9 Hispanic Teachers Using Their Collective Impact to Foster Excellence

The Alternate Route Teacher Program at Rutgers Graduate School of Education joins the nation in celebrating the contributions of Americans of Hispanic heritage from Sept. 15 to Oct. 15. Hispanic Heritage Month is an annual celebration dedicated to the remembrance of the independence of Costa Rica, El Salvador, Guatemala, Honduras, Nicaragua (Sept. 15, 1821), Mexico (Sept. 16, 1810), and Chile (Sept. 18, 1810). Started in 1968 as a week-long celebration focused on specific Latin American countries in North America, it has expanded to a month-long recognition that also highlights the historical and cultural impacts of the nation's Hispanic community across diverse sectors.  

As public schools grow increasingly diverse, we are encouraged by the growing number of Hispanic educators answering the call to teach and inspire future generations. In 2020, only about 9% of all teachers in the United States identified as Hispanic. That number jumped to 11.6% in 2026. Rutgers Alternate enrollment of Hispanic teachers surpasses the national average, with 18% of its latest cohort of teachers identifying as Hispanic.

In this blog, we present nine Hispanic American educators from our program who are closing the educator diversity gap by joining the teaching profession. While these educators may not be on the big stage, their impact on students tells a different story. They embody this year’s recognition theme, Together, We Are More, using the collective impact as classroom teachers to foster student excellence in the young people they teach, change lives and advance communities and our country.

Waldy Arias | Health & Physical Education Teacher
 

I was born in the Dominican Republic and came to the United States, to the city of Plainfield, New Jersey, in 2007, two months before my seventh birthday. Being raised in Plainfield and coming back home to teach and coach here has been one of my proudest decisions. I was able to experience firsthand the impact that dedicated teachers and coaches can have on the kids. They didn’t just teach me skills, but taught me values like responsibility, teamwork, accountability, and so much more. These lessons have really stuck with me, and it’s a big reason why I chose to become a health and physical education teacher back in Plainfield; it's a way of giving back to the place that shaped me.

I like staying active because I believe in practicing what I teach. Once spring starts and all the way to fall, I’m always playing softball over the weekend. I also enjoy fitness, spending time with friends and family, and playing basketball.

When it comes to teaching, I believe in creating a safe and supportive environment for my students where they feel safe, valued, and respected. I see teaching as a good opportunity to help students grow as people. I want my kids to be able to leave my class with confidence in themselves, a sense of accountability, and understanding how to make healthy choices. I also believe that relationships matter. I know for a fact that kids will always remember how you made them feel, and as teachers, I think it's important for our students to know that we care about them. It’ll always go a long way.

Jesse Aquino | Middle School Social Studies Teacher
 

From a Dallas cop to a school janitor, my road to the classroom has been paved with many life experiences. It is because of these experiences that I have developed an ideology of teaching that is unique and outside the norms of most. I have seen the worst in people and have equally been inspired by the best. These lessons have become the assets that I carry to the classroom.

As a cop, I learned how to take control of situations, defuse confrontations, and demand a type of respect that becomes invaluable in everyday life, both for myself and for others. It taught me that trust and honor are essential to working with others. However, most importantly, the responsibility for myself and for others that I have was instilled in me because of this line of work, which has proven to be the most invaluable asset I have in the classroom.

My days as a janitor within a school have become just as valuable to me and to my teaching style as policing. While working in a school, you see the good and the bad within the classroom and outside of it. I developed a deep respect for teachers and what they do daily. One of the lessons I learned through observation was the level of patience required to manage a classroom. The teacher’s ability to take a deep breath, listen, and then respond to situations that arise was truly inspiring. The responsibility of running a classroom was something I found invaluable, from class and lesson preparation to maintaining the safety of each student, both mentally and physically, in the classroom. This was the defining element in my decision to pursue my teaching degree.

These life experiences I have gained through other employment have become the cornerstone of my teaching style. It is what sets me apart from other teachers. Knowing the level of respect, control, patience, and responsibility it takes daily to manage a classroom has helped me address the various needs and levels of students with much success.

Martin Granda | Music Teacher
 

Something that shapes the way I am as a teacher and person in general is the fact that I was not born in this country but came here at a very young age, finally receiving my green card after being in the country for 20-plus years. This life experience has taught me to be a very empathetic person. 

I believe that it is important to try to understand others’ perspectives in life because we have all lived different experiences. I also try to always encourage my students to have high confidence in their own abilities, especially through sports. A lot of my students are athletes, so they frequently request that I attend their games, and I always try my best to make it. I played both football and track and field throughout high school, so I know how important sports can be to the kids. Overall, I try to always show all my students that I care about them because I know that at least with some of them, I will be the only positive interaction that they might have with an adult all day. I am also aware that many of my students have difficult at-home situations, so I try my best to be as understanding as possible when certain students hand in assignments late or behave a certain way at times. As a teacher, my goal will always be to uplift all of my students in some sort of positive manner.  

Andrea Argudo | Psychology Teacher
 

I was born and raised in Ecuador, where my passion for teaching began at an early age. I earned my degree in Special Education and worked with children with diverse learning needs, an experience that deeply shaped my values and approach as an educator. When I moved to the United States, I knew I wanted to continue my journey in education. I began the process of transferring my academic credits and am currently pursuing an alternative certification pathway to become a licensed teacher here.

The transition has not been easy, especially with the language barrier, but giving up has never been an option for me. Each challenge has been an opportunity to grow, not only as a professional but as a person. My perseverance is rooted in my belief that education can transform lives, and that every child deserves a teacher who believes in their potential.

My teaching philosophy is grounded in empathy, inclusion, and high expectations. I believe that students learn best when they feel safe, respected, and valued. I strive to create a classroom environment where differences are celebrated, and each student’s unique abilities are recognized. As someone who has faced obstacles and learned to overcome them, I connect deeply with students who are also navigating their own challenges.

As a teacher and fellow human being, I show up with patience, humility, and a commitment to continuous learning. I want my students to see me not only as their teacher but as someone who truly cares about their success both in and out of the classroom. Teaching is my calling, and I am honored to grow alongside my students every day.

Mary Ruiz | Mathematics Teacher
 

I was born with a deep curiosity for how things work, which naturally led me to study telecommunications and electronics engineering. My early career path took me into the technical field, but I always felt drawn to helping others learn and grow. That passion became clear when I worked as a teaching assistant at the university level, supporting students in mathematics, electronics, and networking. Later, I had the opportunity to serve as a substitute teacher in Elizabeth, New Jersey, where I taught students from kindergarten through high school. Those experiences showed me the impact a teacher can have on young people’s lives—not only in academics but in shaping confidence, perseverance, and self-belief.

Outside the classroom, my interests are just as diverse. I enjoy sports, especially football and baseball, and I’ve explored opportunities to volunteer at major sporting events. These passions connect back to teaching because both sports and education demand teamwork, resilience, and dedication.

As a teacher, I believe learning should be engaging, student-centered, and built on relationships of trust and respect. I see every student as capable of growth, regardless of their starting point, and it is my role to create a safe environment where they feel valued and challenged. I believe in using multiple strategies—modeling, questioning, and hands-on practice—to meet different learning styles. Just as importantly, I aim to show up as a fellow human being who listens, empathizes, and understands that students’ lives extend beyond the classroom walls.

Teaching is not just about delivering content; it is about inspiring students to believe in themselves. My journey into education may have been nontraditional, but it has given me the conviction that every experience—whether in engineering, sports, or life—can be used to connect with students and empower them to succeed.

Nyasia Diaz | Elementary Education Teacher
 

I never planned on becoming a teacher. In fact, if you’d told my college self that I would be spending most of my days surrounded by grade school kids and not graduated cylinders, I would have thought you were crazy. But life, as it turns out, has a funny way of teaching you what you’re meant to do. My love for learning started long before any degree, schooling, or certification. It began at my grandmother’s kitchen table, with the sound of telenovelas and the hissing of a pressure cooker containing our dinner. She wasn’t a teacher by profession, but she had a way of turning every moment into a lesson. It was through my grandmother that I learned kindness, humility, and what it means to truly care for others. Watching her serve her community with quiet strength showed me that teaching isn’t just about books and pencils; it’s about people. And somewhere along the way, I realized that carrying her spirit into the classroom was my way of honoring her and the lessons she left behind.

As a young child, I absolutely loved going to school. I had always seemed to be drawn to learning as much as I could. If you asked my parents, they would tell you that my favorite word was “Why”. I was constantly asking them why the sky was blue, why I could not play sports (enter my severe exercise-induced asthma), or why I couldn’t use all the good rubber bands to “experiment”. The “why” for my choice in teaching is simple. I teach because I was taught that caring, supporting, and enriching others was the way of life. For me, life is worth living if I am loving, learning, and listening to those around, before, and after me. Teaching is a career that builds legacy, impact, and purpose. Much like my favorite pastime-watching the Philadelphia Eagles-passion, love, and a little push are what keep me in love with the game.

Marybel Manilla | Spanish Teacher
 

Before becoming a teacher, I worked as a journalist—a career that allowed me to explore the world, experience new cultures, and gain new perspectives. That international view gave me new ways to see the world and continues to shape both my worldview and my teaching. Interacting with people from diverse backgrounds, races, and cultures sharpened my ability to connect with others, broadened my awareness as a global citizen, and taught me the value of listening to diverse stories, respecting multiculturalism, and engaging with local customs.

I have also worked with special education teenagers and substituted in high school classrooms, experiences that cemented my purpose to become an educator. They instilled in me a love for being part of positive change and helping the new generation become open to new perspectives, cultures, and experiences.

As a teacher, I am committed to including every student, especially those who require extra support. I use every moment to create an empathetic, respectful learning environment where students can celebrate their achievements, take risks, and develop into global citizens. I strive to create a classroom where students feel encouraged to celebrate their triumphs and grow with confidence.

I also work to foster a sense of balance and peace in my classroom, making it a place where students feel that they belong and are valued. I know I am on the right track when I ask my students what the main rule in our classroom is and some answer, “kindness,” while others answer, “respect.” Those moments fill my heart and remind me why this work matters.

Beyond the classroom, I find balance by staying in contact with Mother Nature—climbing mountains and exploring the outdoors. The challenge of reaching the top often reminds me of teaching. Teaching a new language can be challenging at times, but it is also amazing to watch students persevere, grow, and reach their highest point.

Massiel Peralta Garcia | Mathematics Teacher
 

From a young age, math came easily to me, but what stood out even more was the joy I found in helping my peers understand it. I was often the one classmate everyone turned to when they were struggling, and I discovered that explaining concepts in different ways was just as rewarding as solving the problems myself. Looking back, those moments were the earliest hints that teaching might someday be part of my path, even if I didn’t originally plan for it.

Over time, mentors and experiences steered me toward education. I realized that teaching wasn’t simply about knowing a subject well—it was about building connections, guiding others through challenges, and watching confidence grow where there was once uncertainty. Teaching Algebra 2 and Geometry allows me to do exactly that. I see math not only as numbers and formulas, but as a tool for developing problem-solving skills, resilience, and the confidence to tackle difficult situations.

As a teacher, I hold to the principle that every student deserves to feel seen, valued, and capable. I believe in maintaining high expectations while also offering patience and support, because growth happens when students are challenged but know they are not alone. My classroom reflects this balance: structured, yet compassionate; rigorous, yet encouraging. Ultimately, I strive to show up each day not only as my students’ teacher but as a fellow human being walking alongside them in the lifelong process of learning and becoming.

Eliezer Torres | Business Teacher
 

I am a first-generation New Jerseyan of Puerto Rican descent. After high school, I considered joining the military and decided to enlist after my first year of college. I served honorably and retired as a combat veteran.

One of my greatest mentors was Paul LaRosa, my high school teacher. His belief in my potential was genuine, and his constant encouragement to challenge myself left a lasting impact on me—second only to my parents’ influence.

My path to teaching was unexpected. I earned a degree in finance, intending to follow in my father’s footsteps as an analyst or banker. However, while in college, I worked as a teacher’s aide and discovered how fulfilling education could be. When I graduated, the job market in business was weak, so I decided to take the Praxis teaching exam and pursue teaching. Although my initial efforts to secure a position in my city’s business high school were unsuccessful, I eventually found an opportunity teaching at a nonprofit organization—ironically, the same course I teach today. Financial obligations later led me to transition into commercial carpentry, where I worked for eight years. Yet, when an opening appeared in my former district, I applied on a whim—and to my surprise, I was called back. Now, I hold certificates in both business and carpentry.

I believe effective teaching begins with mastery of one’s subject. A teacher should inspire confidence through knowledge while fostering collaboration, engagement, and high expectations. I view education as a transformative process—one that allows students to discover their capacity for greatness, and I am proud to help spark that journey.

If you’re considering following your dream of teaching, Rutgers Alternate Route can offer you the support and training you need to succeed. Be sure to follow Rutgers Alternate Route on Twitter or sign up for Alternate Route’s monthly newsletter to receive more information and stories from the field of education.