Houston Independent School District

Abstract Both of my parents are immigrants from Mexico. Growing up on the northside of Houston, I saw my parents work extremely hard to provide for my two brothers, my sister, and I the best they could. I was inspired to become a bilingual teacher after my second grade teacher demonstrated a respect for my cultural background and helped me and my family navigate US schools. I remember dreaming of becoming a teacher one day to do the exact same as my second grade teacher. Along with proudly dancing and singing in high school, performing in an opera (La Traviata) right after college, taking two Mexican‑American Studies courses in college, and serving in Title I schools my entire 24 years as an educator, have shaped me to be a proud Mexican‑American Latina ready to lead and defend what is right for the oppressed and underserved with the utmost level of pride and responsibility. The phrase, ¡Si se puede!—Yes, we can! has always been present throughout my life. With the limitations and circumstances I have faced, I have always wondered what it is we are trying to accomplish as well as wonder, ¿Si se podrá?—Can we?

Abstract My journey as a Latina K‑12 student to a school leader is a story of adversity, self‑discovery, and resilience. I was born into a bilingual, bicultural household and faced instability due my parents’ divorce and remarriages. I navigated cultural and educational challenges, experiencing firsthand the impact of low expectations and societal biases. Despite these obstacles, my passion for learning led me to pursue my General Education Diploma and higher education, balancing my family responsibilities with my studies. I transitioned from serving as teacher’s aide to the role of a teacher, driven by a desire to create inclusive learning environments. My leadership trajectory included the following roles: teacher specialist, assistant principal, and interim principal, where I learned the importance of building relationships, fostering collaboration, and navigating educational systems. These experiences motivated me to launch a teacher preparation program in higher education, emphasizing high expectations and support for future educators. As I reflect back, I see how the ups and downs of my education journey have contributed to the values and perspectives I hold as a school leader today. Overall, my career path is a devotion to lifelong learning, advocacy for students, and a belief in the transformative power of education.

The U.S. faces a shortage of qualified mathematics teachers, prompting the recruitment of internationally trained educators (ITEs), particularly from the Philippines, recognized for strong content knowledge and pedagogy. Despite their expertise, Filipino ITEs encounter challenges in classroom management, curriculum alignment, and parent engagement during their early U.S. teaching careers. This study employed a descriptive phenomenological design to examine the lived experiences of 17 Filipino ITEs with up to three years of U.S. teaching experience. Data were collected via semi-structured virtual interviews, transcribed verbatim, and analyzed using Colaizzi’s seven-step method. Five themes emerged: navigating classroom management, aligning curriculum with U.S. standards, building relationships with parents and the community, developing cultural and pedagogical competence, and seeking professional support while maintaining resilience. Participants adapted to new behavioral norms, instructional pacing, and culturally nuanced communication through mentorship, reflective practice, professional learning communities, and culturally responsive teaching. Findings highlight that early career success depends on pedagogical, cultural, and institutional adaptability. Implications emphasize culturally responsive induction, structured mentorship, targeted professional development, and administrative guidance to support teacher effectiveness, retention, and student outcomes.

GenAI serves as a crucial companion for educators, offering a wide array of support beyond its initial functions. It facilitates personalized learning paths by analyzing student data and recommending individualized approaches to cater to diverse needs. Furthermore, GenAI aids teachers collect useful educational materials, saving valuable time spent on research. Its capability extends to automating assessments, alleviating the burden of grading and allowing educators to focus on meaningful interactions with students. It also aids teachers in designing personalized rubrics for their lessons. Moreover, GenAI assists in content creation, generating engaging materials to enrich lesson delivery and increase student engagements. For example: It helps teachers use new methods like project-based learning, creating lively classrooms and supports language teachers in leading discussion-based activities, increasing student involvement. It also plays a role in professional development, offering tailored recommendations for educators' continuous growth. Additionally, it supports parent-teacher communication by providing updates on student progress and facilitating dialogue between home and school. However, while GenAI offers significant advantages, it is essential to address ethical considerations, including data privacy, dependency risks, and equitable access to AI tools in diverse educational settings. Thoughtful implementation of GenAI can mitigate these concerns, ensuring its use empowers rather than undermines educational integrity. In essence, GenAI is a versatile tool that empowers educators across various facets of their profession, enhancing teaching effectiveness and fostering student success.

PURPOSE:To evaluate the impact of posterior occlusal morphology, build angulation, and support configuration on the occurrence of isolated islands in a three-dimensional (3D) printing slicing software when printing a full arch implant-supported prosthesis. MATERIALS AND METHODS:Three maxillary implant-supported full-arch prostheses were designed with similar intaglio and anterior teeth and different posterior morphology based on cusp angulations, including shallow (10°), medium (20°), and steep (33°). Each digital file was transferred to slicing software and nested in different angulations (0°, 15°, 30°, 45°, and 90°), and supports were created using different configurations (thin, standard, and thick). The sliced file from each configuration was evaluated for the presence of isolated islands of print where the printed material was left unsupported. The effect of independent variables and number of isolated islands, time to print, number of layers, and volume of the resin to print were analyzed with a three-way ANOVA test with a significance level set at 5%. RESULTS:The mean number of isolated islands (minimum 0 and maximum 11.9) in the slicing software was significantly affected by all three investigated variables (p < 0.05). Steep occlusal morphology reduced the chance of developing islands after slicing. The standard and thick support configuration reduced the number of islands when compared with the thin support configuration. In terms of build angulation, 0° resulted in the highest number of islands, and 90° build angulation resulted in no islands. Increasing the thickness of support and steeper cusp angulation significantly increased the amount of resin required to print (p < 0.05). Increasing the build angulation significantly increased the time to print, number of layers, and amount of resin to print (p < 0.05). CONCLUSIONS:Slicing software can produce isolated unsupported areas that have the potential to cause print failure of a full arch implant-supported prosthesis. Based on the present findings, shallower posterior occlusal anatomy, thinner supports, and 0° build angulation increased the chance of developing isolated islands in a slicing software.