Marisol Castillo

Marisol Castillo has spent half of her life sticking to a decision she made when she was 14: to become a teacher who uplifts and enriches students. And as someone who intends on spending the rest of her career in the classroom, she’s added the goal of encouraging others to do the same.

The impetus for her career in education, she says, was the recognition that despite attending a ‘failing’ high school, she had a positive academic experience.

“Having powerful teachers was a key component in my ability to succeed by traditional measures, and I wanted to be able to play that role for others,” said Castillo, who has been a teacher for 21 years.

“The biggest way I try to be a powerful teacher is in making sure I help create an environment for students, with their input, that allows them to push themselves and doesn’t require me,” she said.

Over the past two decades she’s taught English and humanities courses for high school students in East Palo Alto, the South Bronx, and Washington D.C., where she currently teaches English at E.L. Haynes Public Charter School.

Key to her longevity, she says, is her ability to reflect on her experiences in the classroom, and course correct when necessary — a tool she picked up during her time in the Stanford Teacher Education Program (STEP).

“What it comes down to for me is this: If you can be reflective and take action on the reflections you’re having, you’re going to be fine,” she said. “Along with that is building strong relationships with the kids, because you can’t do any of that if kids don’t feel seen, heard, or valued.”

Castillo is one of four educators being honored at the GSE’s Alumni Excellence in Education Awards this year, for her impact on students and the field of education.

One way she’s trying to grow as a leader is by listening to the concerns of younger teachers so she can support them in having sustained teaching careers of their own.

“It took six years before I felt like what I was doing as a teacher was helping students in their learning,” she said. “So I want to play whatever role I can to make sure younger teachers stay, and that staying for two decades is less of an anomaly.”