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)

Teacher Appreciation: Honoring Those Who Help Mentor and Shape the Future of Academia.

Educators work tirelessly to ensure the success and well-being of the next generation of students by guiding them through the rough waters of academic life. Kremen recognizes this immense contribution and to show their support, they have launched a donation program starting Tuesday, January 11th, where they will be honoring their “Mentor Teachers” who have taken time to work with several credential candidates over the past semester.

Kremen partners with over 20 district partners every semester to place their single subject, education specialist, and multiple subject credential candidates. To give back, they have created a “Mentor Teacher Appreciation Gift Bag” which includes 450 $5 gift cards from Dutch Bro’s (a generous donation amounting in a total value of $2,250), a Mentor-Teacher Self Care Brochure, an assortment of Fresno State items such as business cards, lanyards, pens, sticky pads, as well as, a Thank You Letter with a small bag of candy attached to the note. These gift bags are a way to help mentor teachers know how special they are to everyone that is associated with Kremen and to the student’s whose lives have been impacted by their kindness and generosity.

Some of the key members involved with this kind-hearted initiative include Dean Yerrick,  Jenelle Pitt Parker, Juliet Wahleithner, and Felipe Mercado, with generous support from Bonnie Inthisane and Navneet Kaur who assisted with the assembly of the gift bags. In order to calculate the proper amount of Mentor Teacher Appreciation Bags, the Kremen Department evaluated the amount of fall placements to see how many mentor teachers resided in each district. The total amount of bags equated to 450 after calculation, Clovis and Fresno receiving the most, 105 bags split between the two, with Visalia following, along with Coalinga, Porterville, Cowchilla, Madera and many others. The outreach effort spanned the entire South Valley, covering counties both large and small.

This initiative was launched in the hopes of reinvigorating mentor teachers and encouraging new ones, especially during difficult times of the year. Dean Yerrick and Felipe Mercado will be personally handing out the vast majority of these gift bags to their assigned recipients. When the districts heard of this upcoming donation, they were extremely thankful, their hearts warming as they realized just how appreciated they are by the Kremen community.

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

Alumna develops new K-12 resources for teaching Native American histories

Determined to improve the way K-12 students are educated about the histories of Indigenous peoples, Fresno State alumna Marie Casao (Narragansett) has developed new resources for California teachers.

She curated a curriculum for educators who aim to teach about American Indian tribes and their relationships with ecosystems. This list of educational resources is directly tied to the intellectual knowledge of tribal peoples and their environments.

Casao, who completed Fresno State’s curriculum and instruction graduate program and earned a certificate in educational technology, is a Central Valley native and grew up in Lindsay, 60 miles south of Fresno.

While working as a teacher at a Valley elementary school, Casao, a member of the Narragansett Tribe of Rhode Island, said she felt unnerved when she saw first-hand how teachers referenced Indigenous peoples in the past tense and had students dress up as an “Indian” for a day. “We don’t teach about what it is to be Native in a modern society,” Casao said.

After enrolling in the Master of Arts in Education option in curriculum and instruction at Fresno State, Casao met Dr. Leece Lee-Oliver (Blackfeet/Choctaw/Wyandot/Cherokee), director of the American Indian Studies program and assistant professor at Fresno State.

Lee-Oliver assisted Casao with opportunities such as building a virtual learning science curriculum with the Fresno American Indian Health Project. Casao also collaborated with Fresno State’s California Indian Conference, a digital exhibit that celebrates the perseverance and vibrancy of California American Indian cultures.

“Students should be aware of their local history,” Casao said. “This exhibit offers a way for teachers to explore with their students and acknowledge the land they live on.”

According to the National Congress of American Indians, 87% of state history standards do not mention Native American history after 1900. Thus, creating an inaccurate representation of the many tribes, communities, and individuals that are current and active across the nation.

“In the first grade, I remember dressing up as an ‘Indian’ with my little construction paper headdress and all the kids sat down at a long table in the classroom and celebrated what the teacher said was the first Thanksgiving,” said Dr. Wild Garnett (Lemhi Shoshone), assistant professor of special education at Fresno State.

“Most of what was taught about American Indians in school is purely from a European perspective. It is a perspective that ignores our spiritual existence and connection to all things. It ignores our stories, our practices, our connection to the earth, and all the living beings upon it, and ignores how we create and share knowledge.”

As of 2018, only 0.41% of professors in higher education are of American Indian or Alaska Native descent — one of the most underrepresented groups in higher education. Fresno State is home to nine American Indian faculty members, making up 0.60% of the faculty at the University.

As Casao reflects on her time at Fresno State, her heart warms as she remembers the ample support of her faculty. Before enrolling in her master’s program, she met with Dr. Carol Fry Bohlin, Curriculum and Instruction Department chair, and was supported in her desire to infuse Native American Studies into her education.

She also took classes with Dr. Roy Bohlin, professor emeritus, and appreciated his accommodations to customize final projects on her interests in topics such as Native youth and science, technology, engineering, arts and mathematics (STEAM) education.

“Because of all of the support from my professors, I have been able to learn how to become a better researcher, improve my writing skills, learn new teaching strategies, learn new methodologies, technology resources and much more,” Casao said.

After graduating in spring 2021, Casao began working as a program officer for the American Indian Science and Engineering Society. She works with pre-college programs and builds curricula to provide schools and teachers across the nation with STEAM resources. “Connecting with people who have very similar missions as me and interacting with Indigenous students is a highlight of this work,” Casao said.

Because of efforts such as Casao’s, teachers across the country are steadily gaining access to more resources on Indigenous education. In 2018, the Smithsonian National Museum of the American Indian launched Native Knowledge 360^o, an initiative aiming to improve how Native American history and culture are taught in schools.

Initiatives such as these, in addition to local efforts, are helping teachers incorporate current Native histories into the classroom – working to increase the inclusivity of Indigenous cultures in education.

Graduate students talk “Top 5 Issues” with superintendents

TOP 5 ISSUES

insight from local school leaders

Dean’s Leadership Advisory Council Meets Kremen Graduate Students To Talk Issues

On September 8, leading school district Superintendents from across the region will gather online to share with Kremen graduate students trends and issues worthy of research in today’s school context. Students are encouraged to login and listen to ways leaders are framing today’s challenges and positing new questions to be addressed as we emerge from a COVID era of online teaching.

When: September 8, 2021
Where:
Zoom Meeting ID: 685 015 6630
Zoom URL: https://fresnostate.zoom.us/j/6850156630
Time: 1 – 2 pm
(Time will be allotted at the end for student questions and answers.)

Following the presentation, Kremen students will remain online to discuss next steps, research appropriate methodology, partnership and other relevant matters regarding inter-institutional research.

Superintendents Leading the Valley

Meet our valley’s educational leaders and gain insight on regional issues.

John Campbell, Superintendent
Kings Canyon Unified School District

John Campbell earned a bachelor’s degree in History, Single Subject Teaching Credential, Administrative Services Credential and master’s degree in Education, here at Fresno State. Dedicated to education, he has been serving as Superintendent of Kings Canyons Unified since 2017.

Andy Di Meo, Administrator, Human Resources Development
Visalia Unified School District

Andy Di Meo is no stranger to Fresno State. He earned a bachelor’s degree in Liberal Studies, Multiple Subject Teaching Credential, Administrative Services Credential and master’s degree in Education right here in Fresno. Di Meo currently serves as an administrator for the Human Resources Department at Visalia Unified.

Adela Jones, Superintendent
Sanger Unified School District

Adela Jones began teaching in 1984 and shortly after began teaching in Sanger Unified. After holding multiple roles within the district, she has now been serving the district as Superintendent for three years. Jones is also a Fresno State graduate, earning her bachelor’s degree in Liberal Studies and an Administrative Services Credential as a bulldog.

Todd Lile, Superintendent
Madera Unified School District

Todd Lile began working in education as a special education paraprofessional in Madera Unified and then taught for thirteen years. After pursuing higher education, Lile traveled globally with his wife. When he came back to the Central Valley, he held multiple roles in Madera Unified; Vice Principal, Principal, Chief Academic Officer and now Superintendent.

Bob Nelson, Superintendent
Fresno Unified School  District

Bob Nelson became Fresno Unified’s Superintendent in 2017. Prior to his appointment, Nelson served Fresno Unified for over 23 years, holding various roles including teacher, Vice Principal, Principal, Human Resources Administrator and Chief of Staff. His roots are deep with Fresno State. He is a bulldog alumnus and earned his Multiple Subject Teaching Credential, master’s degree in Education, and Administrative Services Credential at Fresno State.

Eimear O’Farrell, Superintendent
Clovis Unified School District

Eimear O’Farrell, the Ireland native, has worked in education for almost forty years. She first came to the United States in 1993 and fell in love with teaching her elementary class in Fresno. She then taught in both Fresno Unified and Clovis Unified schools. Today, she has served Clovis Unified as its Superintendent for four years.

Lindsay Sanders, Chief of Equity and Access
Fresno Unified School District

Lindsay Sanders has worked for Fresno Unified for over twenty years. She held roles as a teacher, volleyball coach, Head Counselor, Vice Principal, Principal, and since 2018, she has served as Chief of Equity and Access. Sanders pursued her education at Fresno State and graduated with a Single Subject Teaching Credential, Administrative Services Credential and a master’s degree in Education.

Wesley Sever, Superintendent
Kingsburg Elementary Charter School District

Wesley Sever has proudly served as Superintendent in Kingsburg since 2012. Sever will forever be a Bulldog. He earned a bachelor’s degree in Psychology from Fresno State in addition to a Multiple Subject Teaching Credential, master’s degree in Educational Leadership and Supervision, Administrative Services Credential, and a doctorate in Educational Leadership.

Dedi Somavia, Assistant Superintendent
Visalia Unified School District  

Debi Somavia has been an educator for 24 years; she has served Visalia Unified for the last 20 years in a variety of roles including Administrator of Human Resources, Elementary School Principal, Assistant Principal, Curriculum Coach and an elementary school teacher. Somavia holds a master’s degree in Education, a Reading Specialist Credential, Multiple Subject Teaching Credential and an Administrative Services Credential from Fresno State.