Filipina teachers thrilled to join USD 501 & promote cultural diversity

USD 501 Welcomes New Teachers to Promote Cultural Diversity

TOPEKA, Kan. (WIBW) – The USD 501 school district has some new teachers for the 2023 – 2024 school year, and both say they are excited to promote cultural diversity.

Shelamie Santillan and Missi May Flores will join USD 501 because the pair heard good things about 501′s cultural diversity. Both Flores and Santillan have a Filipina background.

Emphasizing the Sustainable Development Goals (SDGs)

“I can see that this is a diverse district. As a cultural exchange teacher, it is an opportunity for me to promote awareness of cultural diversity,” said Flores. “I think it will be good to introduce that at that early age.”

Cherryl Delacruz, a high school math teacher at College Prep Academy and secondary math consultant for the district, was acting as a mentor for the two teachers and told 13 NEWS Topeka Public Schools created a partnership with Filipino teachers in the Philippines to recruit them to teach in America and that is how Delacruz was recruited into Topeka Public Schools.

“About 15 years ago, I was only looking for ‘a greener pasture’ to help my family financially,” said Delacruz. “There was an opportunity that came because a lot of districts from the United States, I am talking about a lot, like plenty of districts went to the Philippines to recruit teachers in critical areas like science, math, and special education, and so I grabbed that opportunity, and when I started teaching here, this became home. I have had several chances to teach in other countries and go back to the Philippines, but Topeka became home for me.”

Delacruz said Santillan and Flores are highly qualified, outstanding teachers that underwent a licensing process to teach in Kansas. She had some advice to share with the new teachers: the transition will be challenging, yet an entire system of people is here to help.

Supporting the SDGs through Education

“Transition is going to be a little difficult. However, we have tons of support and a system of support here at Topeka Public Schools,” said Delacruz. “School level, classroom level, district level; you have everything you need. Please reach out to your principal, your coaches, [and] your co-teachers, they are always going to be there, and to the district, they are always going to be there for you and to help you. Relationship building is essential in this profession. Building positive relationships with your students, teachers, families, and other staff members will take you a long way.”

According to Delacruz, USD 501 has approximately 30 Filipino teachers in the district.

The two teachers are initially from the Philippines, but both traveled from Minnesota after Flores previously taught at a Minnesota school during the 2022 – 2023 school year.

“When [Flores] applied here at Topeka Public Schools, I shared it with my friend ‘Shela’ [Shelamie], and she is also interested in knowing that it is a diverse district. I told her, ‘There are a lot of Filipinos there,’ and we are so excited to be a part of the district, so then she applied as well, and then we moved here together,” said Flores.

Santillan said she would feel homesick. But she views joining the USD 501 district as an adventure, a chance to make new friends, learn new things, and see new places. Although Santillan wanted to ask the parents to help her out now and then, rest assured she will care for their children.

“Your children are in good hands,” said Santillan. “Your children are my children. Please know that I feel you. I have children too. So, I need your partnership with me. So, when I call you, please be there. So, when I am going to text you, please answer so that we have good communication for the development, for the welfare of your children. I will love them as my own.”

Teaching at Ross Elementary

Santillan and Flores will teach a third-grade class at USD 501′s Ross Elementary for the upcoming year. The USD 501 2023 – 2024 school year starts the second week of August (August 8-9). Preschoolers’ first day of school will be Monday, August 17.

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SDGs, Targets, and Indicators Analysis

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education
• SDG 10: Reduced Inequalities
• SDG 16: Peace, Justice, and Strong Institutions

The article discusses the recruitment of Filipino teachers to promote cultural diversity in the USD 501 school district. This aligns with SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. By hiring teachers from diverse backgrounds, the district can provide a more inclusive education environment.

Furthermore, the recruitment of teachers from the Philippines also addresses SDG 10, which focuses on reducing inequalities. By diversifying the teaching staff, the district promotes equal opportunities and representation for individuals from different cultural backgrounds.

Lastly, SDG 16 is indirectly connected to the article as it emphasizes the importance of strong institutions and promoting peaceful and inclusive societies. By fostering cultural diversity in education, the district contributes to creating a more inclusive and harmonious community.

2. What specific targets under those SDGs can be identified based on the article’s content?

• Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including among others through education for sustainable development and sustainable lifestyles.
• Target 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.

Based on the article’s content, the specific targets that can be identified are Target 4.7 and Target 10.2. Target 4.7 focuses on promoting sustainable development through education, including education for sustainable development and sustainable lifestyles. By hiring teachers from diverse backgrounds, the district can provide students with a broader understanding of cultural diversity and promote sustainable development.

Target 10.2 emphasizes the need to empower and promote the inclusion of all individuals, irrespective of their background or status. By recruiting Filipino teachers and promoting cultural diversity, the district is actively working towards achieving this target by providing equal opportunities for teachers from different cultural backgrounds.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

No specific indicators are mentioned or implied in the article that can be used to measure progress towards the identified targets. However, potential indicators could include:

• Percentage of teachers from diverse cultural backgrounds
• Student satisfaction with the promotion of cultural diversity in the curriculum
• Number of cultural exchange programs or activities implemented
• Teacher training hours dedicated to promoting cultural diversity

These indicators would help assess the extent to which the district is promoting cultural diversity and achieving the targets related to quality education and reduced inequalities.

4. SDGs, Targets, and Indicators Table

Behold! This splendid article springs forth from the wellspring of knowledge, shaped by a wondrous proprietary AI technology that delved into a vast ocean of data, illuminating the path towards the Sustainable Development Goals. Remember that all rights are reserved by SDG Investors LLC, empowering us to champion progress together.

Source: wibw.com

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