Issue link: http://educator.cta.org/i/1487796
While earning her master 's, she decided to become a teacher, and was awarded a one-year faculty training intern- ship at MiraCosta from the San Diego Imperial Counties Community Colleges Association. She is currently enrolled at the University of San Diego in the education for social justice doctoral program. Her own role model is a now-retired educator named Susan Daniels, who taught Williams in elementary school and later at a continuation school. "She was a nurturer and knew what equity and inclusion meant before these words were commonly used," says Wil- liams. "She took time for students who were low-income and had a non-traditional upbringing. She would pull those kids aside and say, 'I see you.' She would ask what we needed and show that she cared for us. She invited us to parties and bar- becues at her house." Williams strives to be that kind of teacher and create an "ethic of love and community " for her students to help them succeed in the classroom. Former students testify to her success. "Project LIKE gave me the opportunity to explore my inter- est in the field of art therapy by allowing me to incorporate my art skills and creativity through an internship," recalls Dianne Preciado. "Now as a graduate student in a program for mar- riage and family therapy with a specialization in art therapy, I am grateful for Edwina Williams' support in my vision of using creativity for community and educational empowerment." "Project LIKE helped me discover my love for teaching and helped me go from community college to a four-year uni- versity," says Angela Harris. "It placed me inside a classroom teaching, tutoring and supporting elementary aged children. I am now student teaching for my state credential certification and I have Project LIKE to thank for the confidence I have." E N G L I S H L E A R N E R S in Compton Unified School District are making headlines — and writing informa- tive articles to go with them. Through enrollment in a summer and after-school journalism program, they are becoming English-proficient more quickly, having fun and thrilled to be earning bylines. "We have a lot of students who are very eager to learn the English language, and it's up to us to help them get there," says Maria Cardona De Garza, an EL specialist for the district and Compton Educa- tion Association member. "Language takes time to develop. The journalism class is a way to move away from the traditional remedial approach to support students in their learning." De Garza teamed up with Jennifer Graziano, senior director of EL students for the district, to implement an after-school journalism program in 2015, based on curriculum developed by Loyola Marymount Univer- sity. What began as a pilot program at five campuses expanded to 14 district schools and also a summer program. It received a Golden Bell Award from the California School Board Association in 2019. The program is aligned to ELA Common Core Standards and designed for youngsters in grades 3-5 who are considered at risk of becoming long-term English Learners. Students who have been in Ameri- can schools for at least six years but have not become fluent in English and have not advanced in two years on English language proficiency tests are considered long-term English learners in California. The publication of Jefferson Elementary School students with work from their 2022 summer session. Project LIKE students read to children to promote literacy. 26 cta.org Good news: English Learners sharpen skills through journalism The Innovation Issue