ('studying is the only thing that no one can take away from you')," Atilano said. "That was, until I became an educator. Telling my mother, my greatest life teacher of all, how much progress my third grade students are making on a daily basis is an incredibly humbling and enriching experience."
The process was challenging, especially balancing the various responsibilities that come with enrolling in a masters and credential program. But her persistence paid off, and she began her teaching career immediately after graduation. "Bilingual credentialed teachers are in high demand, with a 100% employment rate upon completion of the Bilingual Authorization Program," Atilano pointed out.
In the future, Atilano plans to earn a second post-graduate degree while continuing to make an impact in the classroom, "in hopes of fostering high social and academic skills and simultaneously embodying the notion that my students can and will succeed regardless of their circumstances," Atilano said.
Russell Elementary Language Academy, Garden Grove Unified School District
Atilano teaches third grade in a dual-immersion classroom with her students engaging in grade-level content at 60% Spanish and 40% English. Ninety-four percent of her classroom identifies as Latino/Hispanic. "A vast majority of students come from low-income households with Spanish speaking parents, mirroring my own upbringing as a Mexican-American student living and attending school in Santa Ana, (Calif.)," Atilano said.
Atilano credits her mother – who, after the death of her father in Jalisco, Mexico, left school in the third grade – as her inspiration to teach. "I never quite understood her intense push for me to attain an education as I grew up in the United States, hearing the saying 'el estudio es lo único que nadie te puede quitar' ('studying is the only thing that no one can take away from you')," Atilano said. "That was, until I became an educator. Telling my mother, my greatest life teacher of all, how much progress my third grade students are making on a daily basis is an incredibly humbling and enriching experience."
The process was challenging, especially balancing the various responsibilities that come with enrolling in a masters and credential program. But her persistence paid off, and she began her teaching career immediately after graduation. "Bilingual credentialed teachers are in high demand, with a 100% employment rate upon completion of the Bilingual Authorization Program," Atilano pointed out.
In the future, Atilano plans to earn a second post-graduate degree while continuing to make an impact in the classroom, "in hopes of fostering high social and academic skills and simultaneously embodying the notion that my students can and will succeed regardless of their circumstances," Atilano said.
Monica Gomez '23
Ralph A. Gates Elementary School, Saddleback Valley Unified School District
Ralph A. Gates Elementary School, Saddleback Valley Unified School District
Monica Gomez
Gomez began teaching her second grade dual-immersion classroom in August 2023, securing the position during the last month of her studies. She teaches on a 90/10 model: 90% Spanish, 10% English instruction. She was drawn to education from an early age, supporting her fellow students and assisting her teachers. "Each experience was a testament to the profound impact that educators have on shaping the minds and futures of young learners," Gomez said. "(My) passion for teaching is deeply rooted in a belief that education is the key that can unlock a world of opportunities and change the trajectory of lives."
Her favorite part of the program was the connections she forged with her fellow candidates. "Being part of this program meant more than just acquiring the necessary qualifications; it meant becoming part of a community of passionate and
talented individuals who were all driven by the desire to make a positive impact as educators," Gomez said. "We supported each other through the ups and downs, shared valuable insights, and learned from one another's diverse perspectives."
The mother of three was up for the challenge of the fast-paced program. "The combination of full-time student teaching during the day and evening coursework was indeed an exhilarating test of my time management skills and determination," she said. Completing the Educational Teacher Performance Assessment (edTPA) was also a test of her resolve. It was during this time that Interim Director of Teacher Education Susan Toma-Berge emerged as a guiding light, Gomez said.
"She went above and beyond to make herself available whenever I needed direction and support," she said. "Whether it was clarifying complex concepts or providing valuable insights into the edTPA process, she was always there, willing to share her expertise and experience."
Her favorite part of the program was the connections she forged with her fellow candidates. "Being part of this program meant more than just acquiring the necessary qualifications; it meant becoming part of a community of passionate and
talented individuals who were all driven by the desire to make a positive impact as educators," Gomez said. "We supported each other through the ups and downs, shared valuable insights, and learned from one another's diverse perspectives."
The mother of three was up for the challenge of the fast-paced program. "The combination of full-time student teaching during the day and evening coursework was indeed an exhilarating test of my time management skills and determination," she said. Completing the Educational Teacher Performance Assessment (edTPA) was also a test of her resolve. It was during this time that Interim Director of Teacher Education Susan Toma-Berge emerged as a guiding light, Gomez said.
"She went above and beyond to make herself available whenever I needed direction and support," she said. "Whether it was clarifying complex concepts or providing valuable insights into the edTPA process, she was always there, willing to share her expertise and experience."
Estefania Hurtado
Estefania Hurtado '23
Ralph A. Gates Elementary School, Saddleback Valley Unified School District
Hurtado began her teaching career in her sixth-grade dual immersion class in August 2023. The Colombian native was inspired to become an educator based on her childhood experiences. "The teachers at my school (in Colombia) did not believe I could succeed and did not provide me with the appropriate support I needed," Hurtado said. That changed when she moved to California. "I had the opportunity to be taught by many passionate and dedicated teachers who helped me realize that I was never the problem – I simply had never been encouraged by any teacher."
There was a fifth grade teacher in particular who encouraged her to ask for help and to ask questions. "She is one of the many people that inspired me to teach as well as all the amazing educators I have had the opportunity of working with."
Hurtado also cites Toma-Berge as a source of support during her edTPA. "She would often answer emails late in the night when I had multiple questions and concerns," she said. "In her classes, she was also incredibly sweet, caring, patient, and inclusive to all of us."
Hurtado's favorite part of the program included forming close friendships with other students and the constant support she received from her professors and coordinators. "The edTPA along with full-time student teaching and schoolwork was one of the most challenging times in the program for all of us," she said. "However, we had great support from our edTPA specialist and from our friends in either cohort. This program does a great job of both inspiring and encouraging their students to become great teachers."
Ralph A. Gates Elementary School, Saddleback Valley Unified School District
Hurtado began her teaching career in her sixth-grade dual immersion class in August 2023. The Colombian native was inspired to become an educator based on her childhood experiences. "The teachers at my school (in Colombia) did not believe I could succeed and did not provide me with the appropriate support I needed," Hurtado said. That changed when she moved to California. "I had the opportunity to be taught by many passionate and dedicated teachers who helped me realize that I was never the problem – I simply had never been encouraged by any teacher."
There was a fifth grade teacher in particular who encouraged her to ask for help and to ask questions. "She is one of the many people that inspired me to teach as well as all the amazing educators I have had the opportunity of working with."
Hurtado also cites Toma-Berge as a source of support during her edTPA. "She would often answer emails late in the night when I had multiple questions and concerns," she said. "In her classes, she was also incredibly sweet, caring, patient, and inclusive to all of us."
Hurtado's favorite part of the program included forming close friendships with other students and the constant support she received from her professors and coordinators. "The edTPA along with full-time student teaching and schoolwork was one of the most challenging times in the program for all of us," she said. "However, we had great support from our edTPA specialist and from our friends in either cohort. This program does a great job of both inspiring and encouraging their students to become great teachers."
