Celina Gonzalez
High Tech High School Leadership Program
HTH 205: Equity, Diversity, and Design Principles
Initially, I was quick to use my “restorative” strengths to learn about ways to improve situations and/or issues. I enjoyed being perceived as a “problem-solver”, but soon realized the value in learning, gaining deeper understanding through building relationships, and listening first. The discussions, readings, and activities throughout this course, especially the Equity Project, have helped me learn the value in asking “What is working?” and truly building off from strengths rather than a deficit model of thinking. Also, in myself and in my efforts as a leader, I have been humbled. I have developed new lenses, which have helped me develop self-awareness of my own biases and assumptions I may make subconsciously. In addition, with these new lenses, I have come to perceive my own experiences, background, and interactions differently in thinking of dynamics, behaviors, and/or particular structures. Although it was difficult and uncomfortable at time to recognize inequality in my own judgements and practices, I was challenged to explore, understand, and think differently. Most of all, I have learned to accept where I am at, value it, and look forward to where I need to be. Walking away from this course, I have many wonderings about equitable learning environments, leadership, and education.
GSE Coursework
HTH 210: Design and Leadership for Deeper Learning
The course has opened my eyes to the value in completing a project as I am planning the project. When I experience it, I recognize and can anticipate challenges, successes, and modifications that will be needed. While doing the project myself, I can think about ways to design the project to provide challenge and access to all learners. Another key note is the importance of utilizing experts in the field throughout the design process. Throughout this program, I am continually learning how to expand design ideas to enhance hands-on and authentic learning opportunities.
HTH 235: School Design
The most challenging part of the course was sitting down and designing a school. Yes, I had an idea. However, I was paralyzed by my thought that I did not have enough experience and/or did not have enough knowledge to design a school by myself. The hardest part in this process was starting! An opportunity to grow as a leader and educator emerged when I began to think about the school’s mission and reflected on what was my personal driving force in pursuing the field of education. I quickly remembered that HOPE is a beautiful thing, but had to think hard about what HOPE looks like in practice. Once I remembered my initial interest in education and made a connection to the community I grew up in as well as consider my peers and teachers from the community, I recognize the power of hope and the sadness of life without it. The aha moment really hit a nerve...it shed light and reminded me the importance of working hard to doing meaningful and impactful work in communities that have the greatest needs. Youth are counting on us to provide equal opportunities for their lives to be transformed through learning.
HTH 220: Leadership for School Change
I am most proud of being part of and making efforts in articulating such a tough and sensitive topic at our school. It has also been the most challenging part in the course: reaching out to different people and asking really tough questions. I learned how having the courage to ask hard questions and have very challenging conversations has fostered my personal growth as well as others
HTH 245: School Budgeting
Some of my greatest learning comes from this course. The ways whcih funds are allocated align with the beliefs and values of the school leader. It was interesting to learn about quity in budgeting and how HTH tries to become more equitable. It was also interesting to learn about how other school districts and states prioritize funding when developing our own understandings around school funding.
HTH 250: School Law
In this course, I was challenged by the role plays. It was difficult to take it seriously, but he dialogue around school law and different scenarios was helpful. My dream is to maintain safe and effective learning environments. I hope to uphold the rights of both students and adults in the school. Also, I hope to be proactive and create a culture that has support networks embedded. These support networks will serve as a space for students to have difficult conversations and or address pressing topics specific to students’ needs.
HTH 300, 305, and 310: Inquiry into Practice: Integration, Implementation, and Publication
These courses supported me throughout my action research journey. If you are interested in learning more, please go to my Action Research page :)
HTH 400A, 400B, and 400C: Leadership Fieldwork
These courses offered a safe place to share dilemmas, celebrations, and dreams and hopes for our leadership work. If you are interested in learning more, please go to my Philosophy page :)
HTH 200
Continuous Learning: I will complete this course in August...