DIEGO GALLEGOS
Closing the Achievement Gap in Public Schools Fuels Educator
Open most any newspaper in the country today, and articles abound about the need to improve student learning and public education. That challenge is felt more acutely in New Mexico because of its higher poverty rate and the corresponding lower levels of literacy found in low income families. Studies show that students from poor families often perform less well academically, resulting in what’s called the achievement gap.
“My biggest passion is that some day we will close the achievement gap between the have’s and the have-not’s. We are not close to that, and it’s my intent to stay as long as I can,” says Diego Gallegos, Ed.D., assistant superintendent for continuous improvement with the Albuquerque Public Schools.
Very real changes in the classroom
At a time when others might consider retiring to pursue other goals, Gallegos is excited about his work and the very real changes in the classroom he says he’s seeing. He directs the APS Regional Quality Center which uses a systems approach to provide teachers and other educators with the tools they need to quickly bring about academic improvement in the classroom. This systems approach is known as the Quality movement and has been a proven improvement approach in business and healthcare for many years and is now showing success in public schools, community colleges, and universities around the country.
Thanks to a four-way partnership made up of APS, the Governor’s Business Executives for Education, Strengthening Quality in Schools and the New Mexico Public Education Department, this method of improving district level, school level, and classroom level is gaining momentum. There are three other Regional Quality Centers in New Mexico. “APS and Gallup-McKinley school districts had the first regional quality centers because we had the most schools in need of improvement,” Gallegos says. “We show them how to better organize how they do their work at the school and at the classroom level. They learn how to set clear goals, to use data to see if they are achieving goals, and to make improvements on a regular basis. We are seeing remarkable results from this work.” Every APS school listed as a ‘School on the Rise’ by the state’s Public Education Dept. has incorporated a systems approach he says. “It makes a difference for students.”
Change begins from within so it’s important that the APS Board of Education is incorporating a systems approach into its own work, setting goals for their improvement as a Board.
Gallegos was the only Hispanic in the top 10 of his high school
Solid progress has been made but challenges abound. “Education has changed immensely, and at the same time hasn’t changed much at all,” Gallegos says. Gallegos was in the top 10 of his high school graduating class, the only Hispanic in the top 10, but didn’t receive a college scholarship while everyone else did because he didn’t realize that he had to find available scholarships – and no counselor had urged him to seek one. He says he continues to hear from parents who feel that their children are discriminated against because they’re Hispanic. “The curriculum in schools doesn’t currently address the history of Hispanic, Native American, or African American students, he says. “They don’t see themselves in the curriculum.”
Implementing a systems approach to school district departments and staffs is an important aspect of his work. “Providing professional development is helpful but you need to implement on site support to coach them if you want people to change. People tend to be resistant to change, partially because they’re already overloaded. However, those who understand the systems approach are incredibly effective. They have the framework for analyzing the work they do and making improvements that help them be even more successful.”
Support for bilingual education is getting stronger
There are many challenges ahead, but Gallegos is heartened by the many positive changes taking place in education. Support for bilingual education is getting stronger, and the federal No Child Left Behind initiative is finally bringing national and local focus to students who underachieve. He’s proud of the APS K-3 Plus program that extends the regular school year for high poverty schools by 25 days this year. This year 16 schools are implementing the extended year and 24 schools will implement next year.
“We have better ways of teaching students than in the past and better materials. Kids today are smarter, and are exposed to more but they’re still wonderful and innocent.”
Then there’s the joy that his family life brings him. His extended family has lived in Albuquerque’s South Valley since the 1600’s and his own family lives there where they raise horses, cows and sheep. His wife, Theresa Archuleta, is principal at a South Valley elementary school, Valle Vista, his alma mater and also where his stepdaughter attends as a first grader. Valle Vista was also the site of his first teaching job where he started the district’s first bilingual special education program. It’s almost a home away from home.
Active retirement ahead growing grapes and teaching part-time
He has dreams aplenty for his life after retirement. For starters, he’s going to grow grapes. “My dad has been a winemaker all his life. I want to make wine and grow a vineyard at my house. I’d like to teach and work part time and do some consulting work. I want to continue giving free workshops for teachers and parents on a method of positive discipline and communication called “Discipline with Love and Logic.” I want to read every book that I can put my hands on.”
And then there are the grandchildren to anticipate and then enjoy, his love of horse riding with his dad, of winter skiing. “I love my work, but there’s no question that my family is the most important part of my life.”
Diego Gallegos