Two more outstanding future teachers have joined the Alma Exley scholarship family.

Alma Exley Scholars, from left, Orlando Valentin Jr., Sacha Kelly, Verónica Alvarenga Ramos, Carter Newman, Dr. Violet Jiménez Sims, and Ivy Horan.

Introduced at a Hybrid Event

Verónica Alvarenga Ramos of Norwalk, a senior at Southern Connecticut State University, and Carter Newman of Cromwell, a master’s degree student at UConn, were introduced to educators and supporters of the scholarship program who gathered at Charter Oak State College in New Britain and attended remotely via Zoom.

They are the 39^th and 40^th students to be honored since 1995. The scholarship program is fulfilling the vision of the late Alma Exley, who had been working at the state Department of Education to achieve greater educator diversity.

Diversity Champion

Dr. Violet Jiménez Sims, 2008 Alma Exley Scholar, was honored as 2025 Diversity Champion for her leadership of the state’s Teacher Residency Program, which is bringing more people of color into the teaching profession in Connecticut.

Honoring Their New Colleagues

Previous recipients honored their new colleagues by attending in-person or on Zoom: Priscilla Noriega Chessman, Tamashi Hettiarachchi, Ivy Horan, Sacha Kelly, Chi-Ann Lin, Vernon-James Riley, Dr. Violet Jiménez Sims, and Orlando Valentin Jr.

Charlene Russell-Tucker

Commissioner Highlights Diversity Initiatives

State Education Commissioner Charlene Russell-Tucker, guest speaker, congratulated the honorees and highlighted some of the initiatives intended to strengthen the educator workforce.

The Educators Rising program recruits students early in their academic careers and exposes them to opportunities that will prepare them for a career in education. The NextGen Educators program places university students in classrooms for paid-work experience to strengthen the teacher pipeline. And the Teacher Apprenticeship program ensures student teachers are paid while creating an alternate pathway for nontraditional students and career changers to become teachers.

Dr. Miguel Cardona

Former-Education Secretary Cardona

Dr. Miguel Cardona, former U.S. secretary of education, congratulated the honorees via video, introducing himself as “a proud 1998 recipient of the Alma Exley Scholarship.”

“Welcome to the Alma Exley family,” he said. “It’s a special family… We learn from one another, and we support one another as we continue to grow.”

He congratulated Dr. Sims saying, “The work you do to push unapologetically for the diversification of our profession is amazing. You exemplify what we want to see in our educators.”

Orlando Valentin Jr.

A Distinguished Network

The master of ceremonies, Orlando Valentin Jr., 2016 Alma Exley Scholar and assistant principal at Hanover School in Meriden, said, “It’s a beautiful thing to come together to celebrate diversity in education in Connecticut.” Speaking to Ms. Alvarenga and Mr. Newman, he said, “You are joining a network of distinguished professionals who are doing amazing things at the local, state, and national levels.”

He welcomed Ms. Alvarenga’s mother, Maria del Carmen Ramos, in Spanish as she viewed the program on Zoom from El Salvador.

Alex Exley

A Tribute to Her Mother

Alex Exley said, “My mom’s vision gave birth to this program. She was working at the state Department of Education to bring more people of color into the teaching profession until she had to stop working when she became ill with cancer.

“She not only envisioned this program to continue her efforts to increase educator diversity, but she also had the foresight to bring in the Community Foundation of Greater New Britain, which was smart, and to put her vision in the hands of my dad, who for the last 29 years has been a dedicated champion of this program.

“She was lucky to have friends and family who remembered her by supporting this program—along with so many people who never meet her but saw value in the scholarship program and this important work. I want to thank all of you.”

Our Partner

The scholarship program is administered by the Community Foundation of Greater New Britain (insert link to website), “Where Good Begins” in Berlin, New Britain, Plainville and Southington. The Foundation works to inspire philanthropy, manage permanent charitable assets effectively, and partner to address key community issues through strategic leadership.

In Their Own Words

Because the honorees spoke so eloquently in accepting their awards, their remarks are posted here in full.

Verónica Alvarenga Ramos

I am truly honored to stand before you as a recipient of the Alma Exley Scholarship. This recognition is not just a celebration of my journey but also a testament to the power of diversity in education.

I came to the United States from El Salvador at the age of 17, not speaking English, but carrying a deep love for learning and a determination to succeed. Like many students from immigrant backgrounds, I faced challenges—navigating a new language, a new culture, and a new education system—all while working to support my family.

It wasn’t until I met a professor who shared my language and cultural background that I truly understood the transformative power of representation. That professor didn’t just teach content—she saw me, she understood me, and she made me believe that I belonged.

That experience is why I am here today—why I chose to become a bilingual educator. Now, as a student teacher and paraeducator, I see firsthand the impact of having teachers who reflect the diversity of their students. I see the way my students’ eyes light up when they realize that I speak Spanish, that I understand their traditions, and that I share their experiences. It fosters a connection that goes beyond academics—it builds confidence, belonging, and the belief that they, too, can achieve their dreams.

Diversity in education is not just important—it is essential. When students see themselves reflected in their teachers, they gain role models who empower them to embrace their identities and their potential. As an Alma Exley Scholar, I am committed to being that educator—one who uplifts, inspires, and creates a space where every child feels valued.

I want to express my deepest gratitude to the Alma Exley Scholarship Program for this incredible honor and for recognizing the importance of diversity in teaching. I also want to thank my family—my mother, my brother, my fiancé, and my children—for their unwavering support, love, and encouragement. This journey has not been easy, but their belief in me has made all the difference.

Carter Newman

I first want to express how honored and grateful I am to be a recipient of the Alma Exley Scholarship. Being recognized for such an important and valuable scholarship is something I do not take for granted. I am excited to continue my work in education—building diverse thinkers and ensuring that equity remains at the forefront of every educational space I enter.

Growing up in a school system where there were few, if any, educators or peers who looked like me, I often wrestled with feelings of imposter syndrome and questioned my place in educational spaces. Yet, my passion for learning never faded. I knew that intellectual freedom was powerful—not just for myself, but also for the many students from marginalized communities who deserved to see their worth reflected in their education. That belief has fueled my journey.

Today, in my work with students across various districts, I emphasize the importance of belonging. For the students who are presumed guilty before innocent, for those whose native language is deemed inferior to English, for those who never see themselves reflected in their education—I want them to know they each hold an unshakable place in our educational system.

No child is too young to learn about the power and beauty of diversity. And as we live in a time when these truths are being challenged, we need educators—like those in this room—who are committed to validating and uplifting the diverse identities and backgrounds of all students.

My journey in education has not been without challenges, and I’ve learned to embrace being uncomfortable. As a Black man in an educational system that has too often labeled people from my demographic as the lowest performing or underachieving, I strive to change the narrative.

From the language we use when speaking about students of color, to how we build and sustain Black boy joy, to fostering spaces where all students love their differences—this is my “why” in education. Every student I teach shares the power to redefine the narrative.

I am beyond excited to join this network of distinguished educators and professionals who share a passion for shaping an education system rooted in social justice. I extend my deepest gratitude to my parents, family, friends, and all those who have supported my educational journey. Thank you for never letting me give up and for allowing me to be authentically me. I look forward to continuing this work alongside those who not only make me a better educator but affirm that education should be welcoming for all.

Dr. Violet Jiménez Sims

Saludos, buenas noches a todos.

I am honored to stand before you today as a recipient of the Alma Exley Diversity Champion recognition. For me, this award isn’t just a certificate or a line on a résumé, it’s also proof that the work my colleagues and I do to diversify the teaching profession is being seen and valued. I want to express my deepest gratitude to Woody Exley and his family for their tireless dedication to this scholarship’s legacy, to extending this award to a practitioner, and to everyone here who believes that every student deserves to see themselves reflected in their educators.

Verónica and Carter, congratulations and welcome to the Exley Scholarship family. When I first received the Alma Exley Scholarship in 2008, I was just beginning my journey as a teacher. I had the degrees, the passion, the crisp new teacher outfits… but what I didn’t have was a full understanding of just how much my mere presence in a classroom would disrupt people’s perceptions. Because in Connecticut, where over 88 percent of teachers are white, the idea of a brown woman in a teaching role was, for some, too much to process.

Despite dressing professionally, despite speaking “articulately,” I was asked in teachers’ lounges, “Who are you substituting for?” or “Whose para are you?” These weren’t questions from students, they came from colleagues, fellow educators who just couldn’t wrap their heads around the fact that I was, in fact, their equal.

Students, though, had a different reaction. As a teacher of Spanish for heritage speakers and English for multilingual learners, I saw my students’ faces light up when they realized their teacher spoke like them. For my Dominican students, hearing their Spanish, so often dismissed as ‘incorrect’ or ‘too fast’, spoken confidently in an academic setting was a revelation. It was as if they’d been waiting their whole lives for someone to tell them: “Your voice is valid. Your culture is valid. You belong here.” Aquí cabemos todos.

This is why representation in education matters. Because when students don’t see teachers who look like them, they internalize the message that education isn’t for them. And yet, even as we celebrate progress, we see efforts to dismantle the very initiatives that make it possible. The pushback against DEI policies and the calls to make English the official language of the U.S. aren’t just debates for think pieces and town halls. These are direct attacks on students and educators like me. They attempt to erase the richness of multilingualism, the necessity of cultural competence, and the simple truth that diversity strengthens education for everyone.

But let me be clear: We will not be erased. Just as I was supported by the Alma Exley Scholarship at the start of my journey, I now have the privilege of paying it forward. Through my work with the CT Teacher Residency Program recruiting, training, and retaining diverse teachers, I work with the best colleagues I could ask for to help ensure that the next generation of educators is more representative and more empowered to create classrooms where every student belongs. And the impact speaks for itself: in just six years, the CT-TRP has placed 135 teachers of record in Connecticut schools (over 90 percent identify as people of color), and 94 percent of them are still in the classroom after four years. A retention rate nearly double the state average. We’re not just changing the numbers; we’re also changing the culture of education itself.

And I know I’m in good company. The Alma Exley Scholarship has recognized educators who have gone on to do incredible things – like Dr. Miguel Cardona, who took that belief in representation and turned it into national policy as U.S. Secretary of Education. This scholarship isn’t just an award; it’s a movement. A movement to challenge who we see as educators, to affirm the voices of students of color, and to make sure future generations don’t have to wonder whether they belong in a classroom.

So tonight, this recognition isn’t just for me. It’s for all of us doing this work, shaking the table, and refusing to let an outdated system define who gets to lead a classroom. The Alma Exley Scholarship represents action, and I am honored to be part of its legacy.

To everyone here who believes in the power of representation and in the undeniable brilliance of our students, I thank you. It can be exhausting and feel somewhat hopeless at times, but we have to keep at it. As we say in the DR, “Tanto da una gota en una piedra hasta que hace un hoyo.” A single drop may seem small, but over time, even the hardest stone will give way. In that spirit, I ask that you continue walking this path with me. Because the work isn’t over. In fact, we’re just getting started.

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Two Alma Exley Scholars are engaged in an initiative to bring more people of color into the educator workforce in Connecticut.

Dr. Violet Jiménez Sims, whom we honored in 2008, is managing director of academic programming for the Connecticut Teacher Residency Program (TRP), which provides a pathway for uncertified school personnel and others to gain teacher certification.

Theo Martinez, whom we honored in 2018, is an elementary teacher by day and teaches several courses in the TRP during evenings and in the summer. Currently, he is teaching a course called Teaching and Learning for Today’s Learner to the incoming cohort of teacher residents, over 90 percent of whom identify as people of color.

Dr. Sims meets up with Mr. Martinez in his classroom.

Candidates Have at Least a Bachelor’s Degree

“To qualify for the Teacher Residency Program,” Dr. Sims said, “candidates must have a minimum of a bachelor’s degree, though some have graduate degrees and professional credentials in other fields. Also, they should have experience working with marginalized populations as well as a commitment to diversity. Many residents have worked in schools as paraeducators, associate instructors, tutors, or teaching assistants.”

Candidates begin by taking courses during the summer, then spend the academic year in residency in a school under the guidance and supervision of a certified teacher. They take additional courses during the following summer. During their year-long residency, they receive a living wage and benefits. Afterwards, upon being hired as teachers, they receive mentoring support for three years.

In its four years of existence, the program has turned out 65 teachers for Connecticut elementary schools, and 90 percent are people of color.

Varied Experience

Mr. Martinez brings to his TRP classroom five years of teaching in a diverse elementary magnet school in South Windsor run by the Capitol Region Education Council (CREC). He also has taught in a state prison. He holds a bachelor’s degree from UConn and master’s degrees from the University of Hartford and the University of Southern New Hampshire, and he is working on a doctorate at the University of South Carolina (remotely).

“It’s an honor to reconnect with Violet and to work together to meet the program’s vision of disrupting current systems of inequity,” Mr. Martinez said. “Working with these prospective educators reminds me of what I love about being in the classroom. Year after year, TRP recruits unique candidates who are committed to addressing the teacher shortage while increasing the diversity of the teacher workforce in Connecticut.”

Reconnecting in the Classroom

Dr. Sims has known Mr. Martinez for years through their attendance at events sponsored by the Alma Exley Scholarship Program. Their paths crossed again this past year in her capacity as supervisor of the instructors in the Teacher Residency Program.

“Theo is a highly valued member of our faculty,” she said. “He brings to the classroom a wealth of experience in teaching in diverse classrooms, whether in public school or prison, and he shares our commitment to bringing greater diversity to the teaching profession in Connecticut. We are so fortunate to have Theo as an instructor who is also a role model and a positive example of representation and impact in the teaching profession.”

All supporters of the Alma Exley Scholarship Program may find it gratifying that two outstanding members of our scholarship family are working to fulfill Alma’s vision of an education profession that looks like America.

• Woody Exley

The two newest Alma Exley Scholars offered a master class in the importance and impact of teachers of color when they were introduced at a virtual event recently.

Alexus Lee, a master’s degree student at the University of Bridgeport, and Soribel Torres-Jiménez, a senior at UConn, were honored at the 27^th annual celebration of the Alma Exley Scholarship Program, whose mission is to increase diversity in the educator workforce. More than 40 educators and supporters of the program attended the celebration held via Zoom.

Ms. Lee and Ms. Torres-Jiménez thanked the program for their scholarships and shared insights into the issue of educator diversity based on their own experiences as students and aspiring teachers.

Alexus Lee

Positive Role Models

Ms. Lee said, in part:

“When I started college, I became a camp counselor at LEAP (Leadership Education and Athletics Partnership), where I helped educate predominantly Black children. This was one of the greatest experiences for me because, for the first time ever, I was around educators who looked like me. They spoke like me and dressed like me. But most important, they resembled the kids.

“So many of these children found positive role models to look up to. Many of them found father and older brother figures to push them to become their best selves. This is extremely important for all students, but especially the minority kids because they may not have these role models at home. I truly believe that students develop a stronger connection and level of trust when they genuinely believe the teacher can understand them because of shared experiences.

The Only Black Teacher

“This school year, I began interning in a school that is predominantly white. I have counted six Black students across all five grades, and there are no Black teachers. Being the only black teacher in the beginning of the school year was hard. When I changed my hair from long extensions to my Afro for the first time, I received comments from the students such as, ‘Why did you cut your hair? It looked better before.’ And, ‘Your hair isn’t supposed to look like that. It should be straight like mine.’

“I’ll admit, these questions and comments were hurtful because I’d never experienced something like this before. And the teachers were just as confused. At first, I felt as though I did not belong in this community. I wanted so badly to go back to LEAP where everyone looked like me.

Explaining the Afro

“Then one moment changed my entire view. This was when I first wore my Afro at my internship class. One of the teachers asked me why I choose to wear my hair like this so often. I was explaining to him that this is how my hair naturally grows, just as his grows straight. Then I looked up and realized there were four other teachers around me eagerly waiting for my response as well.

“At this moment, I realized how important it is to have Black teachers. These students and educators have so many questions about Black people because they have not been around us. They’re not used to us.

“Now, after eight months of teaching here, it’s less common for teachers or students to ask why I ‘cut my hair’ when I go from extensions to my Afro. Most times, they don’t comment at all because they’ve grown more used to me. Students feel comfortable asking me about my skin and my hair now.

“This extends to the Black students in the school as well. Recently, one of them eagerly ran up to me in the hallway. He had the biggest smile and said, ‘Hey! Your hair looks like mine!’ We continued talking because he wanted to know more about how he can take care of it like I do.

Impact on White Students

“The white students in my internship are asking questions because they are genuinely curious, and I am the only one who can teach them about people who look different from them. I can help them understand more about the world they live in. As for the six Black students, they can feel more comfortable in their skin and with their kinky hair knowing that there is a teacher in the building who will always stand up for them.

“In conclusion, Black teachers are so important…in any school. It is important that young Black students see older Black people with good jobs, but it’s also important to expose white students to diversity. It is rare for someone to be around only people who look like them. By answering the children’s questions now, they will be more comfortable around those who look different from them in the future. And that’s why I think it’s so important to have Black teachers in the classroom.”

Soribel Torres-Jiménez

More Educators of Color Are Needed

Ms. Torres-Jiménez said, in part:

“Being a future teacher of color is hard, but worth it. Our education system is doing all students a disservice when there is no representation by educators of color in the education system itself.

“I was born and raised in Waterbury, Connecticut, which is a very diverse community. However, I recall having only three teachers of color from elementary school through high school. Only two of those teachers spoke Spanish.

“My first teacher of color was in third grade, and I had the privilege of having her in fifth grade too. She contributed to the beginning of my passion to become a teacher, specifically for English language learners in urban settings. I was a first-generation college student, and my parents were very unfamiliar with the American school system. They are immigrants from the Dominican Republic and valued the education and opportunities the United States offered my siblings and me.

Language Barrier

“From parent-teacher conferences to science fairs, there was a language barrier which made it difficult for my parents to understand my successes and where I needed more support in school. There is this negative perspective targeted toward minority parents that they ‘do not care’ about their child’s progress and do not find the need to be involved in their studies. In reality, there are reasons why many parents cannot attend school events because of rigorous work schedules, divorced families, limited transportation, language barriers, etc.

“My first teacher of color understood that my family was not any less interested than other families that seemed more involved. She was able to communicate with my parents in Spanish, send home translated information, and even include more cultural awareness in the classroom.

“I no longer felt like an outsider or as if my parents weren’t enough. This teacher allowed me to embrace my identities and she would also share her relatable anecdotes with the class to normalize more than one culture in the classroom.”

Celebrating All Student Backgrounds

“As an educator, you must be able to create environments that support and celebrate all student backgrounds. The classroom is a space that does not highlight one’s deficits; instead, it caters to the student’s strengths. I want to be a future educator that can step in and make all families and cultures feel involved in their child’s education.

“These positions of power need people of color to bring in socially just practices, representation, equity, and love. It’s also important for white students to have teachers of color. In order to dismantle systemic racism and injustices, it’s important for white students to see people of color holding many leadership positions.”

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