PROFESSIONAL LEARNING SERVICES TEAM
RUBÍ FLORES
Director, Professional Learning Services
Rubí Flores, M.A.
Rubí Flores, M.A., has extensive expertise working with English Learner and Dual Language Programs. She has served as a bilingual teacher, ESL specialist, dual language teacher, dual language instructional Coach, program coordinator and biliteracy curriculum developer. She has worked in schools across Texas, Oklahoma, El Salvador and recently California.
Rubí earned a Bachelor’s Degree in Bilingual Education from Texas State University and a Master’s Degree in Bilingual and Bicultural Curriculum and Instruction from the University of Texas at Austin. She is a cohort member of the Proyecto Maestría leadership development program through the University of Texas.
Rubí holds a Multiple Subject Teaching credential with a bilingual teacher authorization in California and Texas. She has presented her work with dual language programs and biliteracy instruction at NABE, TABE, Adelante! Dual Language Conference, and at multiple district level sites. Her current work focuses on developing teacher capacity, coaching, authentic methods for biliteracy instruction, teacher Spanish academic language development and effective English language development strategies.
TIFFANY ADAME HUANTE
Administrative Assistant
DR. ALEJANDRA ARCE
Professional Learning Specialist
Alejandra Arce, Ed.D
Alejandra Arce is originally from Los Angeles, but moved to Mexico and went to school there from kindergarten through grade four. She returned to Los Angeles in fifth grade where she was an English Language Learner in a school where her teachers only spoke English. Although she learned English when she was 10 years old, she graduated high school with a GPA of 4.0.
Alejandra earned a bachelor’s degree in liberal studies with a minor in Spanish from Mount St. Mary’s University. She earned her M.Ed. in Curriculum and Instruction with a specialization in mathematics from the University of Phoenix and then her Ed.D. in Organizational Leadership from the University of La Verne in 2022. Her dissertation was titled “A Quantitative Study on the Correlation Between PBIS Implementation in Schools in California and Student Academic Achievement”.
Alejandra holds a Multiple Subject Teaching credential with a bilingual teacher authorization. She has over twenty years of experience as an educator. Sixteen of those years were as a teacher in dual-language schools, having taught all grade levels from first grade through eighth grade (except third grade). She has also served as Curriculum and Assessment Coordinator, Academic Committee Lead, Lead Teacher, Curriculum Lead and Mentor, and Instructional Specialist. In 2018, I was also selected to participate in a Northern Ireland/Los Angeles Teacher Exchange program that discussed how to work together to improve education for all our students. Her current role as CABE’s Professional Learning Specialist centers on building teacher capacity and competency on best practices to serve both English and multilingual Learners in Dual Language Programs.
ANYA BOBADILLA
Professional Learning Specialist
ANYA BOBADILLA
Anya Bobadilla has over ten years of experience as a K-12 Dual Language educator. She began her career in the Glendale Unified School District’s Foreign Language Academies of Glendale (FLAG) Program and taught a 4th/5th combo dual language class during the 2020 COVID-19 pandemic in the Bellflower Unified School District. Anya served as a North American Language and Culture Ambassador in Madrid, Spain and as an Elementary Instructional Specialist for the CA STEM Institute for the Innovation and Improvement (CSI3) Program at CSU Dominguez Hills. She earned a bachelor’s degree in American Studies from UC Santa Cruz and a M.Ed. in Teacher Education from UCLA. She holds a Clear Multiple Subject Credential with a Bilingual Authorization in Spanish. A life-long advocate for biliteracy and multicultural education, she is a passionate educator with a keen interest in creating, developing, assessing and implementing curricula for developing Dual Language Programs. Her current role as CABE’s Professional Learning Specialist centers on building teacher capacity and competency on best practices to serve both English and multilingual Learners in Dual Language Programs.
DR. ALMA CASTRO
Director, Multilingual California Project (MCaP)
Alma Castro, Ed.D.
Dr. Alma Castro has served as a K-12 educator in multiple capacities. She has served in public education as an English Language Development Teacher, English Learner Coordinator, Title III Instructional Coach, Professional Development Facilitator, and Administrator at the high school level overseeing the English Learner and Special Education Programs and Parent Engagement. She is currently serving as an adjunct professor at CSULB College of Education, supporting teacher preparation programs.
Dr. Castro also teaches for the Los Angeles County Offices of Education at the Teacher Intern Program. Dr. Castro is a National Board Certified teacher in English as a New Language. She earned a B.A. in Sociology, and a M.Ed. in Teacher Education from UCLA. She obtained an M.A. in School Administration from CSUDH, and a doctorate degree in Educational Leadership from the CSULB.
Dr. Castro has published work on the Seal of Biliteracy, and has presented research on biliteracy and multilingual education at local, national and international conferences including: CABE, AERA, UCEA, and the Universidad Nacional de Costa Rica.
DR. LUCERO CHÁVEZ
Professional Learning Specialist
Dr. Lucero Chavez
Dr. Lucero Chávez is an educator with over three decades of experience dedicated to enhancing language development and promoting cultural responsiveness in education. Her work is grounded in research, design and implementation of innovative practices and lessons tailored to support Integrated and Designated English Language Development (ELD) and Dual Language instruction. Lucero’s deep commitment to equity and inclusion is evident in her work, which extends to the development of critically conscious practices aimed at supporting Culturally Sustaining Pedagogy (CSP).
With a doctorate degree in Educational Leadership from the University of Southern California, a Master’s degree with an emphasis in Dual Language from Cal State Long Beach, and a bachelor’s degree in Spanish Literature, Lucero brings a wealth of academic knowledge and practical experience to her field. She has further honed her expertise through the attainment of various credentials, including a Single Subject Spanish Credential, a Multiple Subject Credential, and an Administrative Credential, ensuring a comprehensive understanding of the educational landscape.
Her current work aims at supporting transformative education to empower educators to support multilingual learners’ linguistic and cultural capital to create a culturally sustaining environment.
ESMERALDA ESPERICUETA
Esmeralda Espericueta
Esmeralda Espericueta, M.Ed., has worked with language learners for 20 years in multiple capacities. She has served as a bilingual and dual language teacher in several program models and has also served as a dual language instructional coach, dual language campus administrator, and as a Bilingual/ESL and State Testing district coordinator.
Most recently, she has focused on providing consulting and professional learning services to support implementation and refinement of dual language programs and emergent bilingual/English learner programs in Texas and California. Her work is grounded on best practices for English Learners, authentic methods for teaching Spanish literacy, developing biliteracy, and building a classroom community that honors students’ funds of knowledge, cultural, and linguistic capital. She has led the development of emerging dual language programs and takes pride in the teams she has led.
Esmeralda graduated from the University of Texas Pan American with a bachelor’s degree in Bilingual Education and later earned a master’s degree in Bilingual and Bicultural Curriculum and Instruction from the University of Texas at Austin. She is a cohort member of the Proyecto Maestría leadership development program through the University of Texas. Esmeralda holds a school administration certification and a bilingual teaching credential. She has presented her work at teacher conferences such as NABE, Adelante, TABE, La Cosecha and is one of the lead presenters for the CABE Dual Language Teacher Academy Program.
VERONICA CORTEZ
Professional Learning Specialist
Veronica Cortez
ANDREA GONZÁLEZ
Administrative Assistant
GRACIE GUTIERREZ
Professional Learning Specialist
Gracie Gutierrez
Gracie Gutierrez is a dedicated educator with a passion for fostering language proficiency and cultural understanding among English learners. With a practical background in linguistics and education, Gracie has spent the last 24 years working to create inclusive and supportive learning environments for students from diverse linguistic backgrounds. This passion has driven her doctorate work, where she is focused on research related to how teachers at the elementary level describe their experiences in meeting the needs of their diverse English learners. Gracie holds two Masters degrees, one in Educational Leadership and the other in Curriculum and Instruction. For her work in support of English learners, she has been named a district teacher and principal of the year, as well as BEST Administrator of the Year.
Throughout her career, Gracie has championed for bilingualism as a valuable asset and a pathway to academic success. Her leadership leading to the expansion of the dual language program to all elementary and middle schools in her district is a testament to her belief in the power of language to bridge cultural divides and unlock opportunities for personal and academic growth. In her previous role as the Director of English Learner Services, Gracie developed innovative curriculum and instructional strategies tailored to meet the unique needs of English learners. She implemented research-based approaches to language acquisition, ensuring that students received the support and resources necessary to thrive in both their academic and linguistic development. In addition, Gracie facilitated professional development workshops and training sessions, sharing her expertise and insights.
Gracie has been actively involved in advocating for the rights and needs of English learners within the educational community. In 2019 she collaborated with teachers, administrators, and community stakeholders to initiate a local CABE chapter. Coachella CABE continues to meet periodically and centers its efforts around the value of bilingualism, biliteracy, and multiculturalism.
Gracie’s goal is to continue to lead efforts focused on related areas as she transitions into an Assistant Superintendent position within the Educational Services division, as she remains steadfast in her commitment to empowering English learners and promoting bilingualism as a cornerstone of educational excellence.
SARA KENNEDY
Professional Learning Specialist, MCaP
Sara Kennedy
Sara Kennedy is originally from Michigan, from a big family in a small town. Her educational journey began at home, where her mother home schooled her from kindergarten through high school graduation. That meant that her first experience in a classroom was as a teenager attending community college for dual high school credit, including her first Spanish class. That is where she first discovered a passion for languages and language education, leading her to Eastern Michigan University for both a B.A. in Spanish and English education and a M.A. in TESOL. Sara spent the first decade of her career teaching K-8 Spanish in Detroit and San Diego. As a new teacher, she also spent one year in Spain through a Fulbright English Teaching Assistantship, supporting English classes as a third language in a Spanish and Valencian school. After supporting English Language Learners and Spanish-speaking families in spare moments between teaching full time, she moved into a full time support role as an EL Coordinator at a project based charter school.
Sara has supported and advocated for students, families, and teachers as a new teacher mentor, on school advisory committees and instructional leadership teams, as an induction coach, supporting the development of new ELAC committees, participation in the CARPE College Access network, and as a union organizer and officer. Throughout Sara’s work with a variety of language program models, she has cultivated a passion for multilingual education as a way to connect, empower and reimagine more equitable schools and communities. As a community organizer, she has strengthened her belief in collaborative leadership and how effective organizational structures can reflect shared values.
After 14 years in the school setting, Sara recently joined CABE as part of the Multilingual California Alliance Project (MCAP), where she continues to support teachers, students, and families by helping districts implement the EL Roadmap Policy. She lives in San Diego, where she has been active as a community organizer, particularly related to civic engagement and immigration issues. She also enjoys travel, reading, and photography.
DENISE LIZÁRRAGA
Professional Learning Specialist
Denise Lizárraga, M.A.Ed.
Denise Lizárraga is a dedicated Spanish dual immersion educator who has spent five years working in dual immersion settings with diverse populations of students. Raised by a first-generation immigrant family she recognizes the importance of fostering bilingualism and biculturalism. As an educator she has an unwavering commitment to not only provide students with a strong academic foundation but also focuses on empowering them to embrace their cultural heritage and celebrate diversity. Her passion for educational equity has led her to serve communities with dual language learners. As a dual educator she employed innovative techniques to make learning accessible, engaging, and meaningful. Through project-based learning, educational technology and culturally relevant content, Denise fostered a love for learning and critical thinking among her students.
Denise earned her Bachelor of Arts Degree in International Studies with a Spanish minor from the University of California, Irvine. Her undergraduate coursework entailed Spanish language study in Buenos Aires, Argentina. She earned her teaching credential and Master of Arts Degree in Education with a focus on dual language development from California State University, Long Beach. Here she acquired the knowledge and skills necessary to create inclusive and supportive learning environments for dual language learners, promoting their academic success and linguistic proficiency. Her graduate work also centered on conducting research in social emotional learning in a dual immersion setting and its impact on students, teachers, and community members. Denise has immersed herself in research on language acquisition and has completed specialized training programs and workshops in the best practices in dual language education.
LAURA MÁRQUEZ-CHOISELAT
Laura Márquez-Choiselat
After beginning her education in the United States as an English learner in 5th grade, Laura Márquez-Choiselat knows firsthand the challenges and stages that English Learners go through when it comes to language acquisition. She is a testament that a well-structured English Language Development program works. Laura grew up in the Los Angeles area as a ward of the state (foster care system) and took every experience as a learning opportunity.
She graduated from Schurr high School in Montebello and then attended the University of La Verne for both her B.A. and M.A. Recently, she attended Cal State San Bernardino and completed 1/3 of her Doctorate in Educational Leadership.
Laura’s teaching career has revolved around working with students in Dual Immersion Programs, working with English Learners and Spanish Learners in San Bernardino. She taught using GATE and ELD strategies in Math, Science and AVID in Spanish as well as assisting the district in developing units of study for both Math Common Core Standards and Science NGSS. Laura has also taught Language Arts, Social Studies, and Math Support in English for Middle School Dual Immersion students.
After many years in the field, she believes ALL students benefit from explicit language development during first instruction (whether they are learning English or learning Spanish).
Laura has passion for English Learners and biliteracy programs. Now that she’s retired from teaching in public education, CABE has given her the opportunity to help teachers with English Learner, GATE strategies, and Dual Immersion Program best practices.
DR. NATHALIE LONGRÉE-GUEVARA
Professional Learning Specialist
Dr. Nathalie Longrée-Guevara
Dr. Nathalie Longrée-Guevara has worked in the field of education as a teacher, site administrator, county level administrator, university professor, program evaluator, and curriculum writer. She has dedicated her entire career to promoting second language acquisition and literacy development.
Nathalie served as a FLAP grant director for Mandarin and Arabic dual immersion programs and led successful reform efforts to improve English Learner programs in K-12 school districts throughout the San Francisco Bay Area. She has extensive expertise in literacy development kindergarten through twelfth grade, having taught English Learners and struggling readers kindergarten through third grade as well as middle and high school. She has written English Language Development (ELD) curriculum for the primary grades and is a module writer for the California State University’s Expository Reading and Writing Course (ERWC).
Nathalie has over fifteen years of experience as staff developer and coach, and was instrumental in supporting districts and teachers transition to the Common Core State Standards for English Language Arts (ELA) and ELD. She holds a Bachelor and a Master’s degree in Comparative Literature (French, Spanish, and English) and a doctorate in Curriculum and Instruction with an emphasis is second language acquisition.
MARGA MARSHALL
Professional Learning Specialist
Marga Marshall
Marga Marshall is an Educational Consultant with experience in bilingual education in Spain and in California. She opened the first TK-8 Two Way Dual Immersion English/Spanish School in Concord, CA as part of the district’s Magnet schools. Prior to becoming a principal, Marga Marshall was a bilingual teacher, an instructional coach, an English Learners coach, and a Dual Language coach.
As an educator for over 23 years, her passion is bilingualism, biliteracy, and offering students the opportunity to learn a second (or more) language. Marga Marshall has always developed relationships with the community, staff, and teachers. Her leadership also involves watching students grow and supporting teachers and staff, so that they can reach their greatest potential while strengthening a connection between school and home, and fostering a positive school culture.
Marga Marshall has presented at state and national conferences on best practices for the bilingual classroom, Creating Culturally Competent Schools, Number Talks in bilingual classrooms, and presentations for parents and paraeducators with strategies on how to support students during Distance Learning.
AMANDA VANESSA NORIEGA
Professional Learning Specialist, MCaP
Amanda Vanessa Noriega
Amanda Vanessa Noriega grew up in Chihuahua, México and in Southern California. She understands the great value of being bilingual, biliterate, and bicultural. She has served as a dual language educator as a teacher, specialist, director, and school administrator. Amanda has served as national educational consultant where she has promoted language learning and cultural understanding throughout the country. She has focused her educational career on creating a more equitable school environment for English Learners and underserved students in both Texas and California.
Amanda earned a Bachelor of Arts Degree in Communication Studies from California State University, Northridge and a Master of Arts degree in Teaching with a specialization in Early Childhood from National University. She was part of the first cohort to complete the School Leadership Academy Preliminary Administrative Services Credential from the University of Southern California. Amanda is a doctoral candidate within the Organizational Leadership EdD program at the University of La Verne. Her dissertation topic focuses on exploring the effects of the COVID-19 pandemic on literacy intervention approaches of dual language teachers. The study is grounded in Complex Dynamic Systems Theory, a perspective and approach to the study of second language acquisition.
NATALIE NÚÑEZ
Professional Learning Specialist
Natalie Nuñez
Natalie Núñez grew up in Lynwood, California, and is the daughter of Mexican Immigrants. Natalie is bilingual and biliterate as a result of her family’s efforts to retain their native language and culture. She believes in the power of creating intentional spaces within formal education settings that welcome and celebrate students’ whole identities.
Natalie has served as a Dual Immersion Teacher and a Dual Immersion Instructional Improvement Lead. In her time as an Instructional Lead, she has engaged in work alongside teachers and the community to help co-create critical learning opportunities that are culturally and linguistically sustaining, and rich in content learning. Natalie Núñez was a transfer student to UCLA, where she studied Political Science. She then attended CSU Dominguez Hills, where she received a Multiple Subject Credential with a Bilingual Authorization. In 2020, Natalie completed a Master of Arts in Dual Language Learning.
MICHELLE SILVA
Professional Learning Specialist
Michelle Silva, M.Ed
Michelle Silva, M.Ed., has worked with language learners for 20 years in multiple capacities. She has served as a bilingual early exit teacher, dual language teacher in 50/50 and 90/10 settings in both one way and two way program models. She has also served as a dual language interventionist and a Bilingual Instructional Coach. She also led the district’s Biliteracy Rocks Dual Language Teacher cohort program the last seven years in order to build teacher capacity within the district.
Currently, she is a Bilingual Instructional Coach and coaches teachers to improve their practice by providing coaching one on one and/or team coaching cycles, creates and leads professional development at the campus and district level. The professional development is focused on best practices and authentic methods for teaching students in a Dual Language setting. She also develops the bilingual curriculum for the Dual Language program. Michelle also provides consulting and professional learning services to support implementation and refinement of dual language programs and emergent bilingual/English learner programs.
Michelle graduated from the University of Texas Brownsville with a bachelor’s degree in Interdisciplinary Studies and later earned a master’s degree in Advanced Literacy Instruction with a focus on Emerging Bilinguals from Concordia University. She has a Bilingual Generalist certification in PK-5 and a state Reading Specialist certification in Texas. She has presented her work at teacher conferences such as TABE, Adelante and La Cosecha.
IRÁN TOVAR
Professional Learning Specialist
Irán Tovar
Irán Tovar grew up along the Texas and Chihuahua border. Her transfronteriza identity has shaped her understanding and appreciation of being bilingual, bicultural, and biliterate. She has worked as a bilingual and dual-language educator in various program models. Additionally, she has served as a campus and district specialist and coordinator in multilingual programs as well as a field supervisor for preservice bilingual teachers and as an assistant instructor for bilingual teacher preparation programs at the University of Texas at Austin. Irán has worked as a national consultant focusing on leveraging access to multilingual learners in education settings.
Irán, a first-generation student earned her Bachelor of Arts degree in Social Work with a Spanish minor at Saint Edward’s University, where she was a recipient of the College Assistant Migrant Program grant. She also holds a Master’s in Bilingual and Bicultural Education from Texas State University. Irán is a doctoral candidate in the Bilingual/Bicultural Ph.D. program at The University of Texas at Austin. Using Disability Critical Race Studies (DisCrit) as a methodological framework, her dissertation examines the educational experiences of culturally and linguistically diverse populations.