Where Legends lead Archives – �鶹ԭ��

Coming home to teach: How �鶹ԭ�� grows educators from within

�鶹ԭ�� — Fri, 27 Mar 2026 15:44:50 +0000

For 35 years, �鶹ԭ�� has empowered communities through education and building pathways where opportunity was limited. Today, as schools nationwide face a severe teacher shortage, �鶹ԭ�� Teaching Fellowship extends that mission by growing educators from within the communities �鶹ԭ�� serves.

The fellowship puts �鶹ԭ�� founding belief into action: our communities already hold the talent, commitment, and leadership needed to transform young people lives. Through a selective, yearlong program, �鶹ԭ�� prepares Legends (�鶹ԭ�� alumni) and current or former part-time staff to become full-time teachers at �鶹ԭ��. Fellows spend the year learning on the job in �鶹ԭ�� classrooms while receiving coaching, mentorship, and professional development designed to help them build the skills and confidence to lead their own classrooms. The model is intentionally hands-on, giving aspiring teachers both practical experience and consistent support as they step into the profession.

And it’s working. Since its founding, 100% of those who have successfully completed the fellowship are still teaching with us. Here are two of their stories.

Jenia comes home

Jenia Reyes, a �鶹ԭ�� alum, didn’t set out to be a teacher. After college came years of searching — working as an assistant advisor and later at COVID testing sites. “I was really trying to figure out what was next for me,” she says.

Then Ana Rader, �鶹ԭ�� Director of Seasonal and Fellowship Recruitment, reached out to �鶹ԭ�� alumni and invited them to come back and teach the students who now sat where they once had. “�鶹ԭ�� had such a big impact on me when I was growing up,” she says. “It helped me imagine a bigger future for myself.

So the opportunity to come back and give that same kind of support to kids in my community felt really meaningful.”

��The fellowship year stretched her. “You have to get uncomfortable to get comfortable,” she says. “There was a lot of, ‘I don’t know what I’m doing.’”��

But over time, she began to see the difference she could make. One of the clearest examples was Cherie, a brilliant fifth-grader who was guarded with most teachers, but not with Jenia. She sought Jenia out to process difficult emotions, working through conflicts, and tackling the academic challenges she wouldn’t bring to anyone else. “That was the first time I thought, I am making a difference.”

Years later, as Cherie prepares to move on to high school, she still calls Jenia her best friend. Jenia thinks this is because when an alumna like herself returns to teach in their own community, they can build trust with students in ways that are grounded in shared experience and deep understanding. Today, Jenia is in her fourth year at �鶹ԭ��, teaching third-grade, and proving that �鶹ԭ��’s investment in its own community pays dividends for generations.

Shenice finds her place

Shenice Mobley always knew she wanted to teach. She first worked at �鶹ԭ�� in 2022 as a summer youth worker, assisting with sports and academics and building relationships with young people and families. Then she went on to attend Colgate, where she enrolled in a five-year program and worked as a substitute teacher.��

During this time, she received a number of emails from �鶹ԭ�� about the Teaching Fellowship opportunity. But she wasn’t sure the fellowship was the right fit for her, assuming she was already on the path she needed. But as she explored her options, �鶹ԭ�� began to stand out. Not just for the opportunity itself, but for what she saw in the people: a team that seemed to genuinely value who she was, not just what she could do in a classroom.

After presenting her model lesson to �鶹ԭ�� during her interview, Shenice braced herself. Having spent years navigating predominantly white academic and professional spaces, she was used to second-guessing how she came across. “Before the panel of �鶹ԭ�� leaders spoke, I was wondering, ‘Was I too loud?’”

�鶹ԭ�� leaders’ feedback was on a specific teaching practice for Shenice to work on — not her presence or how she carried herself. Just a tactical, specific thing to work on. “That when I realized I was making a great choice,” she said. “They saw me for who I am.”

That affirmation shapes the way Shenice teaches, knowing that both students and adults show up in different ways. In her sixth-grade math classroom, she pays close attention to the students who go quiet. One sixth-grader in her class barely spoke for months. Shenice kept showing up for her anyway: re-explaining material, calling on her gently, making it safe to not know the answer. That student is now in seventh grade and still comes back to Shenice to say thank you.��

Jenia and Shenice show the value of the Teaching Fellowship: it meets aspiring educators where they are and gives them the support to thrive in the classroom.

This year, the �鶹ԭ�� teaching fellowship has expanded its model so that those in pursuit of a bachelor’s degree can apply. Applications for SY 2027-28 will open in January 2027. If you have questions or are interested, email Ana Rader, �鶹ԭ�� Director of Seasonal and Fellowship Recruitment.��

Learn more:
More Great Seats 4 Kids”: A SUNY Charter Schools Institute Podcast

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�鶹ԭ�� at 20 Bruckner: A Place for Legends

�鶹ԭ�� — Mon, 27 Mar 2023 18:27:30 +0000

This past January, �鶹ԭ�� officially opened the doors of �鶹ԭ�� Charter School at 20 Bruckner—a 200,000-square foot, 120-year-old former icehouse given new life as a learning institution by renowned architect Sir David Adjaye. In this series, �鶹ԭ�� at 20 Bruckner, we explore several aspects that make the building special, further �鶹ԭ�� mission, and embody our belief that place matters—that every child deserves safe, beautiful places to play, learn, and grow.

At �鶹ԭ��, all alumni are known as Legends, a special nod to all they’ve accomplished as �鶹ԭ�� graduates, and also the aspirations we have for them as they move into their futures. But the origins of the name trace back to 2011, when the organization, then known as Harlem RBI, founded its Legends Program to provide six years of post-secondary support to former participants.

Today, the core of the Legends Program work continues to be providing support to alumni aged 18-24, but the program has also expanded its reach to include working with �鶹ԭ�� Charter High School staff to oversee the transition from high school to college/career; forming partnerships with companies and organizations that can supply career exposure, mentorship, training, and jobs to �鶹ԭ�� graduates; and engaging �鶹ԭ�� ever-growing alumni network through the �鶹ԭ�� Alumni Council, alumni gatherings, and more.

With the Legends Program bridging the crucial gap between high school and college/early career, creating a home base for the program at 20 Bruckner was an integral part of the strategic planning for �鶹ԭ�� Charter Schools’ newest campus. Positioned near the building main entrance, and just three floors removed from �鶹ԭ�� Charter High School, program staff are in a prime position to engage high school students, provide guidance as they prepare for graduation, and welcome back all alumni, whether for check-in meetings or a festive gathering in their permanent �鶹ԭ�� home.

“Being in the same building not only creates physical proximity, which is logistically important to our work, but it also brings the Legends staff closer to the work being done at the high school,” said Matt Gonzalez, �鶹ԭ�� Director of Postsecondary Success. “That connection with high school staff, the integration of our work with theirs, and the increased face time with current students creates a natural transition from childhood to adulthood for our alumni, and gives them a better sense of the support we can provide when they go out into the world.”

With �鶹ԭ�� Charter High School set to graduate approximately 100 scholars each year, the Legends Program is slated to grow to 1,000 alumni by 2030. The program new home at 20 Bruckner will provide the space and resources needed to maintain their connection to �鶹ԭ��, and help guide them into their futures.

To see more inside 20 Bruckner, you can watch recaps of and the . You can also follow our �鶹ԭ�� at 20 Bruckner series by reading our previous post on the building’s and its connections to our maxims. And, don’t forget to check back as we continue to count down to the official 20 Bruckner move-in for �鶹ԭ�� Mott Haven Elementary and Middle Schools this August.��

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The Class of 2022: Meet the Graduates

�鶹ԭ�� — Thu, 30 Jun 2022 18:10:03 +0000

In the early evening of June 23, �鶹ԭ�� Charter High School 2022 12th grade class officially moved the tassels on their graduation caps and were welcomed into the �鶹ԭ�� alumni community as Legends. Just the second class to ever graduate from DCHS, this particular group of students spent the bulk of their high school careers battling a pandemic, advocating for their communities, and further defining what it means to be a �鶹ԭ�� graduate.

Read more about just some of these outstanding young people, their paths to high school graduation, and their impact on �鶹ԭ��.

Alannah Atkinson
Future College: Brandeis University
Interests: Film, Cinematography, Art History, Environment

Born in New York City to Jamaican parents and raised in the Bronx, Alannah Atkinson lost their mother several years ago, but remembers how both of their parents raised them to be open-minded, allowing Alannah and their brother to explore who they are without judgment, and find the interests they wanted to pursue.

This guidance motivated Alannah to help found Four Footsteps—a social justice group made up of DCHS students—in the early days of the pandemic. As part of the new club, Alannah marched in support of black trans rights and continues to spearhead fundraisers within DCHS to provide financial support for other social justice and LGBTQ+ causes.

In addition to this advocacy, Alannah chose to focus their AP Research project on how society treats, portrays, and engages with black queer artists, specifically compared to their white cisgender counterparts. For this year-long project, which culminated in a presentation to her classmates and teacher in June, Alannah interviewed local black queer artists about their personal experiences, and conducted a wide range of content analyses.

“I feel like I belong in that space,” Alannah says. “My peers make sure DCHS is an accepting space, that helps us build the drive to help others.”

�鶹ԭ�� Charter High School has also ignited a love of the arts within Alannah. Self-described as a shy ninth grader when they first arrived, Alannah realized in their freshman performing arts class the connections that art has to the world around them. This realization led to a love of photography, which Alannah hopes to pursue and tie to their activism in the future.

“It teaches you to critically think, to analyze,” Alannah says. “People forget that simple things in life have bigger meanings. Now I can look at a building and see a picture in my head. There is beauty in everything, and that puts a smile on my face.”

Fatoumata Bamba
Future College: Haverford College
Interests: Medicine, Biology, Pediatrics

Though Fatoumata Bamba was born and raised in New York City, she didn’t start speaking English until Kindergarten. The daughter of West African immigrants, she spoke French at home during her early childhood years. “It gave me more opportunity,” she says. “Right now we’re learning Spanish, and I already know French, so I have an advantage.” She adds with a laugh, “When French people get lost in the city, I can help them.”

Fatoumata says her experience as a first-generation American has given her a unique perspective on youth development. While undertaking �鶹ԭ�� AP Research course, for example, she focused her year-long project on mental health within her peer-group—which is largely made up of first-generation Americans—and how cultural divides, communication insecurities, and more can contribute to a feeling of isolation when it comes to discussing mental health issues.

She also devoted to working with children—a passion developed from three years assisting �鶹ԭ�� REAL Kids program. Even during those fun-filled summers, Fatoumata focused on finding ways to make her students feel included and supported.

“There was a kid who was the only African in his class, and when he found out I was also African, we bonded a little bit,” she recalls. “He in fifth grade now, but his mom still calls me so I can chat with him.”

Organized and driven from a young age, Fatoumata has already decided how she will utilize these experiences and passions after college—by pursuing a career in pediatric medicine. She sees this path as the best way to pair her love of supporting others, working with children, and achieving a high level of academic success.

“Since I’m a first-gen college student, the people around me always ask what I want to do,” Fatoumata says, explaining that it made her consider the future earlier than most of her peers. “I’ve always known what I want as my end goal. I know I’ll end up where I need to be.”

Amanda Escalona
Future College: Colgate University
Interests: Mental Health Advocacy, Social Justice

As a child who was afraid of heights, Amanda Escalona once took on the highest roller coaster she could find in an effort to face the fear and conquer it. Since then, she nurtured a love of challenging herself and trying new things.

That includes being selected to participate in The Opportunity Network, an intensive, six-year multi-dimensional fellows program for underrepresented New York City students. One of just 160 students chosen for the program, Amanda started working with the organization in 11th grade, kicking off her participation with a two-week Summer Institute and the first of five internships. Since then, she has worked with the organization in the areas of personal and professional networking and career exposure, while also becoming an AMP Global Scholar.

But what Amanda finds the most beneficial about working with OppNet is the organization wide support system and access to mental health counseling, resources she had trouble finding as a child.

“I didn’t really speak up about issues I was going through because I didn’t think my family would be accepting,” Amanda explains. “But when I did find the ability to say something, I realized they were always there for me, and I realized how much people cared about me.”

This experience drives Amanda interest in becoming a child psychiatrist and creating the support and resources she didn’t know she had. Amanda would even like to start her own organization one day, but for now, she is focused on the impact these things can have on her future college campus.

“I would like to implement workshops for students to learn about social issues, and would love to create workshops about domestic violence, which often starts in college,” she explains. “I want to create safe ways for people to express how they feel.”

Shane Mohammed
Future College: Connecticut College
Interests: Medicine, Biology

As the child of Trinidadian parents, Shane Mohammed says he never felt like he truly fit in growing up in his predominantly black and Hispanic Bronx neighborhood.

“It was pointed out that I was different, but I changed that into a positive,” Shane says, noting that he turned his regular visits to Trinidad into research missions, constantly learning from his family about what life was like there, and embedding himself in the island social activities, even becoming an avid fisherman. “I accepted my differences and now strive to showcase my ethnicity,” he adds. “I’m proud of it.”

This type of immersive learning comes naturally to Shane, who loves to be social and interact with the world around him. It even how he approached some of his biggest projects at �鶹ԭ�� Charter High School, including the year-long AP Research course. Shane topic focused on New York City expensive fashion culture, and how spending habits may increase poverty cycles in low-income communities.

“This topic means a lot to me,” Shane says. “Growing up in New York City, there a lot of social pressure on the clothes you wear, and I got into that habit. I like to incorporate my personal identity in class.”

Looking toward the future, Shane also hopes to incorporate his personal identity into his career. As an aspiring doctor, he targeting neurosurgery or anesthesiology as his chosen fields.

“I like that neurosurgery is hands-on, hard work,” he says. “But I also love that an anesthesiologist is there to prepare a person for their procedure, and relieve someone nerves beforehand.”

No matter which path he chooses, it clear Shane will approach his work the same way he approaches all he does—turning negatives into positives, learning from the world around him, and supporting others.

“In any situation I find myself in, I keep going with the most positive intent,” he says. “I would help anyone in the same situation.”

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The Next Generation: Introducing �鶹ԭ�� First Alumni Council

�鶹ԭ�� — Fri, 06 May 2022 15:15:38 +0000

�鶹ԭ�� is a place that has always honored its foundation. That why, after celebrating our 30th anniversary last year, the organization has launched an Alumni Council, a new leadership board that will center the alumni voice in �鶹ԭ�� strategic decisions, and will work to engage the organization alumni network, which now spans three decades.

“�鶹ԭ�� has evolved so much since its foundation as Harlem RBI back in 1991,” said �鶹ԭ�� co-Chief Executive Officer Richard Berlin. “Establishing an alumni board at this juncture threads together all the experiences of our past participants and students, and creates a united voice that will play a strong role in �鶹ԭ�� future.”

Since 1991, �鶹ԭ�� has evolved from a volunteer little league into a network of public charter schools serving more than 2,000 children in East Harlem and the South Bronx. Over the course of three decades, the organization has launched its award-winning summer programming, including REAL Kids, �鶹ԭ�� University, and Rookies; founded six extended-day, extended-year public charter schools with free afterschool programming for all students; graduated its first 12th grade class from �鶹ԭ�� Charter High School; and created a six-year post-secondary support program to assist �鶹ԭ�� alumni to and through college, among many other initiatives.

Comprised of 20 members, the Alumni Council was created to represent those who have participated in a wide range of �鶹ԭ�� offerings during the organization three-decade history—including its Harlem RBI teams and summer and afterschool programs—as well as graduates of �鶹ԭ�� Charter Schools.

“I’m so excited that we are building a formal space for our alumni to support the organization,” said co-Chief Executive Officer Eve Colavito. “Their experience, mentorship, and connection to �鶹ԭ�� mean so much to our current students, and increasing the ways in which alumni can play a role will only strengthen our impact.”

“It important for current students to get to know alumni who have gone through what they’re going through. And I want alumni to know that their journey with �鶹ԭ�� hasn’t ended—they can pay it forward.”

Jaylen Amaker ’11

As �鶹ԭ�� moves into the next generation of its work, the organization plans to triple the number of children it serves annually, while graduating approximately 100 students into its alumni population each year. The creation of the Alumni Council will help ensure both current and future alumni feel connected to the organization as it continues this growth. The formation of the Council also helps to advance �鶹ԭ�� DEI values—establishing homegrown talent and leadership pipelines, and ensuring an increased emphasis on alumni voice in the organization strategic decisions.

Jaylen Amaker, a student at Notre Dame Law School, and Maria Gerena, Community Programs Manager at Asphalt Green in New York City, have been chosen as the Council inaugural co-chairs. The pair will also have the opportunity to participate as Alumni Council representatives on �鶹ԭ�� Board of Directors.

“I consider myself a pioneer of the organization, and I can’t wait to get started establishing the Alumni Council,” said Gerena, who is not only part of �鶹ԭ�� 2004 cohort, but also a former staff member who has served in multiple positions with the organization, including youth worker, coach, and baseball/softball coordinator. “I’m truly a person that likes to create something of substance, that can keep running on its own. It will be great to jumpstart the Council, put our imprint on it, and lay out a strong foundation.”

“I want to be that bridge between the earlier organization and the current structure,” said Amaker, a member of the 2011 cohort who also serves on the organization �鶹ԭ�� Ambassadors associates board. “It important for current students to get to know alumni who have gone through what they’re going through. And I want alumni to know that their journey with �鶹ԭ�� hasn’t ended—they can pay it forward. Whatever their path is, they can continue to help our community.”

The Alumni Council will work to provide support for current and future alumni (also known as �鶹ԭ�� Legends), while creating awareness for �鶹ԭ�� among its expanding network and advocating for the alumni voice within the organization. Council members will also serve on one of three subcommittees, which focus on alumni engagement, mentorship and volunteerism, and communications and partnerships.

“The future of the organization is going to come from within,” said Amaker. “The goal is for more of us to be on these boards. Our combination of ideas, understanding, and perspective will be what gets us to that next level. And that will bring it full circle.”

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Paving the Way: A Q&A with �鶹ԭ�� Legend Nicole Espinal ’21

�鶹ԭ�� — Tue, 25 Jan 2022 21:35:49 +0000

Nicole Espinal is used to being among the first. This past June, she graduated as a member of �鶹ԭ�� Charter High School first 12th grade class. A few months later, she became one of the first DCHS alumni to pursue a four-year degree. And, along with her brother, she is among the first generation in her family to attend college.

Paving the way for not only yourself, but also your family and future generations of students, is a large responsibility. But Nicole is up to the task. Before starting her second semester at Ithaca College this month, she met with �鶹ԭ�� to talk about being away from home, finding support, and taking on new challenges. Forever a DCHS “Founder,” she also shared her best advice for the future �鶹ԭ�� graduates following in her footsteps.

This interview has been lightly edited for length and clarity.

�鶹ԭ��: What was it about Ithaca that made it the school for you?
Nicole Espinal: At first, I didn’t know anything about Ithaca, but the more I learned, I felt like I’d be ok there. I enjoy being there, I’m very comfortable, and the people are so nice. It was also easier for me to manage the lifestyle at Ithaca. In the city, there are way more people, it way more clustered. You have to be more aware of yourself and your surroundings. But in Ithaca, you have more air and more space. You’re able to be a little less on guard.

�鶹ԭ��: What are you studying?
NE: I was studying exercise science, but I switched my major to undecided. It wasn’t really what I thought it was going to be—I want to be around sports in my future, and thought pursuing that field would be the best way. Now I’ve decided to see if there is another way for me to incorporate sports into my career.

�鶹ԭ��: Are there any activities, clubs, or teams that you’re involved in at school?
NE: In my second semester, I’m going to become a part of PODER [Ithaca Latinx student association]. It focuses on different heritages and Hispanic cultures coming together to talk about activities to do on campus, and life in general. My friends started going to their meetings, and they explained how inclusive it was—I’m Dominican, and they were around Dominican culture. When you’re away from home, you try to find a little bit of your roots. I feel like I’ve found a perfect space where I would feel comfortable and like I’m back at home.

�鶹ԭ��: What were some of your first impressions when you started college?
NE: When I first got there, it was rough because I didn’t know anyone. But throughout freshman orientation, I made a couple friends and started to feel comfortable. It was like summer camp, that first week. But when classes first started, it kicked in a bit—that responsibility and independence, and how you have to be on top of your work and your job, because no one else is going to do it for you. From there, it was all about making sure I was ok mentally, ok with my grades, and that I knew what I was doing. I got into the routine of things after a while. I also have a great group of friends at Ithaca, and we talk about a lot of things going on in our lives, making sure we are all mentally ok. As long as you have somebody that there for you, I think you’ll get into the routine of things.

�鶹ԭ��: How are the classes in terms of difficulty?
NE: The classes I took were a mix of independent and group-based. The professors are very honest, and understanding, especially because of the pandemic. My professors understood that mental health was a very big factor. If you couldn’t make it to class, they were understanding. The classes were somewhat academically hard, but if you paid attention in class and took the right notes, you’d be ok.

�鶹ԭ��: What is your favorite thing about being in college?
NE: The independence that I gained. When I’m in the city, I’m with my mom, my parents. I have to make sure they’re ok, that I’m ok. It a lot of responsibility. But when you’re away, it just you.

�鶹ԭ��: What are some of the challenges?
NE: In the beginning, I was overwhelmed and stressed. I had to make an adult decision to change my major, and that was very different because I’ve always had my parents to rely on to make that decision for me. But I made it, and it went well. Another challenge was taking care of myself, and learning how to be responsible for my mental and physical health.

�鶹ԭ��: What is something you wish you had known before you went to college?
NE: How many different cultures and people you’re going to be around. Not everyone is from the same place you are, so you have to be more aware and open to different things. If I had stayed in the city for school, it wouldn’t have been much of a change. But since I went away, I’ve met people from different states, cultures, and traditions. I think in the long run that experience will help me stay open-minded to different things, and to never shut anything down without trying it first. You never know what opportunities can come from little things.

�鶹ԭ��: How have �鶹ԭ�� and the Legends Program provided support?
NE: They’ve supported me so much, it ridiculous. They helped me with financial aid. They make sure I’m ok mentally and physically. They’ve helped me with summer internships, planning my schedules, getting my textbooks. There a lot that comes from the �鶹ԭ�� family that I deeply appreciate. I have an older brother at college, but he not here, so I’m basically doing this myself because my parents didn’t have the chance to go to college. So having multiple people to have my back through this process and these four years is amazing. Even if I get lost, I know I have people who have my back and can pull me back in.

�鶹ԭ��: If you were to give advice to current high school students preparing for college, what would you say?
NE: First, don’t be afraid to take the risk, take the opportunity, because opportunities only come once in a lifetime. Make sure you understand the opportunity and make sure if you really want it or not. Second, don’t be afraid to ask for help, even if you really don’t want to, because help will always be there from �鶹ԭ��. Third, take care of yourself. Make sure you’re mentally and physically ok, because if you’re not, nothing else matters. College comes with a lot of independence and a lot of challenges, so make sure you’re ready for that.

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Behind the Camera: A Q&A with �鶹ԭ�� Legend Dominick Torres

�鶹ԭ�� — Wed, 26 May 2021 15:55:45 +0000

While studying filmmaking at Massachusetts’ Wheaton College in 2019, �鶹ԭ�� Legend Dominick Torres traveled to Puerto Rico on a faculty-led trip to research the effects of Hurricane Maria on the island. In past years, students taking these types of trips later produced films recounting their experiences, but Dominick felt a larger story could be told through his lens. His project proposal was awarded Wheaton Filmmaker-in-Residence grant, and the result was the documentary , chronicling the history and rise of gender-based violence in Puerto Rico. Dominick partnered with the team at �鶹ԭ�� to screen the documentary for �鶹ԭ�� Charter High School students this past spring.

Now graduated from Wheaton and pursuing a career in filmmaking, Dominick sat down with �鶹ԭ�� to discuss his inspirations, film impact on the world, and advice for �鶹ԭ�� first graduating high school class. “One of my mentors always tells me, ‘The ability to imagine is the ability to create and exist,’” he says. “It that ability to imagine as being a way to create a new reality.”

This interview has been lightly edited for length and clarity.

�鶹ԭ��: How did you get into filmmaking?
Dominick Torres: When I was in middle school, I really liked acting. So I worked with one of the acting teachers. I was always reading monologues. I loved that whole world. Then came the high school selection process. I went for an audition, and it didn’t go well at all. I still wanted to be in this industry, and I was wondering what else I could do. I found the Academy for Careers in Television & Film, a school based on the production side of film work. I took the first class, and that was all she wrote. I fell in love immediately with the ability to mold and scaffold a story.

�鶹ԭ��: Much of your work has ties to social justice, history, and a look into how present-day issues have taken shape. Can you speak to why those things are important to you in your work?
DT: I often attribute a lot of my work in the social justice community to the work of my grandmother [Carmen Vega-Rivera]. She was someone who was very dedicated to the world of human rights and social justice, and did a lot of non-profit work. She actually worked a lot with [�鶹ԭ�� Executive Director] Rich Berlin. She was always teaching me the importance of uplifting the voices of vulnerable communities. That has always stood with me, time and time again. It a visceral reaction that I have, that I can’t fight making commentary, or bringing to light something that I feel hasn’t gotten enough attention…if I hear some stories of a community that is in a vulnerable state, I feel a duty to uplift that voice and give them a platform to share their experiences on—give them the ability to carve up space in the world.

�鶹ԭ��: One of your more recent works is Aguante, which highlights the ongoing issue of femicide in Puerto Rico, an issue that has escalated again recently. What sparked your interest in this topic?
DT: I was going to Puerto Rico to do research and figure out what I wanted to make a film about, and I was doing research with a lot of people. One of the quotes that sparked how important this was was when we were talking about post-[Hurricane] Maria. A lot of people in America were talking about how this natural disaster was the worst thing to ever happen in Puerto Rico…but when I went there and I was talking to a lot of academics and activists, they were talking to me as if the problem was long-before Maria. They talked about Maria as more of a situation that brought to light the faults in which their society was designed—those structures focused around colonialism, racism, homophobia, transphobia. They brought all of these other issues to light, and they also talked a lot about sexism and violence against women…I was mind-blown…I was like, this is what I need to make my film about. This is a structure that built around the patriarchy. This is something that needs to be dismantled. I bunkered down and said, “This is what the film needs to be about.”

�鶹ԭ��: How do you think filmmaking can make an impact on the world?
DT: One of the most powerful tools is the human experience. We live in a world where we like to quantify and measure a lot of things, which is great because it gives a scope, it gives a sort of perspective. But I think filmmaking allows for the nuance to exist, in that we’re looking at the human experience, specifically in documentaries, very closely modeled after the anthropological methods of research, and we’re looking at the human experience and human movement and interpersonal play and institutional play at the citizen level…So I look at my craft in the documentary world as a vessel to communicate these understandings of the human experience…That where I find the importance of storytelling, which then can be narrowed down to filmmaking—as telling stories, sharing human experience.

�鶹ԭ��: What opportunities has filmmaking given you?
DT: Filmmaking has been great because a lot of my work, at least in the documentary world, has been centered around creating educational and informative material. So I’ve gotten to incorporate my films into a lot of classrooms around the world…I’ve gotten to meet with a lot of people and do talks and bring some of the researchers with me to talk at events…It been very rewarding to be a part of, in the sense that we can get people to listen and become engaged with material that otherwise could pass them, and on the flip side, give material to people who are yearning for something to be brought up about these topics. People who are like-minded and want to do something and have already been feeling this way, and so now this is a tool to bring these people closer together—in that moment is where we can have true change in the world.

�鶹ԭ��: Are there things that you learned at �鶹ԭ�� that helped you to pursue this work and this field?
DT: Baseball, in my eyes, teaches you two really big lessons in life. One is the ability to be comfortable with failure. The fact that you can have a .300 batting average, which just really means you’re failing seven out of 10 times, and you’re deemed a Hall of Famer—it a sport that very unique in that you learn to live within failure. That there really and truly is always a next time. And not that you’re always waiting for the next time, but you’re becoming better in that timespan for next time…In filmmaking, there tons of times where I’m going to write something and it just doesn’t work out, or I’m going to try to make a film happen and it falls through…Rather than just looking at these moments where you couldn’t do enough, you find your victories and take those lessons on with you to the next project. In that same vein, baseball is also a game of patience. You could be standing in the outfield for four innings and not see a single baseball come your way. You begin to learn a lot of patience and discipline, and how to be in full control of your body and be very aware of your existence because of that patience…Specifically for me, it been channeled through film, but these are skills that permeate all aspects of any career.

�鶹ԭ��: Is there a �鶹ԭ�� Maxim that you think you affiliate yourself with, and why?
DT: Teamwork Makes the Dream Work…Baseball really taught me that ability to work within a team…I genuinely trust the person up next. I’ve done my work, and I trust my teammate to truly come through in their responsibility, because that why they are there. I brought them here because I trust them. In filmmaking, that means everything. If I hire a camera operator, I truly believe that this person will accomplish the role of getting the shot that I truly want, and I have to really trust them to do that. In all types of departments in the film industry you have to have that faith, so that definitely been one that sticks with me and is truly important.

�鶹ԭ��: We have our first �鶹ԭ�� Charter High School class of seniors graduating in June. Do you have any advice for them?
DT: I think it really important that people take time to take care of that burning desire that inside them. That thing that motivates them. And let that be truly who you are, because you’ll find yourself in a space where it incentivized, it desired, and it’s in a space where it will flourish. Oftentimes we make a lot of compromises, especially in the professional world, because we know money is important. But there still this part of us that feels unfulfilled. I’ve seen a lot of people do that, especially in the film industry, and I want people to be really honest with who they are, and try to take some risk and know that it will be ok. If you’re really chasing what you love, you can figure it out. I’m not saying this to sound idealistic. I’m saying this because you deserve to be happy, and the work should be fulfilling. It shouldn’t feel like monotonous, robot work. You should really love it every day you do it, because it who you are. That was something that was really important for me to explore more, and take further risk on, and it why I do my own projects…There that urge inside of me that feels responsible, that I have to say something, and if I don’t do it, I begin to feel lost and outside of myself. I want the next generation of people coming up to feel empowered enough to make that decision and make space for themselves in that way, because happiness is so important.

The post Behind the Camera: A Q&A with �鶹ԭ�� Legend Dominick Torres appeared first on �鶹ԭ��.

Finding the Words: Daniela Torres ’21

�鶹ԭ�� — Thu, 29 Apr 2021 14:12:54 +0000

As late spring rolls around each year, 12th grade students across the U.S. face the challenge of choosing what college they will attend. Daniela Torres, a senior at �鶹ԭ�� Charter High School, is no different in that respect—she is debating between staying in New York City to attend Barnard or traveling to the West Coast for a spot at Stanford. But four short years ago, when Daniela faced a similar choice between which New York City high school she would attend, the answer was much easier. She was only accepted at one.

“I was completely lost in the process,” she said. “I put my heart and soul into those applications, and I didn’t get into any of the schools.”

While unbelievable to imagine now given the caliber of colleges Daniela has been accepted to, a look back at her journey unveils the hurdles she has overcome, including immigrating to New York on her own from Veracruz, Mexico in the seventh grade. Armed with only a bit of English, Daniela found it difficult to communicate and make her voice heard. She struggled making friends.

“I look at my past decisions and realize I’m not scared,” she said. “�鶹ԭ�� made me stronger.”

Daniela Torres ’21

After several months in the States, Daniela met DCHS Founding Principal Jared Francis at a school fair. He was familiar with her story, and knew �鶹ԭ�� would be able to provide her with the specific support she needed to shine. Daniela joined the �鶹ԭ�� family as an eighth grader, but it still took several months for her to break through her insecurities about speaking in front of her classmates. When she did, it was a day to remember.

“The first time she spoke in class, we actually have it documented in an email,” said Alison Browne, Daniela 8th grade social studies teacher. “Students were debating a topic, and out of nowhere she jumped in, and passionately shared what she thought. Everyone stopped and listened. It was an important moment for her, for her classmates, and for her teachers, and showed us that she was someone to be heard.”

From that moment, Daniela gained a reputation as a quiet yet insightful leader among both her peers and �鶹ԭ�� teachers and administrators. While her nature is to listen first, she isn’t afraid to speak out when important and necessary.  As Browne explains it, she has an “impressive balance of humility and charge.”

“Daniela doesn’t think she direct, but if you ask her for feedback, thoughts, she clear and honest,” said Brandon Taylor, DCHS’ Director of Curriculum and Instruction. “She the student I go to for an opinion, and that an important characteristic.”

Now, on the verge of graduating high school, Daniela faces a college decision with two life-changing options. Ultimately, she wants to find the best pre-med program that will allow her to study the relationship between genetics and neuroscience, a topic that has interested her since her grandmother was diagnosed with Parkinson and Alzheimer. And while her first inclination was to stay in New York City—and close to the support systems she has built since arriving here as a 7th grader—Daniela knows she is capable of striking out on her own if that the right path for her.

“I look at my past decisions and realize I’m not scared,” she said. “�鶹ԭ�� made me stronger.”

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�鶹ԭ�� Fueled a Fire: Legend Darlene De La Cruz Path to Wesleyan University

�鶹ԭ�� — Wed, 24 Mar 2021 12:17:13 +0000

�鶹ԭ�� Legend Darlene De La Cruz wasn’t planning to apply to Wesleyan University until she was approached by the school softball coach, who was looking to recruit her. A participant in �鶹ԭ�� sports-based youth development programs since she was a child, Darlene jumped at the chance to continue playing the sport she loves in college, and soon fell in love with Wesleyan, too.

“I liked Wesleyan because they prioritize the ‘student’ aspect of being a student-athlete,” she said.

But the path forward wasn’t so easy. A 2020 graduate from Manhattan Center for Science and Mathematics, Darlene was originally waitlisted at her top choice, then denied acceptance. Facing the prospect of attending another university she was less excited about, in the middle of a global pandemic, Darlene instead forged an unlikely path in the hopes of strengthening her chances a second time around.

“�鶹ԭ�� taught me how to put myself out there. Without that quality, I wouldn’t have been able to do this.”

Darlene De La Cruz, �鶹ԭ�� Legend

“I belonged at Wesleyan,” Darlene said. “When I was weighing my options, I knew I wanted to use my time wisely and grow my resume. It was a hard decision to make—I didn’t want to disappoint anyone. But at the end of the day, I thought, ‘This is my life and my decision.’”

To that end, Darlene took a gap year and pursued work at CityMD as a patient care representative during the height of the COVID-19 outbreak. There, the future pre-med student got her first taste of working in medicine, and learned that being a doctor is more than just the science. “I want to be part of helping people,” she said. “It interacting. It the relationships you build.”

During this time, Darlene also took online classes, and kept communicating with Wesleyan about her continued interest and progress. She also kept working with �鶹ԭ�� Legends program, and �鶹ԭ�� Director of Post-Secondary Success Matt Gonzalez helped her with her new application.

The work paid off. In December 2020, Darlene officially earned herself a spot in the Class of 2025 at Wesleyan—where she’ll also play softball.

“I could have said, ‘I’m not going to take this risk,’” Darlene noted. “But �鶹ԭ�� taught me how to put myself out there. Without that quality, I wouldn’t have been able to do this. �鶹ԭ�� fueled a fire.”

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Meet Bryan: A college acceptance that made history

�鶹ԭ�� — Fri, 18 Dec 2020 16:24:17 +0000

My name is Jared Francis, and I’m the founding principal of �鶹ԭ�� Charter High School in East Harlem. This year, I’ve had the unique honor of launching our high school first-ever 12th grade class, and I want to share with you the story of one of our seniors here at DCHS, Bryan Placido.

Bryan and I have a lot in common. One of the things I first noticed about Bryan is that, like me, he has worked to overcome a speech impediment. I’ve watched Bryan confront that challenge to become one of our strongest Student Ambassadors each recruitment season. And of course, most recently, we are bound together by what we’ve all shared this year at DCHS: the joy of making history with �鶹ԭ�� founding seniors, many of whom have been with us since freshman year or even longer, but also the grief—and determination—as it became clear that the Class of 2020 would have a senior year like no other.��

Remote learning was really tough for Bryan. He missed his peers, his extracurriculars, and “regular” school, and his GPA suffered at first. But with the support of the �鶹ԭ�� community—from socially distanced dog walks with �鶹ԭ�� social worker Judi to round-the-clock advocacy and one-to-one support from his college counselor Carlos—Bryan is now the recipient of a full scholarship to Skidmore College. Below is a video clip of the moment that he finds out—a moment that represents the very first of many college acceptances to come for �鶹ԭ�� students.

For Bryan, whose older brother had to leave college for financial reasons, a full ride to Skidmore means a lot. But I don’t share his story with you because he in any way the exception. At �鶹ԭ��, every child, from pre-k to pre-college, has a fair shot at achieving their vision of success. As educators, we help them push past obstacles and inequity – because the potential, the drive, and the excellence already exists inside each and every one of our students.

We all know the stakes of �鶹ԭ�� work, but often that impact manifests far in the future, out of our sights. In Bryan story, we get the gift of seeing how much what we do matters and what a difference our work can make. In a year like 2020, that means more than ever.

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