Meet Kendall Goldenson, a 91´ŤĂ˝ senior who is paving her way toward a meaningful career in teaching, and eventually, educational policy.

Through her educational journey, she’s discovered that impact isn’t just about what happens now, but also how it shapes the future.

“I’ve always wanted to make an impact on the world, and I’ve always felt like working with children is the best way to do that,” says Goldenson.

For her, the dream isn’t just about being an educator but creating environments where every student, from all backgrounds, can thrive.
At 91´ŤĂ˝, Goldenson's experiences have only deepened her passion for education.

“I love the School of Education’s mission and vision,” she said. “When I visited, the dean personally gave my family a tour. That personal touch really stood out to me.”

Opportunities to lead and learn

Since enrolling, she has embraced leadership opportunities, including the School of Education Student Government and supporting its initiatives and contributing to policy discussions that amplify student voices.

Goldenson aspirations extend beyond the classroom, with interests ranging from curriculum development to ensuring inclusive practices for English language learners and students with disabilities; she’s determined to make systemic changes.

“Schools should be supportive environments where every child meets their goal,” she said. “I don’t ever want a child to feel like they’ve been failed.”

When asked about her future, Goldenson lit up with enthusiasm, crediting Ruth Bader Ginsburg as an inspiration: “I watched a film about her and it changed my life,” she explained. “I want to be that woman who walks into a room and commands respect, all while being 4’11.”

She shares at least a couple of traits with the Supreme Court icon and one of her role models: a small stature combined with a big passion for standing up for her values and the voices of others. This resolve has contributed to her dreams of combining education and policy.

Prioritizing joy

Despite her busy schedule of centering coursework, student teaching, Student Government leadership responsibilities as a co-president, and more, Goldenson emphasizes the importance of balance. Whether it’s exploring coffee shops, attending concerts, or indulging in her love for baking, she finds time to connect with life beyond academics.

“I could see why people might think school is my whole life, but it’s about finding joy in the little things,” she said.

Her energy is contagious, a reminder that educators are individuals with passions that fuel their drive.

Looking forward to the future

As her undergraduate journey comes to a close with graduation approaching this semester, she’s ready to take the next step. With plans to first teach elementary school before transitioning into policy work, she’s committed to making schools inclusive, supportive environments for all.

“Education is about showing children they’re loved and supported,” she concluded. “It’s about being that person who believes in them when they need it most. That’s the kind of teacher I want to be.”

Goldenson’s story is a reminder that the most profound change often starts small: in classrooms with students who feel valued and with educators who dream big.

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Jessica Valadez Fraire will soon graduate with an Elementary Education degree from the University of Colorado Boulder, but she didn’t set out to be an elementary teacher. 

Her early schooling experiences were “isolating and difficult” as a Brown, bilingual student growing up in largely white, affluent Boulder. 

Valadez Fraire’s life experiences were not reflected in her classrooms, and consequently, she didn’t value school. She was often in trouble, including a heart-stopping moment in fifth grade when a teacher threatened police involvement over a dispute with a classmate. The daughter of migrants, Valadez Fraire still requires deep breaths to talk through trauma from that experience and others. 

Finally feeling seen 

Those detrimental experiences began early and persisted until Valadez Fraire enrolled in a 91´ŤĂ˝ youth leadership program for Chicano/Latino high school students called Aquetza, where she finally felt seen as a scholar. 

“It was life-changing,” she said through tears. “It gave me a sense of purpose, because I received messaging that I was a valuable person who had things to contribute to this world. It really changed my perspective on what education could be.”

Aquetza ignited the fire she already had burning for social justice. Combined with family’s unconditional support, she enrolled 91´ŤĂ˝â€™s Leadership and Community Engagement major.

As a first-year student, an assigned podcast episode about the absence and importance of culturally diverse curriculum for elementary students in particular hit her hard. She had not been interested in working with young children, but she cautiously and curiously changed her major to Elementary Education.

“I was like, ‘Dang, should I be a teacher?’ It was an epiphany for me,” she said. “I ended up loving (the Elementary Education major). It's the perfect path for me, because I think it's super important for students to have teachers who look like them, who speak their language, and who care about their development as people. That's how I see education — a tool for students to negotiate their world and create a better world.” 

Infusing culture into the classroom

Valadez Fraire brought that ethos to her student teaching in Denver this year, just as unprecedented numbers of newly arrived migrant students enrolled in her school and many schools nationwide, altering classroom demographics and needs. 

Since the start of 2023, an estimated 42,000 migrant have moved to Denver according the to the city, leading some school leaders, legislators and the media to label the influx of newcomers as a “crisis.” But Valadez Fraire sees it as a beautiful opportunity.

  (The Elementary Education major) is the perfect path for me, because I think it's super important for students to have teachers who look like them, who speak their language, and who care about their development as people. That's how I see education — a tool for students to negotiate their world and create a better world.”

“As a teacher, it's been difficult to plan and meet the needs for all of my students, because a lot of my students are coming to school with trauma and difficult circumstances in their lives,” she said. 

“But it's also been very beautiful to bring in culturally sustaining approaches, allowing them to have more agency, and seeing them empowered in the classroom.”

Valadez Fraire infused her students’ culture and background into her STEM lessons. A recent astronomy lesson included the ancient wisdom that South American cultures have long carried about the solar system and earth sciences. 

“There’s not really talk about other cultures and their knowledge in science, or it is seen as a humanities lesson,” she said. “Integrating that into science is important because students can see themselves as scientists and mathematicians. I noticed they were more engaged because the lesson had something to do with their identities. It was cool.”

Graduation is only the beginning

For her culturally and linguistically sustaining teaching practices and critical contributions to the education learning community, Valadez Fraire has been selected by faculty as the Outstanding Graduate for the Elementary Education Program. She’ll accompany the interim education dean at the 91´ŤĂ˝ commencement ceremony to help confer the education degrees in front of the packed crowd at Folsom Stadium. The “outstanding graduate” distinction is an honor, and it brings complex reflections.

“Sometimes I have difficulty with stuff like this,” she said. “It's like we're being showcased to the university like ‘these are outstanding grads,’ and my experience is not very reflective of what students of color go through at 91´ŤĂ˝. 

“I have difficulty with these distinctions,” she said. “It feels like I am being showcased as an outstanding grad while this experience is not reflective of what students of color go through at 91´ŤĂ˝.”

“For me, it just means that there's more work to be done.”

Throughout her time at 91´ŤĂ˝, she leaned on School of Education faculty mentors, like Vanessa Santiago Schwarz and Jamy Stillman, and her friends from programs like UMAS y MECHA, who now feel like family. They helped provide spaces to be vulnerable and share experiences as a student of color at a predominantly white institution as she prepares to enter the largely white teaching profession.

Valadez Fraire is committed to “the work” ahead. She is now a co-director for Aquetza, and she has a fifth-grade teaching position lined up in Denver come fall. The same grade level that shook her as a young person is now a beautiful opportunity to create the kind of classroom that her students deserve.

As graduation nears, Valadez Fraire feels ready to teach and grateful for her supportive community.

“As a first-generation student, graduation means everything to me and my family,” she said, tears welling up. “I'm grateful for all the sacrifices that my ancestors, my parents, and everyone in my family have made to be able to get me here. I haven't done this alone. I've done this with my whole community but especially my family. I am very grateful for all of them.”

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From heliest memories, Emma Hoeschler knew she wanted to be a teacher.    

“I've always been passionate about working with children, but it took me quite a while to decide what type of teacher I wanted to be,” she said.

Hoeschler's teaching focus only began to manifest itself after a pivotal U.S. government class in her senior year provided her with a firsthand experience of the connection that can exist between classroom content and her personal life. 

“I was able to see the potential for social studies education to empower students to become leaders and changemakers in their communities,” she said. 

Fulfilling her dreams of becoming an active changemaker in her community, Hoeschler was a founding member of the School of Education Student Government, creating learning opportunities in the School of Education community for students, staff and faculty. 

Nominated to be the 2024 Outstanding Secondary Humanities Undergraduate Teacher Licensure Program Graduate, Hoeschler has gained much admiration from her mentors. 

“She embodies the role of teacher leader,” said her nominators, Professor Wendy Glenn and PhD Candidate Chelsea Kent. “Emma centers equity and justice in her teaching, inviting students to examine how power and privilege have shaped and continue to shape our global society.”

Poised and ready to start her teaching career, Hoeschler will soon be teaching 7th and 8th grade social studies at Explore K-8 in Thornton, Colorado. 

“I am excited to be taking on a classroom of my own and have the privilege to work with a new group of students,” she said “I cannot wait to see what the next chapter holds.” 

In her own words

Please tell us a bit about yourself

  I'm originally from Denver, Colorado. I've known since before I can remember that I wanted to be a teacher. I've always been passionate about working with children, but it took me quite a while to decide what type of teacher I wanted to be. In my senior year U.S. government class, my teacher tasked my class with finding a problem in our community and proposing a solution for it through the structures of local government. This lesson allowed me to experience firsthand the connection between my personal life and classroom content. I was able to see the potential for social studies education to empower students to become leaders and changemakers in their communities. All of my decisions following this experience have been made to fulfill my end goal of becoming a secondary social studies teacher. I chose to attend 91´ŤĂ˝'s Teaching Licensure program due to its focus on bridging the gap between school settings and local communities. When students are able to bring their experiences and passions in the classroom space, learning inherently becomes more student-driven and impactful. The past four years have enabled me to experience a variety of social studies classroom settings throughout Boulder and have solidified my love of teaching. I am currently finishing my student teaching experience at Casey Middle School in Boulder, Colorado, and I cannot wait to see what the next chapter holds." 

What is one of the most significant lessons from your time at 91´ŤĂ˝ that you’ll carry with you into the next chapter of your life?

  One of the most significant lessons from my time at 91´ŤĂ˝ that I will carry with me into the next chapter of my life is that good things take time. Especially throughout college, it's easy to feel rushed and forced to move quickly to finish everything you can. I've learned that it's important to be intentional with my time and that it's okay to spend extra time to produce high quality work. It's hard not to compare yourself to others, but college is the best time to forge your own path and find what works for you. College is full of setbacks and achievements, so recognizing that each step of your journey will take however much time as it takes will give you the peace of mind and persistence to keep moving forward."

What does graduating from 91´ŤĂ˝ represent for you or your family/community?

  Graduating from 91´ŤĂ˝ represents a long-held dream of becoming an active changemaker in my community. While I knew that I wanted to be a teacher for years before my senior year of high school, it was difficult for me to find a university setting that upheld my core values. The 91´ŤĂ˝ School of Education is different from any other secondary licensure program that I have come across. In this program, we go far beyond simply learning how to teach. CU teachers are poised to become real agents for progress in their schools, communities and the education system as a whole. The skills and knowledge that I have developed throughout my time at CU have prepared me to be a teacher who empowers her students to think critically about our world and work to advance our communities for the better."

What is your best piece of advice for incoming students?

  Take time for yourself! Teachers are individuals who give everything they have for their students and their communities, but it's important to recognize that we can't bring our best selves to the table if we're not taking care of ourselves. Learning to balance work life and home life starts in college and developing the skills to draw boundaries is vital. I know I'm biased, but I argue that teaching is one of the most important roles that you can fill for your community. We need teachers who know how to intentionally take time for themselves so they can continue to love to show up for their students for years to come."

What are your next steps after graduation?

  This fall, I have accepted a Social Studies Teaching position in Thornton, Colorado. I will be teaching 7th and 8th grade social studies at Explore PK-8. I am excited to be taking on a classroom of my own and have the privilege to work with a new group of students!"

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Amber Hall struggled to find her place at 91´ŤĂ˝ and her path, until she found the School of Education and the Elementary Education major. 

“I chose CU’s School of Education because of their principles, as they were principles that I tried to name and ground myself in for so long: justice, equity, inclusion, humanization, and diversity,” she said.

Originally trying out various STEM majors and other career tracks, Hall, a first-generation college student, started feel stuck until she took an education elective, School and Society, that gave her words and validation for her experiences and upbringing as a first-generation college student with a history of struggling in school, identifying as a student with disabilities. That course was the reset she needed to realize that the change she aspired to could be accomplished as an educator. 

“This course made me take a step back and reevaluate my experiences in school, the inequity I had faced and that my foster siblings and siblings faced, to take action and reimagine education as an enjoyable place, where everyone from anywhere, going through anything is welcomed, heard, and empowered,” she said.

Hall is now an Outstanding Graduate for the Elementary Education program, and faculty nominators know she is an exemplary elementary educator and advocate for students because of the depth and seriousness of her preparation for working with children.

Hall takes the initiative to design and facilitate meaningful learning experiences that embody her commitment to activism and advocacy for the rights of all children to think, speak, learn, and thrive. She approaches her work as an educator with humility, critical consciousness, and genuine commitment to children, families, and community members. 

Graduating means so much to Hall, her family, and her future students. Come fall, she will be teaching 3^rdgrade Montclair School of Academics and Enrichment in Denver Public Schools, where she looks forward to being the kind of educator she needed and deserved as a student.

“Knowing that my future students will have a place they belong, are loved, welcomed, heard, and appreciated drives my passion for my work after graduation,” she said. “This was something I desperately needed in elementary school, and I am committed to fostering. Additionally, knowing I can learn beside my students and colleagues drives my passion for my work.”

In her words

Please tell us a bit about yourself

  Hello! I'm from Westminster, Colorado! I am incredibly humbled and honored to be celebrated. Looking back four years from today, I honestly did not think I would be graduating from higher education. I came to 91´ŤĂ˝ as an Molecular, Cellular, and Developmental Biology major. This quickly changed, as I  became a Psychology major and then later my first year of college, an Atmospheric and Oceanic Science major. Entering University I struggled, I didn’t feel a sense of belonging and nothing from my course work resonated with me the way I hoped it would. I felt as if I was at a standstill, stuck.

For the longest time, I thought I would have ended up swimming with sharks pursuing the career of a marine biologist. The thought of becoming an educator was intriguing to me, but I had qualms since I had a history of struggling in school identifying as a student with disabilities. One semester, I decided to take an education course, School and Society, to fulfill my elective requirement. I went in expecting to learn about classrooms, but I ended up discovering so much about what I wanted in my future as everything that was spoken in this course resonated with me deeply. It was the first time in a long time I felt empowered and like my past experiences and identity- as a first generation, dyslexic student, was not a hindrance, but instead something to celebrate. This course made me take a step back and reevaluate my experiences in school, taking the inequity I had faced, and that my foster siblings and siblings faced, to take action and reimagine education as an enjoyable place, where everyone from anywhere, going through anything is welcomed, heard, and empowered. I took a semester off of school to think deeper and consider what my future may be like. I thought of my sisters and brother, of my foster sisters and brothers, and of 6 year old me. As I started doing research, CU’s School of Education has the same values I was seeking as I tried to pave a new path for myself. I chose CU’s School of Education because of their principles, as they were principles that I tried to name and ground myself in for so long: justice, equity, inclusion, humanization, and diversity."

What is one of the lessons from your time at 91´ŤĂ˝ that you’ll carry with you into the next chapter?

  One of my greatest experiences at 91´ŤĂ˝ was the experience of becoming and all that has come with it. Learning that it’s okay to change, beautiful even. And lastly, it’s good to work hard but also to find time for things you love.”

What does graduating from 91´ŤĂ˝ represent for you and/or your community?

  Since I’m a first generation student, it means a lot to me to graduate with a degree. Graduating is a symbol of hope as I have overcome my own adversity and represents overcoming adversity for my family as well.”

What is your best piece of advice for incoming students?

  My best piece of advice for incoming students would be to give yourself the grace and room to make mistakes. It’s better to take your time and figure out what you want in life, than to burn out. And lastly, if things feel off, out of place, or not right it’s okay to reevaluate your situation and make changes, it’s never too late.”

What continues to drive your passion for your work after graduation?

  Knowing that my future students will have a place they belong, are loved, welcomed, heard, and appreciated drives my passion for my work after graduation. This was something I desperately needed in elementary school and I am committed to fostering. Additionally, knowing I can learn beside my students and colleagues.”

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