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2010 Martinez Fellows Kevin Henley Seattle University Kevin, originally from Kent, WA, will complete his Master in Teaching program at Seattle University in June 2011. At Highline Community College, Kevin delivered the 2005 commencement address, graduating with honors and earning the Shirley B. Gordon Award for Academic Excellence. He continued his education at the University of Washington, where he was elected President of McCarty Hall and earned his Bachelor’s degree in Sociology. In addition to his academic commitments, Kevin volunteered at the Strategic Mentoring Center, assisting 6th graders with homework and encouraging them in extracurricular activities. He also directed Outdoor Education programs and Career Exploration programs for middle-school students at Learning for Life. Kevin’s history as a role model for youth extends back to his days as a camp counselor in 1996, and these same leadership qualities have led him to pursue a career in raising expectations from the front of the classroom. Debra Salas-Haynes Debra brings an impressive range of academic and professional experience to her Master in Education program at the University of Washington. She has already completed a Master in Student Development Administration, as well as a Bachelors in International Studies. Firm in her commitment to public service in the field of education, Debra has also volunteer-assisted with reading, writing, and math projects in classrooms in Northgate and Olympic Hills. As the Undergraduate Counseling Services Coordinator at the University of Washington, she advised and supported over 250 new and prospective students and earned the University of Washington Distinguished Staff Award nomination in 2008. In addition to her professional responsibilities, Debra took on a volunteer position as a mentor group co-leader for low income students on scholarship to ensure they were adjusting to college life. Debra’s obvious dedication to the field of education will be an asset to the Martinez Fellow cohort and to her future students. Marina Pita Marina, the daughter of Argentinean immigrants, will be earning her Master in Teaching degree at the University of Washington. She graduated from the UW with a B.A. in Latin American Studies and minors in Spanish and Environmental Studies. Her volunteer history demonstrates her passion for working with children; Marina tutored underprivileged children across Washington State as a volunteer with Literacy in the Community, and she taught bilingual ecology lessons to students at the Seward Park Environmental & Audubon Center. She says she applied to the Martinez Fellowship because of its “focus on producing great teachers for high need schools.” In addition to the Martinez Fellowship, Marina has received five other scholarships and awards in recognition of her academic and civic achievements. She states that her goal as an educator is “to establish stronger educational foundations in disadvantage communities.” Angelica Sauceda Angelica completed her undergraduate education at the University of Washington and is now continuing in the Master of Education program. Growing up in a small migrant farming town, Angelica heard her Latin peers commenting, “I can’t do it. School is not for me.” Inspired by memorable teachers who reached out to her, Angelica aims to overcome stereotypes of Latina women to be a role model for all children. “By teaching in a diverse classroom,” says Angelica, “I want to help students who feel out of place or underrepresented to know they deserve an equal chance to further their education.” A first-generation student, Angelica embraced the mix of backgrounds in her student cohort and cofounded a multicultural sorority dedicated to community service and cultural awareness. She also pursued study abroad options and taught English in Ecuador. Angelica’s academic and extracurricular experiences have led her to believe, with conviction, that every student is capable of succeeding in the classroom. She wants to give others the chance that teachers gave to her. Carlito Gil Umali Seattle University Carlito Gil Umali, self-described as Asian-American Filipino, will complete his graduate degree in Education at Seattle University. As an undergraduate student, Carlito proved his commitment to educational justice is absolute. Hearing stories of students overwhelmed with the academic rigor, financial demand, and administrative complexities of college life, he created three workshops to address study and stress management, the scholarship process, and the post-grad application experience. "We knew we were successful when students brought family, partners, and friends to events and to the office," says Carlito. He has also presented the scholarship workshop for Campana Quetzal, a local Latino non-profit, and the Annual Washington State Students of Color Conference in Yakima. Carlito was recognized for his work as an advocate for students of color and was asked to speak at commencement. He continued to lead within his community by working for the Center for Service and Community Engagement and by serving for AmeriCorps. Driven by a desire to teach high school language arts in Seattle’s south end, Carlito volunteers with Sartori Education Center and Alternative School in Renton, helping at-risk students complete their high school education. Carlito says that his students motivate this work, “In the smiles, proudly lifted heads, eager rising of hands, and the growing quality of their work, I can see my students are gaining knowledge, skills, and confidence.” Megan Valencia Seattle University Megan graduated from University of Washington with a double B.A. in psychology and drama, and she will be completing her Master in Education at the UW. Megan’s decision to pursue a career in education has been influenced by her experiences volunteering locally and abroad over the last 5 years. As an effective program manager and project leader, Megan developed and implemented a literacy program for at-risk youth on the Quileute Reservation. She has also assisted teachers in Tulalip Elementary School, special education classrooms, first-generation college-bound workshops, and professional learning communities in Jakarta, Indonesia. These opportunities have motivated Megan to inspire students to explore on their own: “I believe in the philosophy of respecting a child’s individuality and encouraging each child to develop the confidence to explore the world. It is my goal to create a rigorous and challenging classroom environment that supports and develops a child’s intrinsic motivation.”
2009 Martinez Fellows Betzabeth Alvarado-Jurista Betzabeth Alvarado-Jurista, 37, a native of Valencia, Venezuela, plans to complete her Masters in Teaching from the University of Washington in the winter of 2010. Alvarado-Jurista believes teachers are responsible for encouraging students to use academics as a tool to reach both their educational and life goals. "Students of color do not have enough role models who can motivate them to be successful in school and I want to be an example that would make a difference for them." One of her biggest goals for her classroom is to teach her students to be responsible, respectful and meet high expectations regardless of their background. "All students can succeed-they may do it in different ways, but they can all do it."  Joana Chacon Joana Chacon, 20, a Seattle native who has been drawn to teaching since she was a young child, graduated from the University of Washington with a B.A. in education and is enrolled in the University of Washington's Masters in Teaching program with plans to graduate in March 2010. As the first in her family to attend college, Chacon understands the barriers students of color encounter in their academic career. "All around them, students hear 'no'," Chacon says. "When their parents work manual labor and get paid minimum wage, students hear 'no'; when their cousins and brothers and sisters drop out of high school, they hear 'no'; when the school that they go to sends the white kids to advanced classes and the black and brown kids to special education classes, they hear 'no'. These students need somebody to yell 'YES' into their ears, and to keep yelling it until they graduate from college."
Monico De Leon Seattle University Monico De Leon was born and raised in Tijuana, Mexico. He received his Master in Teaching degree from the Seattle University and is currently completing a specialty degree in special education from Seattle University. He grew up in Southern California as a non-English speaking student and is the only member of his family of six children to graduate from college. He became a teacher because of three teachers who made a strong impression, not only seeing potential in him, but also helping him to be successful. Although it is emotionally and physically demanding, De Leon chose to teach special education because it is exceedingly rewarding. “One of the most important things I can do for my students is to teach them to believe in themselves, to show them how to get up again if they stumble. I want to advocate for my students when I see that they are not being provided with the same tools for success.”
Luis Gabriel Escamilla Luis Gabriel Escamilla, 32, from San Gabriel Valley, California, is enrolled in the Masters in Teaching program at Seattle University and plans to graduate in July 2010. Escamilla says the tragic events of September 11, 2001, made him stop and evaluate what he wanted to do with his life. The answer was clear-he would become a teacher. To Escamilla, being a teacher comes with a sense of urgency and responsibility. "I want to engage high school students in topics revolving around democracy, fascism, resistance, prejudice, racism, multiculturalism, their past, their present and their future," Escamilla says. "I believe students of color have unique experiences," Escamilla says, "and we need their thoughts and voices in places ranging from classrooms to board rooms."  Elida Guevara Giron Elida Guevara Giron, 23, who hails from Othello, Washington, received a B.A. in Spanish from Washington State University and is excited to pursue a Masters in Teaching at Washington State University as well. Her desire to be a teacher stretches back to her childhood, when she volunteered in schools and enjoyed her interactions with both teachers and students. Giron's classroom goals are to make sure her students have fun while learning and to also encourage all of her students to consider continuing with higher education. "I have been through a lot of challenges," Giron says, "but I have managed to overcome these challenges and follow my goals and I want to offer myself to my future students and their families so they achieve a better life."  Shannon Christine Gleason Shannon Christine Gleason, 23, is pursuing a Masters in Teaching at Washington State University. Gleason, a Los Angeles native, holds a bachelor's degree in English literature from Loyola Marymount University. Looking back on her own school career, Gleason remembers one teacher in particular who believed in her potential for success, and showed her that with determination, the possibilities are endless. Fittingly, Gleason's biggest classroom goal is to help her students rise above low expectations and set lofty goals. "By encouraging young people to do their best in school, we are helping them reach beyond the imaginary limitations imposed on them by negative influences or other outside factors," Gleason says.  Silvia Gomes Silvia Gomes, 25, a Seattle native, is pursuing a Masters in Education at Seattle University. Gomes says her early childhood struggles with the English language have been instructive in her decision to go into education. "Having been a student whose language acquisition needs were not adequately supported and encouraged by the teachers of my formative years, I personally understand the difficulty that it can bring to your life to not have a voice in your own education," Gomes says. Gomes is excited to encourage students and their parents to be active advocates of their education and encourage them to find their own unique voice with which they can change the world. "I am motivated to be a positive first experience for all students and an unending advocate for students with no voice to represent themselves."  Wade N. Graves Wade N. Graves, 30, who grew up in Fairfield, California, is pursuing a Masters in Teaching at the University of Washington. He has long been compelled by the significance of teaching and has enjoyed volunteering in a number of educational settings, which sparked his interest in becoming a teacher. "I enjoy my interactions with the students and watching them gradually grow," Graves says. "I also love hearing about teachers' experiences and how they find their jobs to be so fulfilling and rewarding." Graves says he is looking forward to being a leader and role model in his community. "I am especially exciting about reaching out to minority children to show them all of the opportunities that lie within their reach with hard work and a positive attitude," he says.  Anthony Longoria Anthony Longoria, 28, will be entering Seattle University's Masters in Teaching program in the fall of 2009. Longoria has also been accepted into the educational specialist degree program through Seattle University's School of Psychology for the fall of 2010. Longoria grew up in El Centro, California, and holds a bachelor's degree in English from San Francisco State University. Longoria says he hopes to open the eyes of his students, to show them their potential is bright and unlimited and to make them aware that they share a world with many people, and with many cultures. "A good teacher helps his students realize that knowledge knows no color or socioeconomic barriers," Longoria says. "As teachers, we can be agents of this enlightenment."  Ruby O'Connor Ruby O'Connor, 21, began the University of Washington's Masters in Teaching program during the summer of 2009. O'Connor was born in Alabama, and despite moving often throughout her childhood, she considers Washington State her home. Her desire to teach goes back as far as she can remember. "I honestly can't remember a time where I didn't want to be a teacher," O'Connor says. "I have always had a desire to teach." O'Connor's biggest classroom goal is to teach her students to set high standards for themselves and then believe they are attainable. "I believe that it is important for every child to be given the chance to fulfill their potential and to never settle," O'Connor says. "I have been lucky enough to have a support system that always encouraged me to go beyond my own expectations and I only hope that I can do the same for my students."  Ana Maria Ochoa Rivas Ana Maria Ochoa Rivas, 22, is enrolled in Washington State University's Masters in Teaching program, with plans to graduate in June 2010. She is set to receive her bachelor's degree in foreign languages and culture from WSU in December 2009 and holds a bachelor's degree from WSU in business administration. Rivas grew up in White Salmon, Washington, and says she was very fortunate to receive encouragement from her family and teachers while in school. She became interested in teaching when she realized many of her Hispanic friends lacked such support. "I realized how few Hispanics from my community had actually attended college and many times it was due to the lack of encouragement from their families, friends, teachers," Rivas says. "I have seen first-hand how important and influential teachers can be on their students." Rivas says her biggest classroom goal is to make each and every student feel empowered and capable of succeeding in college.  Kevin Takisaki Kevin Takisaki, 23, is working towards a Masters in Teaching at Washington State University, with plans to graduate in June 2010. He holds a bachelor's degree in Spanish with a secondary major in theater from Washington State University. Takisaki grew up in Spokane, Washington, and realized he wanted to be a teacher when he was in junior high school. Takisaki says he considers the classroom to be a special place. "An encouraging teacher can often be the motivation a student needs to take a step towards being the best person they can be. This can be especially true for students of color who often times come from unstable, poor or discriminatory backgrounds. I hope to show them the importance of hard work and helping others."  Jenna Visoria Jenna Visoria, 22, is enrolled in the Masters in Teaching program at Washington State University and plans to graduate June 2010. She holds a bachelor's degree in sociology from WSU. A native of Vancouver, Washington, Visoria says she always wanted a career through which she could help people and make a difference in her community. "It is absolutely essential young students of color be told they are capable of achieving their dreams," says Visoria. "Students of color might lack some of the opportunities other children begin their academic journey with. We must ensure that these students are given the confidence and the tools they need to succeed."  Mariana Padilla White Mariana Padilla White, 23, is currently pursuing a Masters in Teaching at the University of Washington, with a focus on secondary education. White grew up in Espanola, New Mexico, a school district in which more than half of students dropped out of school. Wanting a good education that would lead to college, White chose to attend a high school 30 miles away in Los Alamos. "While Espanola and Los Alamos are close in proximity, they are worlds apart in terms of standards of living and standards of education." White says her biggest goal is to encourage her students to stand up and make their voices heard. "Many of America's youth, particularly those of color, are under-prepared to be effective citizens of our country," White says. "I hope to make my students more involved in their communities and make them more aware of what is going on in the world around them."
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