Access

As an elementary educator serving a disenfranchised community in East Oakland, there are endless examples of the accessibility gap manifesting itself in my classroom. Whether it be in the form of culturally responsive books and texts, technology, or healthy, safe community institutions, my students remain resilient every day in a system that was not built for their success. Entering this work as a full-time educator at the peak of Covid-19 shutdowns further highlighted the disparate educational opportunities and outcomes made available to scholars through the public education system. Having had the experience of working in public education in other Bay Area cities, namely Berkeley, San Francisco, and Richmond, I have seen the ways that access plays a pivotal role to providing high quality educational and life opportunities. My students show up to a school every day that is filled with broken, scribbled on books, a parking lot that doubles as a playground, and a curriculum which, on its own, does not represent the lived realities of their community. To compound this inequitable reality, scholars at my school have been found to have some of the highest ACE (Adverse Childhood Experience) rates in the region, according to research done by Seneca Family of Agencies. If active, intentional steps are not taken to disrupt these cycles of inequitable access to information, materials, and culturally responsive pedagogy, our educational system will continue to fail its young people. In assessing the lines of rupture and barriers to access through my academic studies and in my daily work environment, I have continued to seek opportunities and alternative paths for my students through field trips, special speaker events, family engagement, and art instruction, among others. To find out more about my ongoing work to provide equitable outcomes and gateway opportunities for the young people I serve, please explore the links below.

In many ways, my experiences teaching thus far have been overwhelmed by inaccessibility. From access to culturally responsive instructional materials, a safe space to play, to reading materials that empower and spark joy, my students deserve so much more than what public education provides. Two key ways I have worked to mitigate this inequity are through increased access to the Oakland Public Library and our school's free Art Club.

Through intentional partnership with the Oakland Public Library, students now have access to materials, spaces, and technology that were previously unavailable. With thousands of books, trained staff, family engagement opportunities, Wifi, and laptop rentals, families have increased opportunities to take part in their scholar's learning and encourage a joy of reading. Without a school library of our own and several branches of the OPL within walking distance from our school, building a partnership felt natural and necessary. Further, exposure to robust library resources emphasized the need for action steps to be taken as a school to do more to support literacy. As such, I work directly with our school principal to continuously develop an independent reading program for third to fifth grade students and their families. Additionally, our school has started to have weekly "library visits" to our resource room (our de facto library) and celebrates reading together through events like the Autumn Book Festival and Family Literacy Night.

Art Club has additionally served as an important space for students to develop skills, explore their identity, and express themselves creatively. Upon arrival to Triumph amid the pandemic and Zoom teaching, students were feeling extremely disconnected from learning, their classmates, and in many instances, themselves. Our school does not provide any formal art instruction, so facilitating this free after school program alongside a trained Art Therapist met an important need for additional Tier 2 mental health support, community, and artistic development at our school.

Each of these opportunities would not be possible without strong family relationships and partnerships. To support all students and families feeling seen, welcomed, and safe at school, I have continuously worked to refine and reimagine a Family Engagement Plan. Through this plan and ongoing collaboration with school administration, this plan continues to center families at the cornerstone of our work to interrupt educational inequity.