Chantal is passionate about educational equity and social justice and is excited to continue contributing to creating a better society for all through her work at SMASH. Iyinoluwa Omishope is the Operations Manager. She remained at Shiloh and earned her MS in Industrial and Systems Engineering, while working on cost reduction projects, improved safety projects and facilitating launch gate completion.
The program helped open her eyes to the fact that the educational inequality she faced attending Detroit Public Schools was much more prevalent than she initially realized. Iyinoluwa hopes to use her education to improve educational systems throughout the world.
In her spare time, Iyinoluwa works on deepening her understanding of natural skincare and insect repellent research. During this time, Alicia was hired to help launch the SEO Scholars program in San Francisco as the first expansion site out of New York City—an intensive academic after school, Saturday and summer program that helps low-income students get into and through competitive four year colleges.
She helped the program grow from infancy, from recruiting the very first class with only two full time staff to now having over students involved in the high school and college programs with 7 full time staff and part time staff. In her free time, she likes to hang out and relax with friends, read, puzzle, cook, and occasionally go out salsa dancing. Kristina Peralta is the Director of Development. After graduating, she began her career as an elementary special education teacher in Brooklyn through the New York City Teaching Fellows Program.
Kristina is a proud Bay Area native and received a B. Through her work, she hopes to contribute towards creating a more equitable, inclusive, and just society.
Damian Perez is the Data Analytics Manager. During his time, the network opened two additional high schools. Through the management of data and information systems, he supported the growth by always bringing student needs to the forefront of decision making. Damian is proud to have been part of the efforts that led to additional opportunities for students in East Side San Jose, CA!
The youngest of first-generation Mexican American siblings, Damian was the first to graduate high school and attend college. Damian holds a B. A native of the San Francisco Bay Area, Felicia participated in a university-based STEM outreach program in high school, and because of that experience she decided to study engineering in college.
Felicia worked for a Fortune telecommunications company in Atlanta for more than a decade, designing data networks for business customers and for events such as the Olympic Games. She eventually decided to become a math teacher so that she could encourage students to pursue STEM careers. She taught middle school math in Boston and Atlanta, and then returned home to the Bay Area where she served as a school leader at elementary, middle, and high schools.
She is passionate about expanding access to opportunity and economic mobility for students of color. She is an educator by trade. She has spent the past decade working as an educator with Chicago Public Schools. During her years in the classroom, she specialized in literacy and social sciences and encouraged students to view learning as a constant cycle.
As a Certified Yoga Teacher, Lisa also worked to incorporate mindfulness and restorative practices as normal elements of everyday school life. Lisa lives in Chicago with her husband and dog. In her spare time, she reads, exercises, and gardens.
Prior to joining SMASH, he was the first Education Manager at AI4ALL, where he developed an inclusive, accessible, and culturally responsive Artificial Intelligence curriculum for high school girls of color, with ethics and the societal implications of tech at its foundations. He has taught hundreds in classrooms across the country, anywhere from Brooklyn to Oakland at the middle school, high school, undergraduate, and graduate levels, with an emphasis on creating equitable, inclusive, and joyful classroom environments focused on co-generative pedagogy, centering the lived experiences of his students.
Wells received a B. The district welcomed students back to buildings in waves, with high schoolers being the last to return , in April. Though CPS is touting a record rate of students graduating within five years of starting high school, the district said fewer students earned diplomas because of declining enrollment. There were 20, graduates this year compared to 21, graduates last year, when the five-year graduation rate was The district noted high school graduation gains by Black male students 2.
Martinez immigrated to Chicago when he was 6 years old, and he and his 11 younger siblings all learned at CPS schools. He launched his career in public education at CPS in the s, and likes to say he rose up through the system. Currently three of his sisters teach in the district, and some 28 nieces and nephews attend CPS schools.
Martinez has taken a vastly different path to the corner office at 42 W. Madison St. After majoring in accounting at the University of Illinois at Urbana-Champaign, he worked as an auditor, including for Catholic Charities.
His strongest academic education credentials consist of a fellowship in the Public Education Leadership Project at Harvard University. And he graduated from the Broad Superintendents Academy, funded by Los Angeles billionaires Eli and Edythe Broad, champions of corporate-style reforms aimed at improving education. After his introductory news conference where a dozen reporters peppered Martinez with questions and a small group of parents heckled the mayor and other city leaders, one of his sisters — not among the CPS teachers in the family — said her brother is used to the pressure of running a large urban district and will meet the demands of the job.
He can definitely handle it. He argued Wednesday that Texas laws gave him little choice but to use charters and privatization to manage schools that otherwise would have been forced to close. He said charter operators can have good ideas, yet he believes a district itself is best suited to support under-resourced schools.
Chicago, a ,student district after years of enrollment decline, has gone through similar strategies over the past two decades. Sections: Article. Recent Comments "George
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