FEATURED LEADERS
Our Featured Leaders are Early Childhood Community stakeholders who work to make Oakland smarter and stronger. They are parents/caregivers, providers, educators, and collaborators.
Ivonne Garcia, Oakland Unified School District
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Since joining Oakland Starting Smart and Strong in 2022 as a Let’s Talk facilitator, Ivonne Garcia has played a transformative role in building a welcoming and connected community for Spanish-speaking participants. As an inspiring leader in early childhood education at Oakland Unified School District (OUSD), Ivonne brings compassion, insight and a deep commitment to children and families, ensuring everyone feels included, valued, and heard.
You’ve been such a consistent and trusted facilitator for Let’s Talk Early Learning - can you share a bit about yourself and what led you to this work in early childhood education?
I've been working as a teacher since I was 19, and now I'm 60 and it has become an inherent vocation. I've always believed that the impact we make as teachers in early childhood is very important and significant for the children in our care. A child's first years in school lay the foundation for their future. Outside my classroom, I have a sign that says, "College starts here," and I'm a firm believer in that.
You’ve built a strong Spanish-speaking community through Let’s Talk. What do you think has made that space feel welcoming and meaningful for participants?
I think the Hispanic participants who connect to Let's Talk do so because they are interested in learning new things that will help them in their work as teachers. They have common goals and also feel comfortable conversing in a space where their ideas are heard and respected. Something very important for us in this Let's Talk space is being able to speak in our language, because even though we are bilingual, our identity is expressed to some extent in being able to converse in Spanish with teachers who share the same cultural background.
What have you heard from educators about what they value most from these sessions?
The participants expressed interest in learning about new topics and delving deeper into everyday issues in classrooms, daycares, and similar settings. They value being able to express themselves freely and without censorship, asking questions without fear of criticism, and speaking Spanish. The training hours they receive to report back to their workplaces is a plus.
What do you see as the biggest challenges—and opportunities—facing early educators right now, especially in the communities you work with?
One of the biggest challenges is educating children with special needs in general education classrooms. General education teachers and our assistants lack the necessary knowledge to provide these children with what they need, and the physical environment of a general education classroom is also inadequate for them. On the other hand, one of the greatest opportunities is being able to participate in the education of children from diverse cultures, as this greatly enriches the teaching profession, the children's learning, and provides a broader perspective on multiculturalism.
As you look ahead, what are you most hopeful about for the early learning community?
What I most desire for early childhood education is that greater importance be given to adjusting the curriculum to the real needs, backgrounds, and developmental stages of children. Teachers are in the best position to understand what supports these little ones most effectively, including their socioeconomic conditions and individual growth. By creating more flexibility within state standards, educators can provide learning experiences that are both meaningful and responsive to the children they serve.
You’ve been such a consistent and trusted facilitator for Let’s Talk Early Learning - can you share a bit about yourself and what led you to this work in early childhood education?
I've been working as a teacher since I was 19, and now I'm 60 and it has become an inherent vocation. I've always believed that the impact we make as teachers in early childhood is very important and significant for the children in our care. A child's first years in school lay the foundation for their future. Outside my classroom, I have a sign that says, "College starts here," and I'm a firm believer in that.
You’ve built a strong Spanish-speaking community through Let’s Talk. What do you think has made that space feel welcoming and meaningful for participants?
I think the Hispanic participants who connect to Let's Talk do so because they are interested in learning new things that will help them in their work as teachers. They have common goals and also feel comfortable conversing in a space where their ideas are heard and respected. Something very important for us in this Let's Talk space is being able to speak in our language, because even though we are bilingual, our identity is expressed to some extent in being able to converse in Spanish with teachers who share the same cultural background.
What have you heard from educators about what they value most from these sessions?
The participants expressed interest in learning about new topics and delving deeper into everyday issues in classrooms, daycares, and similar settings. They value being able to express themselves freely and without censorship, asking questions without fear of criticism, and speaking Spanish. The training hours they receive to report back to their workplaces is a plus.
What do you see as the biggest challenges—and opportunities—facing early educators right now, especially in the communities you work with?
One of the biggest challenges is educating children with special needs in general education classrooms. General education teachers and our assistants lack the necessary knowledge to provide these children with what they need, and the physical environment of a general education classroom is also inadequate for them. On the other hand, one of the greatest opportunities is being able to participate in the education of children from diverse cultures, as this greatly enriches the teaching profession, the children's learning, and provides a broader perspective on multiculturalism.
As you look ahead, what are you most hopeful about for the early learning community?
What I most desire for early childhood education is that greater importance be given to adjusting the curriculum to the real needs, backgrounds, and developmental stages of children. Teachers are in the best position to understand what supports these little ones most effectively, including their socioeconomic conditions and individual growth. By creating more flexibility within state standards, educators can provide learning experiences that are both meaningful and responsive to the children they serve.