Issue link: http://educator.cta.org/i/1525262
"My goal is to demystify the language of math," says ele- mentary educator Dr. Angela Pascual, a 28-year educator. "It's an honor and a challenge. I'm still excited to be in the classroom — this is where the magic happens." The daughter of two Stockton teachers, Pascual walked a Stockton Teachers Association (STA) picket line as a child long before she followed in their footsteps as an educator. Taught the impor- tance of collective power from an early age, Pascual now leads STA as the local's vice pres- ident, working to support teacher growth and efficacy in Stockton. " Teaching conditions are learning conditions," she says. "STA works hard to build relationships with admin so we can have programs in place that are responsive to stu- dent needs." Pascual says she is hyper-focused on raising her students' math achievement. In a school where 86% of students are learning English, she works daily to dispel the myth that "English learners" can't excel. "So I have real conversations with my students about what these labels mean and what can happen if you don't chal- lenge them," Pascual says. Pascual is currently learning Spanish to better communi- cate with her students and families who are native speakers, and to help break down language and cultural barriers in her classroom. She practices her Spanish with them, asking that they correct her when necessary, building relationships while they learn together. Being a teacher means planting seeds that might not flower until much later, Pascual says, adding that supporting students is about making lifelong impacts on families and com- munities. It's a big part of why she's so excited about the potential of the community schools movement, where resources and support are tailored to student and community needs. "I think it could be the flex we need as educators to respond to student needs," Pascual says. As a union leader, a current focus for Pascual is working to educate families and community about the school funding process and how their voices are a key part at the local level. " The majority of our stakeholders don't understand the Local Control Accountability Plan (LCAP) process and the role they play in it," she says. "We need to change that." "I have real conversations with my students about what labels (such as 'English Learners') mean and what can happen if you don't challenge them." Dr. Angela Pascual MATH/SOCIAL STUDIES TEACHER Stockton Teachers Association 17 A U G U S T / S E P T E M B E R 2 0 24