Breaking the Mold: A Story of Service and Leadership

Audra Burwell, Communications Assistant

March 20, 2024

As a Richter Center Student Leader and Kremen School Liberal Studies Major, Merici Ulloa Moran knows the power of service in shaping not only her student experience but also her career aspirations. Acting as a leader on the SERVE Central California: A Journey to Achieving Collective Impact project allowed her to organize and conduct impactful one-day service events, connecting with her community and nurturing her passion for education.

Last year, Merici decided to take her commitment to service a step further by participating in Alternative Spring Break. Motivated by her desire to work with children and make a meaningful difference, she eagerly signed up for a weeklong volunteering opportunity. Little did she know that this experience would not only reaffirm her love for teaching but also leave a lasting impression on her and the community she served.

Throughout the week, Merici immersed herself in STEAM activities, engaging students in hands-on projects and fostering their curiosity and creativity. One particular moment stood out to her—a boy, usually cheerful and full of laughter, seemed downtrodden and disengaged. Sensing something amiss, Merici approached him with concern and discovered his frustration with a project he didn’t enjoy.

Instead of dismissing his feelings, Merici sat down with him, patiently guiding him through the instructions and encouraging him to tackle the task at his own pace. As he regained his enthusiasm and confidence, Merici witnessed the transformative power of individual attention and support. His smile and heartfelt gratitude filled her with joy, reaffirming her belief in the impact of small acts of kindness.

Reflecting on her experience, Merici realizes how her leadership role and community service have influenced her personal and academic growth. From her early days volunteering in middle school to her current involvement with the Richter Center, she has developed a deep-seated passion for helping others and creating positive change.

Eager to inspire her peers to break the mold of traditional Spring Break and engage in meaningful service opportunities, Merici wants to share her story and encourage students to get involved with the Richter Center. Whether through social media, newsletters, or direct communication with the dedicated staff, she explains the accessibility of service opportunities and the transformative potential of stepping out of one’s comfort zone.

Despite facing initial challenges in engaging students and overcoming hesitations, Merici remains steadfast in her belief that community service is a gateway to personal growth and fulfillment. Her advice to fellow students echoes her own journey—reach out, ask questions, and seize the opportunity to make a difference, both for oneself and for others.

As Merici continues her journey as a leader and advocate for service, she carries with her the memory of that special moment during Alternative Spring Break—a reminder of the profound impact of compassion, dedication, and the willingness to step up and serve others.

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The Richter Center Student Leadership (RCSL) Program provides students who embody a passion for service with leadership opportunities and the opportunity to serve their peers. RCSL members volunteer their time to promote and support the university’s community engagement efforts.  They do this through a variety of projects and programs such as National Volunteer Week, presentations and workshops for Fresno State students; outreach at campus events like the Richter Center’s Community Service Opportunities Fairs; peer-to-peer assistance in the Richter Center; and planning Fresno State one-day and short term service events like Alternative Spring Break and Spring into Service. The Richter Center Student Leaders (RCSL) is comprised of three (3) distinct teams which are: The Richter Center Ambassadors, Alternative Spring Break Leaders, and the SERVE Committee. To get involved with the Richter Center and to explore ways to give back to your community, explore their website!

Building Leaders: Paving the Way for Academic Community

A Teachers and Friends of Education Honor Wall Featurette 

Dr. Susana Hernández, an Associate Professor in Higher Education Administration and Leadership, has made a significant impact as an educator and scholar. Her dedication to promoting educational equity and supporting underserved communities has earned her two bricks of recognition on the Teachers and Friends of Education Honor Wall at the Kremen School of Education and Human Development.

Dr. Hernández’s research focuses on examining institutional policies and practices through critical frameworks, intending to create more equitable educational experiences. She specifically concentrates on Hispanic Serving Institutions, undocumented immigrant student experiences, and the preparation of educational leaders.

By interrogating these areas, she aims to address the disparities in educational opportunities and ensure that all students have access to quality education.

In addition to her research, Dr. Hernández is actively involved in various professional affiliations and leadership programs. She served on the Education Trust–West Educators Advisory Council, the UC Berkeley Executive Leadership Academy, the NASPA Emerging Faculty Leadership Academy, and the University of Pennsylvania Center for MSI – Elevate Fellowship. These affiliations demonstrate her commitment to staying engaged with the latest developments in her field and enhancing her knowledge and skills.

Prior to her career as a professor, Dr. Hernández held multiple professional roles in higher education and student affairs across all three public systems of higher education in California. Through these experiences, she gained valuable insights into the challenges faced by high school students, community college students, undergraduate students, and families. This firsthand knowledge has shaped her perspective as an educator and scholar, allowing her to understand the diverse needs of students from various backgrounds.

Dr. Hernández’s personal background as the daughter of Mexican immigrants from Jalisco, growing up in Inglewood, California, has greatly influenced her commitment to educational equity. Her family’s history serves as a constant reminder of the importance of creating opportunities for underserved communities. This deeply personal connection to her work fuels her passion and dedication to making a positive impact in the lives of students.

With impressive educational achievements, including a Ph.D. in Educational Leadership from Iowa State University, certificates in Social Justice and Applied Research Methods in the Human Sciences, and a Master’s degree in Counseling from California State University, Long Beach, Dr. Hernández’s expertise is rooted in a strong academic foundation. She has honed her skills in qualitative research methods and has combined her academic pursuits with her commitment to social justice.

Dr. Hernández’s impact extends beyond her academic achievements. She strongly believes in the power of mentorship and has experienced firsthand how it can shape one’s career trajectory. During her time at California State University, Long Beach, she was fortunate to have mentors who invested in her success. This support guided her toward pursuing a doctoral program, and she continues to pay it forward by advising and supporting students holistically.

During her time as Chair of the Department of Educational Leadership, Dr. Hernández made remarkable contributions to the graduate programs at the Kremen School of Education and Human Development. Her leadership and dedication have supported the doctoral program in educational leadership, the Master’s of Arts in Higher Education Administration and Leadership, and the Master of Arts in Educational Leadership and Administration. Through her efforts, she has facilitated conferences and symposiums, creating valuable opportunities for professional development and networking for students.

Dr. Hernández was also recently awarded the NASPA Outstanding Faculty Award.

Dr. Hernández’s achievements and commitment to educational equity serve as an inspiration to other women of color, including her own daughter. She prioritizes building community with her colleagues and celebrating their success, emphasizing the importance of collaboration and support. Dr. Susana Hernández’s impact as an educator and scholar is far-reaching. Through her work and personal experiences, she continues to make a positive difference in the lives of students and strives to create a more equitable educational system for all.

(Written by Audra Burwell, a Creative Writing MFA student employed by the Kremen School of Education and Human Development.)

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The Teachers and Friends of Education Honor Wall showcases excellence in education with engraved names and messages for visitors to the campus to see. Celebrate your educational journey or that of a friend or colleague by ordering a personalized brick at TeacherHonorWall.com. Each brick purchase supports technology used by students.

For inquiries, visit the Office of the Dean in Kremen School, Room 210, call 559.278.0210 or email KremenSA@csufresno.edu.

Shaping the Future of Education: The Kremen School hosts a Teacher Induction Ceremony and Orientation

The Kremen School of Education and Human Development’s Teacher Induction Ceremony and Orientation took place Saturday, August 19th, 8:15 AM – 2:30 PM, gathering over 400 Teacher Education Candidates, Coaches, Mentor Teachers, and Faculty. There were 26 Education Specialist attendees present, 228 Multiple Subject, and 151 Single Subject. While Kremen has held a Teacher Induction Ceremony for Teacher Education Candidates, Faculty, and Coaches in the past, this event also included Mentor Teachers and incorporated program orientation which wasn’t present in past ceremonies. 

Dr. Juliet Wahleithner, Director of Educator Preparation programs, kicked off the morning by highlighting all who were in attendance–Candidates from the Multiple Subject, Single Subject, and Education Specialist Programs; Teacher Residents; and Candidates from the South Valley Integrated Teacher Education Program (ITEP). Dean Randy Yerrick then welcomed the group, reminding candidates that they never know when they will make a difference in a student’s life. After, all Candidates stood together and said in unison the Educator Affirmation.

In a Teacher Candidate-specific general session, they learned what would be expected of them in the program. A panel of five completers of Kremen’s Teaching Credential Programs then shared their experiences and recommendations for success. 

• Gerardo Aguayo (Education Specialist Credential Program – Mild/Mod)
• Katelyn Salazar (Single Subject Credential Program – Social Science/History)
• Khai Li Wan (Education Specialist Credential Program – Extensive Support Needs)
• Bruno Cazares (Single Subject Credential Program – English)
• Randi Nichols (Multiple Subject Credential Program) 

These completers have nearly all succeeded in obtaining teaching positions either during the completion of their degree or shortly thereafter. They now instruct in many local districts including Firebaugh-Las Deltas Unified, Golden Valley Unified, and Visalia Unified School Districts. 

At the same time, Coaches and Mentor Teachers were in their own session where veterans shared their experiences and recommendations.

Participants had the opportunity to learn the expectations of both their program-specific expectations and their clinical practice experience as well as the specifics of the Fresno Assessment of Student Teachers (FAST), Fresno State’s required teaching performance assessment. Many individuals left the event feeling more confident and at ease in regard to the future of their academic journey. 

“I want to thank everyone responsible for the Orientation Event last Saturday. I applaud you for all of your hard work and commitment to getting us off to a great start for the new school year. Over the past few years, there have been many changes, within our Educational programs. With change there often comes frustrations, concerns, uncertainties, and many more emotions. This event truly brought a sense of community for all involved. With such a great team of professionals, I am excited  to see what the future holds. Together, we can and will make a difference in the lives of our students.”

– Anonymous participant 

Kremen believes that as a teacher, one has the power to directly impact the future of our world. They aspire to help their students develop the knowledge and tools necessary to allow education to grow and flourish in the PK-12 classroom. 

Nearly three-quarters of the teachers in the greater Fresno region were prepared at Fresno State. By completing one’s credential requirements through Kremen, they are joining a community of notable educators. Many of Kremen’s graduates have gone on to succeed in careers as classroom teachers, site and district administrators, and university faculty. A large number have also returned to the Kremen School to pursue further graduate degrees. 

Kremen’s Teacher Education programs are accredited at both the state level, by the California Commission on Teacher Credentialing (CCTE), and the national level, by the Association for Advancing Quality in Educator Preparation (AAQEP). Kremen’s faculty and staff are committed to ensuring students have the best possible preparation to reach their full potential as an educator. Whether pursuing a Multiple Subject, Single Subject, or Special Education (Education Specialist) credential, those enrolled will be taught by high-quality faculty deeply rooted in the local context. They will also have the opportunity to complete their clinical field placement experience in a local PK-12 school while being mentored by a currently-practicing PK-12 teacher and a university coach. 

Kremen understands that studying to be an educator can be challenging as one works to balance their coursework expectations and clinical field placement expectations with their personal responsibilities and home life. They encourage students to look for ways to practice self-care while also providing support through program coordinators, instructional faculty, and coaches. Their goal is to see their students succeed and reach their fullest potential. 

If you are interested in joining Kremen’s Teacher Education Program, please visit our website. 

(Written by Audra Burwell, a Creative Writing MFA student employed by the Kremen School of Education and Human Development.)

The Gaston Family Legacy Through Scholarships

Each year, the Kremen School hosts a reception for students who have earned the Rutherford B. Gaston, Sr. Scholarship. For this award, a student must be accepted in either Kremen’s Teacher Credentialing Program or Master’s in Education Program with an overall GPA of 3.5 or above. The scholarship was founded in honor of Rutherford B. Gaston, a man with a legacy of devotion to the field of education. 

Rutherford was born in Griffin, Georgia, the 13th of 15 children. His family moved north to Brackenridge, Pennsylvania when he was only two years old. After serving in the US Army during WWII, Rutherford moved back home and married his sweetheart, Willodyne, on October 13th, 1944. After working briefly at a steel mill alongside his brothers, Rutherford decided he was meant for something greater. That is when he packed up his family, which had grown to include his son Rutherford Jr. who was only three months old at the time, and moved out west, settling in Fresno. 

(Willodyne, right, a member of the Iota Phi Lambda Sorority and a Charter member of the San Joaquin Valley Chapter of Delta Sigma Theta Sorority, Inc)

Rutherford initially enrolled at Fresno State with the goal of earning a Bachelor’ Degree in Business. However, due to the racist nature of the time, he was told “a Negro would have a difficult time obtaining a job in business”. As a result, he changed his major to education, a decision which he claims was the best he ever made. After obtaining his credentials, Rutherford began teaching fifth grade at Columbia Elementary School within Fresno Unified School District. 

Prior to becoming the first African American principal in Fresno Unified School District, Rutherford served as lead teacher at Columbia Elementary School.  

“One of my fondest memories was as a very young girl in the early 60’s going to my father’s classroom and sitting at a desk with the “big kids”, my feet not yet touching the ground, listening to my father teach,”

– explains Eugenia Gaston Reeves, Rutherford’s daughter. 

In 1963, Rutherford became the first African American principal in Fresno Unified, simultaneously taking charge of two elementary schools, Teilman and Emerson. These schools were located across town from one another, making dual-leadership a daunting task indeed. Many feared that Rutherford would fail due to the overwhelming nature of the position. Instead, he excelled. 

After serving as principal of Teilman and Emerson, Rutherford became the principal of Jefferson Elementary School.  Rutherford last location where he served as principal at Bethune Elementary School, a place where the student population was primarily African American. The students under his leadership scored significantly higher on standardized tests than other schools in the districts. Suspicious of their scores, the state of California requested that they be retested, only for Rutherford’s students to score even higher than the first time. Rutherford continued overseeing Bethune’s success for another fourteen years before retiring. 

Rutherford  believed in ‘each one reach one’ and applied this as he mentored many African American teachers who also became school administrators.  

Rutherford’s two greatest joys in life were his family and the sharing of knowledge, causing him to combine the two. To show that love, he established scholarships at Fresno State in both his wife’s name, Willodyne, and his deceased son’s name, Craig. 

Upon his death, Rutherford’s remaining four children were initially at a loss as to how they could commemorate their father’s legacy. However, they understood the significance education had on their father’s life. He had earned his Bachelor’s Degree, Teaching Credential, and Master’s Degree through Fresno State, making the Kremen School a natural choice to establish a scholarship in his name. 

The Gaston family considers it an honor and privilege to attend the scholarship reception each spring and to commemorate Rutherford’s memory in such a meaningful way. For the past several years, due to the pandemic, the award ceremony has been hosted virtually, enabling a greater number of Gaston family members to attend. They enjoy hearing about these students’ diverse backgrounds and journeys as they receive their scholarships, knowing that they are making a positive impact, not only on the local community, but on the future of education in the Central Valley. 

On April 24, 2012, the Fresno Unified School District board voted to name a new southwest middle school after Mr. Gaston. The school opened on August 18, 2014 and was dedicated on September 19, 2014. Gaston Middle School serves students in grades 7-8, and is the first

Fresno Unified School to operate a Health and Wellness Center for the neighborhood community. 

The Gaston family legacy also continues on through Rutherford’s brother Everett, his wife Gail and their daughter Summer. Everett is a retired educator who taught at Bullard High School for nearly a decade. Gail is one of the visionary leaders who helped establish the Peace Garden at Fresno State, a space that pays tribute to the many individuals whose lives were devoted to peace and activism. Their daughter Summer is currently an administrator in the Fresno Unified School District. As a result, there has been a Gaston employed in FUSD continuously since 1953, creating a legacy across three generations.

If you are a student currently enrolled in the Teacher Credentialing Program or Master’s in Education Program and would like to apply for the scholarship, visit this link. If you would like to make a donation to the scholarship fund, please visit this website. 

(Written by Audra Burwell, a Creative Writing student employed by the Kremen School of Education and Human Development)

Fresno Rural Teacher Residency Program Receive Statewide Honors for Excellence

The Fresno Rural Teacher Residency Program (Rural-TRP), an educator preparation partnership between Fresno State’s Kremen School of Education and Human Development and Fresno County Superintendent of Schools (FCSS), is front and center for excellence in local teacher residency partnerships. Recently, their efforts have been recognized as the best in the Central Valley, and by extension, the State of California. 

This project would not have gained such high honors if it hadn’t been for strong district partnerships and a supportive alliance of dedicated educators. The collaborative leadership of Dr. Heather Horsley, Director of Teacher Residency Programs in Kremen, along with Christina Macias, Rural-TRP Professor-in-Residence and Dr. Hank Gutierrez, FCSS Deputy Superintendent of Educational Services, with Brooke Berrios, FCSS Program Coordinator of Residency Programs, positions the Rural Teacher Residency Program as a successful model for partnering with multiple rural districts focused on growing its own teachers. 

Kremen has a decade of experience developing, improving, and sustaining teacher residency programs and is seen as a leader of this rigorous pathway, teaching both locally and nationally.  Kremen residency leadership and faculty are responsive to the needs of their local district partners. They design coursework and clinical experiences that ensure that the teacher residents are day-one ready to meet the needs of culturally and linguistically diverse students in the Central Valley.

Historically, Kremen’s teacher residency partnerships have focused on the needs of the larger local districts, in part because they can more successfully hire the resident graduates into their districts. This created unequal access to highly prepared teachers for smaller districts. Fresno County and Kremen leadership worked to address the issue, which led to the launch of the Rural-TRP in August 2021.

“When superintendents of local, rural districts opened up conversations about their unique needs, we felt a collective responsibility to take intentional action. We were driven by a common goal of developing a rural teacher pipeline that creates the conditions where K-12 students, rural  residents, teachers, and communities can thrive. It amazes me how much we have accomplished in a short period of time, something that would not be possible without a strong local partnership consisting of several interest holders.”

– Dr. Horsley.     

The success of the County-University partnership has been recognized with two prestigious state awards for excellence in education.    

The California School Boards Association recently bestowed upon FCSS, in recognition of the Fresno-TRP, the 2022 Golden Bell Award in the Professional Development and Teacher Recruitment/Retention Category. The CSBA Golden Bell Awards promote excellence in education by recognizing outstanding programs and practices of school boards in school districts and county offices of education throughout California.

The Fresno-TRP is geared towards recruiting, retaining, and supporting a teacher workforce that accurately reflects community demographics. It positions teachers to thrive by providing equity-driven professional development and intentional partnerships with mentor teachers. The Rural-TRP also partners with the California Teaching Fellows Foundation, a local expanded learning program, to deepen the rural teacher pipeline.

“What stands out most to me is how the Rural Teacher Residency Programs recognizes the various community assets that exist, and the ways in which there is a desire to bring those community assets together to help accomplish the goals of the rural residency. As a community based organization, I appreciate the recognition and inclusion strategies that helped uplift our agency in the process and created the circumstances that allowed those students to make the transition from Expanded Learning youth worker into the residency program.”

– Mike Snell, CEO California Teaching Fellows Foundation.

The success of the Rural Residency goes beyond instruction in the classroom. The local, rural districts have the opportunity to hire resident graduates, the majority of whom are residents of the rural communities in which they serve. To have teachers who reflect the backgrounds of the K-12 students and who are deeply rooted in their communities is greatly beneficial to the students’ academic and social development. 

“This [program] is extremely important. We want to see our hometowns grow and progress. I plan to stay here and serve the Spanish-speaking community. Teachers that understand and can connect with parents will change the lives of rural students.”

– a member of the Rural Resident Cohort 1. 

At present, the Rural Residency partners with districts have hosted two distinct cohorts. The first cohort of 19 residents graduated in May 2022, while the second cohort of 18 residents is currently enrolled. Together, 35 rural residents have been placed in 10 different elementary schools in the Kerman, Firebaugh, Mendota, and Golden Plains school districts.

According to information provided by Berrios, of the 19 rural residents in cohort one, 74% have received contract offers. Nearly 63% were hired back into a rural district and 27% were hired on Dual Immersion contracts.

“The Rural Teacher Residency supports the Teacher Development, Economic Development, and Human Capital for the communities of Firebaugh – Las Deltas, Kerman, Mendota,  Golden Plains, Laton, and Parlier Unified in an “equity in action” model, providing the essential elements for long-term sustainable educational effectiveness and generating highly qualified teachers for some of California’s most impoverished students.”

– Dr. Gutierrez. 

An Apple for Excellence

In addition to receiving the Golden Bell Award, the Rural Teacher Residency  Partnership was also awarded the Apple for Excellence Award from the California County Boards of Education. The Apple for Excellence Award recognizes outstanding programs administered by county offices of education that reflect the depth and breadth of a county education program necessary to address students’ changing needs.

The Apple for Excellence Award also represents an appreciation to the dedicated educators in county offices across the state that strive to provide high-quality education with cutting-edge innovation.

Both awards signify a level of distinction that sets these programs apart from others in the state. These awards also validate FCSS and Kremen’s ongoing commitment to shape policy around funding, diversification, recruitment, and retention efforts for the rural teacher pipeline.

“These awards highlight outstanding programs and provide an opportunity to share information about effective educational strategies with other county offices of education throughout the state.”

–  Berrios. 

The Rural Teacher Residency Program received both awards at the Golden Bell Awards Reception and Ceremony on Thursday, December 1, 2022, at the Marriott Marquis San Diego Marina.

(Written by Dr. Heather L. Horsley, Assistant Professor and Residency Director at the Kremen School of Education and Human Development and co-authored by Kremen staff)

Education Leaders in the Valley Gather for Exemplary Practices in Education Leadership Conference

Fresno State’s annual Exemplary Practices in Educational Leadership Conference returned this year with an emphasis on inspiring children’s learning in an innovative 21st century. 

Over 300 educators and leaders from across central California gathered at the Clovis Veterans Memorial District on November 1 to learn from experts, explore best practices, discuss critical issues and gather relevant ideas needed to transform organizations into collaborative cultures of learning for students and educators.

The EPC is one of the focus points of the John D. Welty Center for Educational Policy and Leadership. It’s an opportunity for the center to partner with county and local school districts to bring in respected leaders and educators to share their knowledge and for local districts to showcase their work.      

A vocal performance from operatic tenor Chris Pucci and a welcome from Fresno State President Dr. Saul Jimenez-Sandoval  set the tone for the conference. 

Developing Curious Minds for the 21st Century was the theme for this year’s conference and attendees were treated to a keynote speech from nationally-renowned educator and speaker Dr. Kenneth Wesson, who places a heavy focus on STEM (Science, Technology, Engineering and Math)/STEAM (Science, Technology, Engineering, Art and Math) programs and how the brain affects learning.  

Dr. Wesson’s speech, Ushering in the Age of innovation-Where Anything is Possible,  focused on emotional impacts on learning and methods for creating 21st century PK-16 classrooms. It also emphasized the need for the integration of learning concepts, including math, science, writing, reading, technology – and the arts. Wesson entertained and enlightened the audience, beginning with the fundamental question, “If we are to teach our students how to think, don’t you think we should first understand how the brain works in the 21^st Century?”   

According to Dr. Mabel Franks, the Director of the Welty Center, “Dr. Wesson delivered the right message, to the right audience at the right time.”

“It is imperative that we remain in touch with the needs, desires and interests of our students if we are to provide a quality, purposeful education that will prepare our youth for this brave, new, exciting, yet complex future. We also need to recognize the impact emotions have on learning and the importance of developing the whole child who is eager, willing and able to fully engage in the learning. That should be the mission of every educator.”

– Franks.

Following Dr. Wesson’s speech, the conference attendees then ventured out to selected breakout sessions. Many of the sessions focused on topics that included early literacy design, proactive approaches to school safety, diversity, equity, and inclusion, and other innovative teaching strategies affecting local districts and universities. There were 20 breakout sessions total, and each session was uniquely geared towards engaging and reengaging learners about the topics that are vitally important to educators and leaders in the 21st century. 

These sessions were a great opportunity for the attendees to learn from experts in their fields and share best practices for closing specific achievement gaps and improving learning outcomes for students.

The EPC is part of the Dr. Peter G. Mehas Lecture Series and is held every year. The Mehas Lecture Series honors local education icon Dr. Pete Mehas, and explores educational leadership, issues of equity and access, emerging topics in curriculum and instruction, and student success in local, regional, and global context. 

(Written by staff members at the Kremen School of Education and Human Development) 

Make a Difference – TEACH! Conference Spotlight

On Friday, April 29th, 2022, students from all over were invited to attend the Make a Difference – TEACH conference, an event tailored to assist future educators by offering them academic guidance and program resources.

Students were given an overview of successful college admission planning strategies, suggested undergraduate majors, jobs/internships, and extracurricular activities related to the teaching and counseling professions. Fresno State faculty also provided extensive information on the numerous Multiple Subject, Single Subject, and Counseling programs offered within the college. 

Austin Lemay

To kickstart the conference, keynote speaker, Austin Lemay, the Culture and Activities Director at Tenaya Middle School, presented an inspirational speech on why teaching is such an important and influential career option to pursue. Following his presentation were a series of three breakout sessions, each focusing on a different aspect of the education profession. 

Empowering the Emerging Bilingual Through Literature in the Classroom

The first breakout session, running from 9:50 am – 10:30 am, featured four different workshops on a series of crucial topics. “Empowering the Emerging Bilingual Through Literature in the Classroom” introduced students to different types of bilingual literature and “in my voices authors”. Students were given the opportunity to generate ideas on how to encourage emerging bilingualism within the classroom.

“Physical Education is Fun!” allowed students to participate in an elementary school level activity and that encouraged cooperation, socialization and problem-and solving, while increasing one’s heart rate, developing motor skills, and integrating English Language Arts.

Physical Education is Fun!

“Your Education Career Through Porterville College” was a detailed presentation on the required coursework and steps to enter the field of education which highlighted the resources available at Porterville College to help students succeed.

The final workshop “”Oh the Places You Will Go!” The Journeys of a Science Teacher!” encouraged students to think outside the box and explore different learning spaces outside the classroom. 

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Between 10:35 am – 11:15 am a second breakout session commenced, featuring two new workshops. “Future Teacher Opportunities Beginning Now”, a seminar promoted by West Hills College and Teaching Fellows, shared cohesive pathways for students to receive a Zero Textbook Cost degree, as well as, offering employment and meal prep opportunities. “I Read Banned Books and So Should You!” was a session which dove into some amazing Children’s and Young Adult Literature that had been banned in certain communities across the country. The presenters discussed why books that get banned are some of the most important texts to read, share, and teach in classrooms. Attendees also got a list of books to take with them.

The third and final breakout session, spanning between the hours of 11:20 am – 12:00 pm touched on some more empathetic topics while also exploring mental health in schools. “Teacher Training on the Impact of Developmental Trauma” discussed the neurobiological changes in student’ brains when they endure trauma and how those brain disruptions are presented through challenging behaviors in the classroom. Attendees were able to acquire specific Behavior Analytic skills to address the manifestation of those behaviors.

“COS + FRESNO STATE = TEACHING CAREER IN 4 YEARS” explained how students could complete their two years of requirements at COS and then be admitted to the accelerated Fresno State Integrated Teacher Education Program (ITEP), thereby completing their bachelor’s degree and teaching credential in only two years. 

To close out the conference, a workshop was offered on how to get admitted to Fresno State, followed by a luncheon. Students reflected upon the valuable information they gleaned from the numerous workshop sessions and the connections they made throughout the day. This conference was made possible through the support from the Kremen School of Education and Human Development at Fresno State, the Tulare Kings College and Career Collaborative, and the Tulare County Office of Education.

(Written by Audra Burwell, a Creative Writing Student in The Kremen School of Education and Human Development)