Student Governing Board Member Candidate

As a nonprofit leader committed to strengthening the early childhood education workforce, I lead Texas’s first and largest early education registered apprenticeship program. Through this work, I have seen firsthand how high-quality, equitable pathways can transform not just educators’ careers but entire communities. My knowledge, experience, and vision strongly align with NAEYC’s Strategic Direction, particularly in advancing a diverse and effective early childhood profession, promoting high-quality early learning for all, and cultivating leadership across systems.

One of the clearest ways I live out NAEYC’s values is through our pre-apprenticeship program. In partnership with local school districts, we support high school students in earning their Child Development Associate (CDA) credential before graduation. These students, many of whom come from underrepresented backgrounds, engage in hands-on practicum experiences at childcare centers, take dual-credit coursework, and receive mentoring from experienced early childhood professionals. This not only provides them with a clear, supported entry point into the profession but also fosters a sense of identity, value, and purpose at a critical developmental stage. This aligns with NAEYC’s commitment to providing equitable access to high-quality preparation programs and attracting a diverse group of young people into the field.

Our pre-apprenticeship and full apprenticeship models are grounded in the core belief that early educators deserve structured, supported pathways to thrive. The registered apprenticeship includes job-embedded learning, one-on-one mentoring, progressive wage increases, and stackable credentials, all while students work full time in childcare. Through this model, we’ve built a system that doesn’t ask educators to choose between work and school, but rather makes education accessible, relevant, and rewarding. This reflects NAEYC’s strategic focus on creating an aligned, accessible, and supported professional preparation system.

In leading these programs, I’ve built strong cross-sector partnerships with K-12 districts, higher education institutions, workforce boards, childcare providers, and policy leaders. These relationships are critical to sustaining and scaling quality improvement efforts across the early childhood system. At the state and local level, I work to align funding, improve credential access, and build infrastructure that supports retention, especially in under-resourced communities. I see this as a direct extension of NAEYC’s systems-building approach to advancing the profession through policy, advocacy, and collaborative capacity-building.

One of my proudest accomplishments has been supporting our apprentices graduates as they transition into professionals in the early childhood workforce. These educators are no longer just exploring the field; they are staying in it with credentials, confidence, and a clear sense of calling. We now see childcare teachers returning to mentoring others, leading classrooms, and pursuing degrees, all because they were given an opportunity to succeed. This is what it means to cultivate leadership at all levels, a core value of NAEYC’s strategic direction.

I bring a broad skill set that includes program design, evaluation, strategic communication, and workforce policy. I am currently engaged in doctoral-level research exploring how structured workforce development models, such as apprenticeships, impact teacher retention in early childhood education at Abilene Christian University. I actively translate research into practice, lead grant-funded initiatives, and advocate at the state level for systems that support the growth and well-being of early educators.

As a leader, I also embrace a positive and inclusive leadership approach. My core strengths: strategic thinking, communication, and connectedness, which have helped build a culture where our staff and students feel seen, supported, and valued. I intentionally elevate the voices of apprentices and pre-apprentices in decision-making, conference presentations, and community storytelling. This commitment to authentic engagement aligns closely with NAEYC’s strategic priority of ensuring educator voices are central in shaping the future of the profession.

Finally, I deeply value the power of representation and access. Many of our apprentices and pre-apprentices are women of color, multilingual, and working mothers. Their presence and leadership in the classroom matter. Their stories matter. And I believe NAEYC plays a vital role in ensuring their voices are not only heard but centered in our national vision for early learning.

If selected to serve as a Student Board Member, I will bring a lens of lived experience, innovation, and systems thinking. I will advocate for practical, equitable solutions that uplift educators at every stage of their journey, from high school CDA students to master teachers. Together, we can continue building a profession that reflects the diversity, brilliance, and resilience of the children and families we serve.