Despite the growing diversity of their populations, the ethnic composition of state and local educational leadership administration systems has remained virtually unchanged over the last few decades. For Latino and Latina leaders, access to information, visibility, and prospects to develop and grow as professionals are examples of opportunity dimensions that are not sufficiently available to them, even to this day.
We have to address the low number of Latina and Latino school and district administrators in a time of rapid ethnic and demographic transformation.
Experiences that Latinas and Latinos face as educational leaders are unlike those of the current dominant educational leadership group, and many of these experiences are a result of stereotypes that have been passed down from one generation to another, often persisting without a sense of the damage such false impressions can cause.
For these reasons, TALAS established the Latino and Latina mentoring program in Texas. The first meeting was held in 2014 in conjunction with the UT/TASA Summer Conference on Education.
Develop a structured mentoring program that will serve and support Latino school and district administrators
- Provide a support system for Latino leaders serving as school site and district administrators
- Provide networking opportunities for all members of the association
- Provide additional mentoring opportunities for enriched staff development activities
- Provide mentoring opportunities for aspiring Latino educators
Develop a cadre of Latino Educational Leaders who are:
While the decision to participate in the mentoring program is voluntary, once accepted to the program, protégés and mentors are expected to attend all program events and activities.
Mentors and protégés must agree to a minimum two-year commitment.
Mentors and protégés are expected to make a minimum of two contacts per month. Contacts may be in person and/or by telephone, Skype, Jigsaw, or email.
Mentors and protégés must commit to a minimum of four meetings with the entire cohort during a one-year period. All meetings will coincide with TASA’s scheduled conferences (TASA/TASB Convention, TASA Midwinter Conference, and UT/TASA Summer Conference on Education).
- Diminished sense of isolation because mentoring is a mutual learning relationship
- Faster learning curve and absence of cultural stereotypes
- Greater access to strategic alliances through networking
- Increased likelihood of success and sustainability of leadership position
- Greater numbers = greater voice in educational policy decisions
It is an illusion that the hearts of men and women can be transformed while the social structure that makes those hearts sick are left intact and unchanged.Used with permission from Dr. Kenneth R. Magdaleno, Executive Director, Center for Leadership, Equity, and Research (CLEAR) and Associate Professor, Educational Research and Administration California State University, Fresno.
The TALAS mentoring program is a two-year experience for a cohort of school administrators who desire to have a school superintendent or cabinet-level mentor not in their current school system or working chain of command. The program physically meets three times a year attached to the three TASA conferences for the purpose of networking and professional development around career building and successfully serving our students of color.
Below you will find the names and pictures of the Cohort 7 protégés, as well as their respective mentors. To read more about each protégé, visit our Cohorts page.
Alyssa Blanchette Alva
Mentor: Dr. Richard Fernandez
Mentor: Dr. Xochitl Rodriguez
Mentor: Dr. Veronica Vijil
Mentor: Dr. Lisa Ramirez
Mentor: Dr. Stan Paz
Mentor: Justin Fuentes
Mentor: Dr. Darryl Henson
Mentor: Dr. Mark Ramirez