I chose to come to LPS first as a teacher because I wanted to join a teaching community where I would be coached and pushed. During my year as an Academic Numeracy teacher, I grew my practice significantly from my work with my colleagues teaching the course at the other LPS sites. The sharing of ideas and problem solving dilemmas as a group pushed my thinking and made me a better teacher for my students. As an administrator, my philosophy and approach continues to be refined due to the colleagues I collaborate with. Prior to LPS I believed in shared decision making and data analysis, but hadn't seen it executed at such a high level.
LAURA HAYES, PRINCIPAL, LPS OAKLAND
I mentored first generation students while I was in college and learned first hand about the inequities that existed for students of color in the East Bay. I felt really called by the need to tease out what worked and didn't work in the struggling schools these students attended. I became a teacher because it felt like the most compelling and high impact way to learn about the problems that existed and to actually effect change. I have developed a strong leadership identity at LPS that is based in who I am as a thinker, person, worker. I feel really confident that I can make a decision, explain it and be understood. This has led to a really rationale and productive way of doing work.
JEFF MANASSERO, ACADEMIC DEAN, LPS RICHMOND
As an immigrant, English Language Learner and first generation college graduate, I benefited tremendously from educational access programs and the guidance provided by college advisors and mentors. As I got older, I realized the disparities that exist in education and made it my life mission to serve as an agent of change so that students benefit from an educational experience that makes success the norm and not the exception. LPS has allowed me to impact the system and create school counseling programs that are technologically relevant, student centered and effective in ensuring that counselors play a significant role in helping students develop/solidify a college-going consciousness. Our efforts are multifaceted, targeted and system-wide.
CLAUDIA AGUILAR, HEAD OF COUNSELING, LPS HAYWARD