News Article - College of Education

For over 100 years, the College of Education has been preparing educators to respond to the most challenging issues in education and to inspire and lead in their schools and communities. Our students are following their hearts and callings and entering classrooms across the state prepared to change lives and make big impacts – and that is exactly what they are doing.

In addition to undergraduate and graduate degrees, the college is also home to many different teacher preparation and professional development programs. One example is the Heart of Texas Writing Project (HTWP), which is training and developing some of the most recognized teachers in the Austin area, and providing community and shared purpose among teachers of writing that can sometimes be hard to find. Many HTWP teachers go on to receive major accolades and awards, and in 2022 alone, seven HTWP alumni teachers were named Teachers of the Year on their Austin ISD campuses.

Another example is the Urban Teachers Preparation Program which equips students to become a middle or high school teacher who contributes, along with their students, to achieving greater educational and social justice in urban schools, communities and beyond.

We sat down with educators from across the Austin area who are inspiring their students and colleagues, serving as advocates and being recognized for their extraordinary work. They discuss their journeys as an educator, their challenges, hopes and dreams and how the College of Education helped shape their teaching today.

Kari Lynn Johnston

Fifth Grade Dual Language Teacher, Perez Elementary, Austin ISD
2022 Perez Elementary Teacher of the Year
2022 Austin ISD Elementary Teacher of the Year
2022 Region 13 Elementary Teacher of the Year
Finalist for 2023 Texas Teacher of the Year

Kari Lynn Johnston is a College of Education alumna, 5^th grade dual language teacher in Austin ISD and current master’s student in the Department of Curriculum and Instruction. In 2022 she was recognized at the campus, district, regional and state levels for her outstanding teaching.

I am a proud alumna of UT Austin and the College of Education. I was a bilingual education major and graduated in 2017 with a bachelor’s degree in Applied Learning and Development. Currently, I am a master’s student in the College of Education set to graduate in May with a master’s degree in curriculum and instruction with a focus in bilingual/bicultural education.

In addition to being a student myself, I am a 5^th grade dual language teacher at Perez Elementary (in my sixth-year teaching at the school). I did my first year in 4^th grade and have been a 5^th grade teacher for the past five years. I did my student teaching at Perez Elementary when I was in college and was hired after graduation. I knew while student teaching that I wanted to stay at Perez, and I continue to stay because I feel honored to be an ally and advocate for the Dove Springs community in Southeast Austin.

I am currently a teacher consultant for the Heart of Texas Writing Project. I have participated in the Summer Institute twice, once as a classroom teacher and once as a part of my master’s program—and it has completely changed the way I teach all subjects but especially writing. It has given me permission to see my students with an asset-based lens, celebrating all that they bring to my classroom every day. It believes that students come full—full of language, culture, passions and ideas.

It positions teachers as teacher-researchers, learning beside their students. I love that I can think through complex questions alongside my students and my teacher community. I have inquired into topics like bilingual writing (how we are different writers in different languages) and how revision allows us to imagine a better world. I am most thankful for the community of outstanding writing teachers that it has brought me. The learning I did and the HTWP community have brought passion to my work and kept me grounded through the last few difficult years. I deeply encourage all teachers to participate in the Summer Institute.

I walk into my classroom every day with an overwhelming sense of gratitude that I get to be a small part of a community that brings up our children. My students inspire me every day, and it is a privilege to work alongside the parents of my students, many immigrants from Latin America and Mexico, and be a part of their lives. They come with big dreams and high expectations for their children. I am accountable to the hopes and dreams families have for their children. I stay teaching because of the families I work with. I can’t leave, because I have siblings and cousins of previous students and we have been counting down the years until we could share a classroom together.

The challenges I face are the same that all educators are facing right now—we are collectively enduring a challenging time. Every year wonderful, highly qualified teachers walk out of the profession and choose other careers and that is heartbreaking. I always saw myself as a lifelong educator and I do not want to burn out. The requirements on teachers have increased and the trust in teachers has decreased. Teachers are overburdened. I will continue to advocate for teachers to be paid their worth, especially as the cost-of-living increases. School safety is a priority to us, as we need our students to live long lives to make their big dreams come true. There is a siphoning of funds meant for public education to charter schools. There are efforts to silence voices and take culturally relevant books from our libraries. Book banning limits the voices that we are able to highlight in our classrooms and takes away a moment for a student to connect with school and say “that’s me.” Students must hear narratives that have been silenced over generations and know the beauty of their ancestors’ contributions to our society. Alternate narratives allow learners to think critically about our past and present to make a better society for all.

All that to say: I believe in our schools. I believe in public education. I believe in bilingual education.

In order to overcome these challenges, I speak up and advocate for my students and their families. I have had recent opportunities to speak to board members and legislators on the current teacher experience. I ensure that my classroom is filled with beautiful books and I look students in the eyes and tell them how brilliant they are. I advocate and hope for a better education system for all students and teachers. I just hope those who hold a position of power and influence are listening.

Educators teach, but educators also dream. We dream of a space where students can soar. We take simple supplies; paper, pencils and we make magic. We look students in their eyes and tell them all they are capable of. We honor cultures, languages and backgrounds. We chose books that represent our students. We read them like poetry, or like a play, acting out the voices of characters. We plan lessons that build on all the brilliance that students bring, not what they are lacking. We learn TikTok dances at recess and we laugh, we laugh hard. We protect and stand up for our students, especially those who are culturally and linguistically diverse.

This is the promise that public education gives us and our world. Students who know their voices are what this world needs. Students who are unafraid to create change, innovate. They know that who they are, their ancestral strength, and the languages they speak, are their superpowers.

Let our rooms be spaces of joy. Let us teach what brings us joy and celebrate the brilliance of our students. Joy can be an act of resistance against burnout and can sustain public education. Let little laughter and smiles lift you up each day as you do this important work.

First, my students are so excited—they share the honor alongside me. What is particularly exciting is that the work we are doing at our campus and in our city was recognized through these awards. The essays I wrote in my application connected to the work I find so important: bilingual writing workshop (which directly connects to the work I’ve done with the Heart of Texas Writing Project) and our campus’ commitment to rewriting the canon of literature to include the languages and cultures at Perez. There are voices right now that discourage a curriculum that connects to our students and all of their identities, so to receive these recognitions brings me hope for the future of our classrooms.

I am excited to graduate with my master’s degree this semester! I am staying open to new opportunities; however, I would be fine if I retired a teacher. I love my kids and I love our work. No matter what you can find me advocating for our culturally and linguistically diverse students!

Yahaira Perkins

7th Grade English Teacher, Dailey Middle School, Del Valle ISD
2022 Teacher of the Year for Del Valle ISD

Yahaira Perkins is a 7^th grade English teacher and the 2022 Teacher of the Year for Del Valle ISD. She earned her teaching certificate through the Urban Teachers Program in the College of Education, and spoke with us about her journey and how the program prepared her for the classroom.

I attended UT Austin for my undergraduate studies, was a public relations major, and earned my teaching certificate through the UT Urban Teachers Program in English Language Arts (which is in the College of Education). I am currently a 7th Grade English teacher at Dailey Middle School in Del Valle ISD and have been for four years.

The UT Urban Teachers Program prepared me to be a culturally responsive teacher which has been the heart of my pedagogy. I truly believe that we should always be student-centered in education—that’s who we are here for and to do anything that isn’t reflective of them is a disservice. This mindset has helped me create positive, lasting relationships with my students. It has helped me open doors for them through our reading and writing assignments. It has helped me become a leader on my campus and champion for positive behavioral interventions and supports (PBIS) activities that reflect their interests (not all learning takes place in the classroom). It has helped shape me into a teacher who creates space for them to be who they are on our campus, in our classroom, and in our curriculum.

I have always wanted to be an educator for as long as I can remember. I was one of those kids who lined up their dolls and played school. What truly solidified the idea of joining the educational field was experiencing loving school, but not being exposed to stories or people I could relate to. I wanted to change that for my students. I wanted to be one of the 7% of Black and 9% Hispanic secondary teachers in the United States. Additionally, I want to bring in diverse stories to my classroom that not only reflect their many identities, but also stories that represent communities they aren’t a part of, so we can learn what it means to be part of a diverse community.

When I get asked where I find the inspiration to continue doing the work I do, it is easy to respond that I find it in my Dailey Middle School community. I find it in our determination to give our students the best we have to offer. I find it in the way we celebrate each other’s wins, big or small, professional or personal. I find it in the way we show up for each other, our students, and our Del Valle communities during the hardest of times. I find it in the work we do, that gives me hope for better tomorrows and all the tomorrows after that.

My first year of teaching was cut short due to the pandemic. I have not known a bigger challenge as a teacher than the constant pivot we have had to do the past few years to provide the best education we can to our students. This constant need to wear all the different hats AND be flexible often leads to burnout. In order to have a lasting career as an educator I have made sure that I create boundaries that allow me to take care of myself outside of work. We cannot pour from an empty cup. It is hard to leave work at work, but I have found myself more recharged and ready for my students when I do keep to the personal boundaries I’ve set.

Find your people. At your work, this can be your colleagues or your cohort, it is always good to have someone who gets it when you need to bounce ideas off of, or vent to on the days that are tough. Then find your people outside of work who will let you unplug and enjoy your other hobbies. It takes a village to educate the future and if you find yours, I believe you are set for life! I know I wouldn’t have made it this far without mine.

It still feels surreal. It is an honor I hold very close to my heart, professionally and personally. It is known that the 2021-2022 school year was a tough year for education nationwide, and to know that during such a hard year everyone around me noticed and thought my work with my students deserved getting recognition means the world.

I want to be a teacher for as long as I can. I hope to continue advocating for educational staff and students alike in making schools a fun, safe place of learning. I find so much hope in our future because of the work we do, and I can only hope to inspire others to advocate for us too. Our kids deserve only the best free public education this nation can offer them.

Carmela Valdez

Kindergarten Dual Language Teacher, Perez Elementary, Austin ISD
2021 Winner—Donald Graves Award for Excellence in the Teaching of Writing; National Council of Teachers of English
2022 Finalist—Texas Bilingual Teacher of the Year; Texas Association of Bilingual Educators

Carmela Valdez is a kindergarten dual language teacher in Austin ISD and the winner of the prestigious Donald Graves Award in 2021 and was a 2022 finalist for Texas Bilingual Teacher of the Year. She is an aluma of The University of Texas at Austin and a teacher consultant for the Heart of Texas Writing Project and co-teaches at its Summer Institute.

I have an undergraduate degree in theatre and dance from UT Austin; but before I graduated, I took some education classes (creative drama) and was fascinated by different ways to connect with students. My parents were both educators and would tell me stories about how students would come back to find them and tell them how meaningful it was to have them as teachers. I was working in theatre and wanted to make a difference in the world, so I explored graduate programs and went back to school to be a teacher like my parents and went into the family business.

I currently teach kindergarten dual language at Perez Elementary in Austin ISD. This is my 17th year in education, my 11th year at Perez and my 3rd consecutive year teaching kindergarten.

After I became a teacher I became a member and teacher consultant for Heart of Texas Writing Project. I also co-teach at the Summer Institute. It has been a very meaningful community that has fueled my practice. For me HTWP is a door to a community of educators who believe that teaching writing is an act of social justice. The belief that when students from underserved communities take the first turn and put their words on the page to share ideas, stories, culture, or anything else instead of responding to another writer’s words is an act of social action, social justice. When students’ voices are marginalized and I have the ability and privilege to lift them up, that is my purpose for being an educator.

Teaching writing to lift up the voices of the vulnerable students keeps me going. I really love the bilingual writing workshop and I have amazing colleagues. There have been many challenges during this pandemic but when my students write and find joy and purpose in using their voice, it is powerful to me. When former students come back and mentor my young writers and the seed of writing that was planted in them is growing and multiplying, it keeps me moving forward.

I’ve had the same challenges that others have had, classroom management struggles, virtual and in person teaching simultaneously, and feeling like no matter how much I do, it not feeling like enough. Some of those issues led to anxiety and as a result, I’ve sought therapy. It has been a life saver on many levels. I also have amazing administration and colleagues that lift each other up especially when we are struggling. Being an educator during this time is not for the faint of heart but when we live in community with other educators, at least some of the weight is lifted.

Thank you for choosing education. It’s not easy but keep trying to be better not just for yourself but for your students and future students. The struggle you have today with a student will inform how you better serve the next student. Don’t take the hard times personally! It is hard to be a kid today and we are all figuring out how to live through this pandemic. Some of us have had a few more scrapes than others so be kind and generous with your caring. Finally, as a veteran teacher, your new ideas and ideals give us energy and helps us remember why we started. Keep being you and respect those who have come before you.

Well first of all, I don’t feel deserving of this praise but I am grateful for the platform to elevate my students’ work. They are amazing and they teach me everyday. When they come into the room with their languages, stories, obsessions, and quirks, and then they write about them, that is so awesome and I hope they never feel embarrassed or not good enough like I did when I was their age.

I hope to continue to write about my students and their work and possibly pursue a Ph.D. in the future, but who knows.

Celebrating Teachers Who Make an Impact in Central Texas Classrooms

Kari Lynn Johnston