⏱ 5 min read

When I was a young child living in a small town in Puerto Rico, one of my favorite things to do was "play school"—a little strange, given that I never considered becoming a teacher.

What I didn’t know at the time was that I would eventually become a Chief Officer of Academics, Teaching and Learning in an urban district in Connecticut serving over 20,000 students.

This article is part of our Hispanic Heritage Month campaign to honor inspiring educators. Check out other stories like Dr. Negrón's here.

While in high school, living in Connecticut, my ESL transitional teacher would often say, “You would make an excellent teacher.” I remember how emphatically I would reply, “The last thing I want to be is a teacher.”  

Over the course of several years, that sentiment changed drastically. The change stemmed from my experiences as an English language learner trying to navigate the educational system in this country.

From experiencing low academic expectations, to limited access to advanced course work, my quest for equity and social justice was born.

It was then that I became determined to do everything in my power to change the educational experiences for students. And what better way to do so than to become a classroom teacher?

After overcoming challenges common to students from low socioeconomic statuses, such as lack of financial support and limited college advising, I successfully reached my goal of becoming a first generation college graduate. I obtained a B.S. degree with a major in Spanish and a minor in Bilingual Education from Central Connecticut State University.  

My career as an educator started with the honor of teaching in a Transitional Bilingual Program in the northeastern part of Connecticut—the same one I attended as a middle school student. 

Not only was I able to make grade level content standards accessible to my group of English language learners, but I was also able to leverage my personal experiences to motivate them to aspire to a college degree.  

At the same time, as a member of the faculty, I was able to bring the English language lens into discussions about best practices to meet the needs of all of our students. This experience was extremely rewarding. I was able to see the impact of my teaching on student academic achievement and was able to provide my students a comfortable and trusting environment so they could take academic risks.

I was providing students optimal learning conditions that were not necessarily available to me during my middle and high school years. 

Even though the rewards of being a classroom teacher were many, I developed a strong desire to scale up my impact on students in urban environments. I decided to further my education in the area of educational leadership so I could one day have influence over the systems and policies that ultimately impact the opportunities afforded to our students. With self-discipline and determination, I obtained a M.A. in Education and later a Ph.D. in Curriculum and Instruction from the University of Connecticut.

I have been able to successfully lead two large urban schools in Connecticut. As a school building leader, I have worked diligently to build environments that set high expectations and value the cultural richness of its students. I have co-created trusting partnerships that recognize and promote the contributions to student learning from families and the community. 

As a central office administrator, I have had greater influence in decisions that impact thousands of students. I’ve been able to lead and manage a cohort of principals on all aspects of their school leadership as well as help coordinate and direct the range of district supports and resources that are provided to schools. My barometer for good decision-making continues to be the same: Look at every issue through the lens of equity.  

Now as a Chief Officer of Academics, Teaching and Learning, I have the opportunity to plan, coordinate and supervise the pre-K instructional program with a laser focus on accelerating equity through emphasizing improving student academic achievement.  

By striving to sharpen my leadership skills, I gain new knowledge every day that helps me continue to be an exceptional district leader—one who works closely with all stakeholders to improve and expand the opportunities afforded to children regardless of their socioeconomic status in order to support them in their academic, social and emotional development.  

As you can see, the rewards and the opportunities are endless when you are making a difference in the lives of students. I challenge you to discover the impact you could have in shaping our society as an educator!  

If you're ready to become a teacher—or if you know someone who would be a great fit for the profession—let them know about TEACH Connecticut, and encourage them to create a free career roadmap. It's the easiest way to determine your fit for teaching and get actionable next steps for starting your career.

Dr. Madeline Negrón is Chief Officer of Academics, Teaching and Learning at Hartford Public Schools.