My inspiration to become a teacher began with my cousin, Julia Gonzales—a preschool teacher and the first woman in our Mexican-American family to graduate from college. From a young age, I would accompany Julia to Altadena Children’s Center during the summer. I watched her nurture young children, create safe spaces, and empower students with the tools to understand and advocate for themselves. Those early days spent in her classroom ignited something in me—a love for learning, a respect for teaching, and a belief that education could be transformative. One particular moment has stayed with me over the years. Julia was teaching her preschoolers about personal boundaries—helping them understand their bodies and how to speak up when something felt wrong. Because of her lessons, one young student found the courage to disclose that he had been sexually abused. Watching Julia handle the situation with strength, compassion, and calm, I realized that teaching is about so much more than academics. It's about giving students a voice and being the adult who believes in their worth and potential. Julia’s strength and dedication laid the foundation for my own journey, but it has been my life experiences that have given that journey deeper meaning. For over 15 years, I’ve volunteered in my children’s schools, and for 9 of those years, I served on the PTA board, helping build stronger connections between families and schools. As a substitute teacher, I’ve worked across grade levels and districts, and I’ve seen how important it is for students to feel seen and supported. Whether in a kindergarten class or at Ethel Dwyer Middle School, I take the time to connect with each student, learn their names, hear their stories, and make sure they know they matter. Students often ask if I can be their full-time teacher—an affirmation that I’m building the kinds of relationships that matter. My decision to return to school to pursue a Master of Arts in Teaching and earn my Preliminary Multiple Subject Teaching Credential is deeply personal. As a single mother, going back to school is not just a career move—it's a statement to my children and my students that education is worth pursuing at any age. I want them to see that life may be unpredictable, but it's never too late to follow your purpose. My experiences as a Latina woman in education have also shaped my commitment to equity. While studying at Fullerton Junior College, I took an introduction to education course that included observation at a Title I school. I was excited to encourage students to dream big—but I was stunned when an older teacher told me not to bother promoting college because, in her words, “most of these kids won’t go anyway.” Her attitude angered me, but it also strengthened my resolve. I knew I wanted to be the kind of teacher who would push back against that mindset—who would show students that they are capable of more than others expect of them. Representation matters. Encouragement matters. And belief in a child’s potential can be the turning point in their life. As a future teacher, I plan to use my story to inspire students and model what resilience looks like. I want to be the kind of teacher who recognizes potential in every child, especially those who feel invisible or underestimated. My background in volunteer work, my time as a substitute teacher, and my life as a mother have all prepared me to build strong relationships, create inclusive classrooms, and champion every student’s right to succeed. Most importantly, I want to carry forward the legacy of my cousin Julia—the educator who believed that every child deserves a voice, and who showed me what it means to teach with compassion, courage, and purpose.

From an early age, I knew I wanted to work with children, and that passion began with my cousin, Julia Gonzales. Julia was not only the first person in our Mexican-American family to graduate from college, but she was also the first to show me that education could be a path to empowerment and change. As a preschool teacher at Altadena Children’s Center, Julia became my first mentor and the person who inspired me to pursue a future in education. During my childhood summers, I would accompany Julia to work. I watched her lead with patience, compassion, and strength as she worked with young children. I helped where I could—playing with the children, guiding them during outdoor time, and simply observing how she created a warm, respectful classroom. These experiences didn’t feel like chores or babysitting—they felt like purpose. I saw firsthand the joy and trust that filled the classroom, and I knew I wanted to be part of creating that same kind of environment for children. One moment that has stayed with me occurred when Julia taught her preschoolers to understand personal boundaries and the importance of speaking up when something felt wrong. One of her students—just a small child—was able to disclose that he had been sexually abused, empowered by the language Julia had given him. That day, I realized teaching is not just about academics; it’s about advocacy, protection, and empowering children to find their voices. Julia taught me that educators can quite literally change lives. That moment shaped my understanding of what it means to be a teacher, and it has continued to influence me in every classroom I step into. Over the past 15 years, I’ve remained closely connected to education. I volunteered in my children’s classrooms throughout their school years and served on the PTA board for nine of those years. Today, I work as a substitute teacher and continue building strong connections with students across different grade levels. Whether I'm in a kindergarten classroom or teaching at Ethel Dwyer Middle School, I work hard to make sure each student feels seen, safe, and supported. I’ve had middle schoolers ask if I could be their full-time teacher—a request that touches me deeply and affirms my decision to pursue a career in education. My journey into teaching has been anything but traditional. As a single mother returning to school to earn my Master of Arts in Teaching and a Preliminary Multiple Subject Teaching Credential, I bring life experience, perseverance, and passion to the path I’m on. It hasn’t always been easy, but I know that my example shows my own children—and the students I teach—that it’s never too late to follow your calling. While my cousin Julia was the first to light this fire in me, other experiences have continued to reinforce the importance of my role as a future educator. At Fullerton Junior College, I enrolled in an introduction to education course and conducted observations in a Title I elementary school. It was there I encountered a moment that still challenges me to this day. A veteran teacher, older and white, told me I was "wasting time" encouraging underserved students to think about college because, as she said, “most of them won’t go anyway.” As a Hispanic woman working toward my own degree, her words stung. They also fueled me. I knew then, more than ever, that representation matters. That our students—especially those from underserved backgrounds—need to see educators who believe in them, who look like them, and who expect great things from them. Julia showed me what that kind of belief looks like. She showed me that education can change the trajectory of a child’s life, especially when it comes from someone who sees their full potential. She didn’t just inspire me to work in education—she modeled what it means to lead with heart, conviction, and courage. Because of her, I know the kind of teacher I want to be. And thanks to the students who already see me as “their teacher,” I know I’m on the right path.