Published by NATIONAL FORUM JOURNALS - A group of national refereed, peer-reviewed, scholarly, academic periodicals. William Allan Kritsonis, PhD, Editor-in-Chief, NFJ (Since 1982)

1. NATIONAL FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNAL
VOLUME 29, NUMBERS 1 & 2, 2016
54
Latin@ School Leader Epistemologies: A Co-Created
Sentipensante Testimonio
Linda Prieto, PhD
Educational Consultant
Juan Manuel Niño, PhD
Assistant Professor
University of Texas at San Antonio
Abstract
This article serves as a testimonio of our experiences as former teachers and as an educational
leader (Niño), and the influence of such experiences on our current roles as educators in K-12
teacher and campus leader preparation programs. We examined the impact of our practitioner
experiences on our present-day professions by sharing our testimonios co-creados (Prieto &
Villenas, 2012; Urrieta & Villenas, 2013; Aguilar, Niño, & Edwards, 2015) as current Latin@
educators at a Hispanic Serving Institution (HSI). “Here, testimonio serves as a method and
political tool that conveys [our] stor[ies]” (Prieto, 2015, p. 45) as former teachers and campus
leaders and current educators of future teachers and principals. Our testimonios were gathered
via face-to-face audio-recorded platicas, prior (auto)biographical narratives, and papelitos
guardados (Latina Feminist Group, 2001). Findings revealed our shared philosophies and
approaches of a sentipensante pedagogy (Rendón, 2009) as Latin@ educators as well as the
“challenges and skills that contribute to the preparation of [our current university] students”
(Hernández & Murakami, 2014, p. 1).
Keywords: Latina/o, testimonio, Hispanic, autobiography, pedagogy
In this article, we examined how the sentipensante (sensing/thinking) pedagogy Rendón
(2009) coins helps us prepare school leaders, specifically teacher candidates and future principals
for wholeness, social justice, and liberation. Rendón’s call for the incorporation of a
sentipensante pedagogy in higher education classrooms, one where we “realize a new
pedagogical vision based on wholeness, love, and compassionate action to heal and sustain our
world” (p. xiv) aligns with our own personal and professional commitments to our students in the
College of Education and Human Development (COEHD) at The University of Texas at San
Antonio (UTSA)--a Hispanic Serving Institution (HSI). Our approaches to our courses
specifically focus on the examination of sociolinguistic and sociocultural principles central to
preparing our students to effectively serve culturally diverse populations, such as the Latin@
communities we represent. Although raised and educated in different parts of the country, we
share philosophical approaches to our preparation of teachers and campus leaders. We refer to

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this lens as informed by Rendón’s sentipensante pedagogy, which serves for us as a shared
sentipensante epistemology.
We met during faculty orientation at The University of Texas at San Antonio in the fall of
2013 after both being hired into the COEHD as tenure-track assistant professors. Prieto was born
and raised in a rural California agricultural town in Fresno County to Mexican immigrant
parents. Due to her family’s low-income background, she began working in the fields alongside
her family at the age of 8; this continued through the summer after her freshman year at Stanford
University when she turned 19. Beyond her bachelor’s degree in sociology from Stanford, she
also holds a master’s degree in education from Harvard, and a doctoral degree, also in education,
from The University of Texas at Austin.
Unlike, Prieto who has lived and studied across the United States, Niño’s educational and
professional experiences occur within the state of Texas. Niño was born in Brownsville, Texas to
immigrant parents from Mexico. Similar to Prieto’s experience, Niño also began to work in the
fields alongside his family as a teen. During most of his secondary experience, Niño was labeled
a “migrant student”, which unfortunately included being perceived as deficient by his school
personnel. Nonetheless, he excelled academically in school and graduated with honors and was,
like Prieto, awarded numerous scholarships. However, he rejected all awards and decided to
attend the local university. While in college he began an event planning business to help offset
his family’s financial burdens. He holds a bachelor’s degree in biology and chemistry with a
minor in government from the University of Texas at Brownsville, a master’s degree in
education from the University of Texas at Brownsville, and a doctorate degree in school
improvement from Texas State University.
Literature Review
This special issue is timely given the current and future population projections of
Latin@s, the largest ethnic minority group in the United States, and the dearth of research
examining Latin@ school leaders’ identity development, training and preparation, and career
patterns in school and district leadership. Scholars, such as Ylimaki, Brunderman, Bennett, and
Dugan (2014), for example continue to find the need to prepare principals to lead in culturally
diverse schools. They argue that culturally responsive school leaders “seek goals beyond student
achievement to focus on making their communities better places to live” (p. 56). Unfortunately,
their research does not disaggregate participant data by racial or ethnic background. Thus, we are
unable to determine, from their study, if this goal is more or less prevalent for Latin@ school
leaders.
Shannon (2008) reviews literature from New Latino Diaspora studies and finds, “most
school districts are unprepared to welcome the newcomers” (p. 18). Her own scholarship
examines “how one school district in a new settlement area in the Pacific Northwest has
approached the increase of Latinos in their community” through culturally relevant curriculum
(p. 22). Key district leaders include the superintendent and the director of bilingual education
who not only pursue the implementation of a district-wide dual language program in either
Spanish and English or Russian and English but also follow through to ensure its success by
recruiting and retaining highly qualified staff and providing resources for professional
development. In closing, she draws attention to the need to “hold all school leaders accountable
for providing anti-racist education for all children” (p. 34). To help meet this challenge, as

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educators of future teachers and campus leaders, we must provide our students with anti-racist
education so they are prepared to do the same in preK-12 public schools.
In order to facilitate the development of this type of ethical and moral leader, many
faculty members who teach in a principal preparation program have integrated issues of social
justice into coursework (Cambron-McCabe, 2010; McKenzie et al., 2008). For example, Young
and Liable (2000) provide a framework for inculcating personal experience and a social justice
research agenda within courses. Rusch (2004) argues that the professoriate is a powerful and
privileged position that can play a key role in developing leaders for social justice yet submits
that too many professors fear discourse and lack openness to learning about intersections of
difference. Findings from, O’Malley and Capper’s (2015) study of 218 fulltime faculty teaching
in university principal preparation programs, reveal “that LGBTIQ [lesbian, gay, bisexual,
transgender, intersex, and questioning] identities and themes are only marginally integrated into
U.S. principal preparation programs, inclusive of those identified as social justice programs” (p.
291). As our experiences demonstrate, “Social justice programs that do address LGBTIQ
identities frequently depend on one faculty member or course to do so, rather than being
integrated throughout the program” (O’Malley & Capper, p. 291). As such, it is our contention
that teaching for social justice at all levels of a postsecondary education is essential to create
more equity-centered educators. Therefore, we highlight our testimonios as two Latin@ scholars
who explicitly aim to develop educators with the knowledge, skills, and dispositions to be
leaders for social justice.
Methodology
Since 2012, Latina scholars in education have begun using testimonio as methodological
and pedagogical practices to examine and discuss our experiences in academia (e.g., Delgado
Bernal, Burciaga, & Flores Carmona, 2012; Prieto & Villenas, 2012). Our own exploratory study
follows the work of Urrieta and Villenas (2013) as we “participated in three ‘testimonial co-
creation’ sessions (Prieto & Villenas 2012), bearing witness to each other” (p. 516) in face-to-
face conversations. Similarly, “During these dialogue ‘tellings’ we engaged in reflexión
(reflection) and we explored our personal and collective experiences in academia” (p. 516). We
discussed issues directly connected to our attending K-12 U.S. public schools, our experiences in
higher education as first-generation college students from working-class backgrounds, our
practitioner work as former teachers, and as a campus leader as well for Niño, and more recently
our trajectories as tenure-track faculty whose teaching and scholarship include the preparation of
future teachers and principals. The two central questions are: 1) What challenges and successes
did we experience as a professional K-12 educator? and 2) How do these experiences inform our
current professional work, specifically the preparation of educators to effectively impact the
teaching and learning of Latin@ students, families, and communities?
In addition to our audio-recorded platicas (shared tellings) between the two of us, we also
collected and drew upon our papelitos guardados (Latina Feminist Group, 2001; Urrieta &
Villenas, 2013), including: 1) personal testimonios documented in our published scholarship and
2) other self-reflective writing such as journal entries. Nosotr@s también compartimos nuestros
testimonios to “reclaim our own pedagogical, methodological, epistemological, and activist
space in the academy” (Urrieta & Villenas, 2013, p. 517). In the following we explore our
challenges and successes as Latin@ leaders in education and our potential impact on the teaching
and learning of future teachers and principals of Latin@ students.

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Professional K-12 Educator Challenges and Successes
Through our testimonios we share experiences that contribute to our preparation of future
teachers and campus leaders. We share many commonalities.
Prieto’s Testimonio
My desire to inform and impact the education of preservice teachers began when I myself
was a middle school teacher in the Bay Area in California. Since I had not completed a
traditional education program, I found myself teaching in a private middle school for girls during
the year and as part of a bridge program for middle school students from Latin@, African
American, and Pacific Islander working-class backgrounds during the summers.
The following describes my experiences at the middle school.
I served as the sixth and seventh grade Spanish teacher, a sixth grade life skills teacher,
and as the diversity recruitment coordinator as well. In the latter role I visited local
elementary schools asking teachers to nominate their cream of the crop fifth grade female
students, and later sat with their families to assist with the admissions and financial aid
application processes. I was hired into this job in August, less than two weeks prior to the
beginning of the academic school year, which meant I also missed the faculty retreat.
As someone who currently prepares teacher candidates in a teacher education program, I have
come to realize how much preparation I was lacking at the time. Not only in the construction and
delivery of curriculum and instruction but also in knowing what questions to ask peers and
supervisors for support or how to critique the administrators’ expectations. Essentially, I was
presented with a Spanish language textbook and told to teach half of it to the sixth graders and
the whole thing to the seventh graders before the end of the school year. I was also notified that I
was to use an immersion instructional model and thus only speak to the students in Spanish.
Having taken a bilingual education course during my master’s program, I knew that if I were
allowed to use the students’ first language (L1), in this case English, in the classroom, it would
benefit their acquisition of the target language (L2), in this case Spanish (Krashen, 1982;
Cummins, 2000). Unfortunately, there were a number of students in the class who resented
having to learn Spanish and thus resented me for instructing them in Spanish.
When reflecting on the impact of leadership styles on a campus community, I recall the
following incident:
Another leadership decision that did not sit well with me was when the Latina native
Spanish speakers were not allowed to take the Spanish courses with me. Instead of being
allowed to serve as bilingual buddies and “experts” in this class, they were sent to the
library for remediation in mathematics, science, or English regardless of their
competence in those content areas. And even though I was to focus teaching Spanish to
the students in my classes, the Latina students were not allowed to speak Spanish at
school. The principal told me that I was to remind them not to speak Spanish on the
playground. Her rationale was that if they spoke Spanish on the playground the other
students would not understand them. Interesting, given that the other students were
supposed to be acquiring Spanish, so hearing a peer group of native Spanish speakers

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would actually be quite beneficial to them as they acquired this language.
I did not comply with this request. For those of us with training in bilingual education, we know
too well the direct connection between language, culture, and identity (Anzaldúa, 1992;
González, 2006), so how could this school administrator ask the students to not speak Spanish on
the playground, to not have moments of reprieve, to not be themselves? I was frustrated by the
inequitable treatment the Latina students received.
I was also bothered that the other girls did not have restrictions on their behavior or
cultural expressions during recess. I tried to explain to the principal how unreasonable her
request was by stating, “If we are going to ask the Latina students to stop speaking
Spanish on the playground, then we also need to ask the girls in equestrian clubs to stop
practicing their jumping routines during recess. After all, the Latina girls have not been
exposed to equestrian riding and will not understand what their peers are talking about.”
She claimed to miss any connection between the two.
Unfortunately, these were not isolated issues and contributed directly to my attrition as a first-
year teacher, a grave concern in the field of education (Schlichte, Yssel, & Merbler, 2005). I
managed to persist until the end of the school year due to the relationships I had forged with
particular students and families. I have often wondered what my teaching experiences and
trajectory might have been like in the K-12 setting if I had completed a teacher preparation
program prior to teaching, if I had taught in a diverse public school instead of that private school,
if I had specifically taught in a bilingual education program, if I had received professional
development as part of an induction into the profession, or had the campus administrators
instituted what Pogodzinski (2012) refers to as a network approach of socializing for novice
teachers. As Nieto (2013) states, “professional development play[s] a major role in preparing and
sustaining teachers for the real world in their classrooms and schools” (p. 19). These experiences
shaped my desire to pursue a doctoral degree in curriculum and instruction and focus on teacher
preparation and teacher experiences as my scholarly work. I am currently self-employed as an
educational consultant.
Niño’s Testimonio
I served in Texas public schools as a substitute, classroom teacher, and as a school and
district administrator. I bring many experiences, both positive and negative, and witnessed first-
hand the challenges teachers, parents, students, and administrators encounter as they attempt to
succeed in an age of high-stakes testing and accountability. In my experiences, I saw entire
schools and communities lose faith in America’s public education system. From such
experiences, I realized my moral obligation as an educator is to restore hope to our most precious
practice—teaching and learning. Moreover, my background and professional goals have shaped
me into an agent of change. However, as a Latino educator, creating change is never an easy
path.
My teaching experience included serving students in Brownsville and Austin, Texas.
Like Prieto, I too started teaching without completing a traditional teacher preparation program.
When I joined the staff at my alma mater, I was reminded of the oddity that the district, although
in a predominantly Mexican American community, neglected to properly serve recent Mexican

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immigrant students.
I recall how I was first notified of my appointment as the only English as a second
language (ESL) science teacher at a campus of over 3,500 high school students.
My department chair came to visit me during my fourth block. She was excited to inform
me that I was selected to teach ESL next semester. She stressed how these classes would
be small as not many students were labeled ESL. She reminded me that accountability
would not affect these students. I really did not know what to expect as I was new to the
teaching profession and the accountability game was not something I was used to
playing. Nonetheless, I gladly accepted and looked forward to helping students.
As I started teaching the ESL courses, I quickly learned I was the only advocate for the students.
I continued to voice my concerns in light of inequities, deficit thinking, and lack of funding and
resources. I challenged the administration, as to why ESL classes were not invited to participate
in certain activities. The usual response included that since they do not count towards
accountability they do not need to receive as much attention or funding. ESL designated students
were not invited to participate in field trips, some sports (due to scheduling), or fine arts. Despite
standing alone, I realized if I wanted something to change, I needed to better prepare myself to
de/re-construct the systemic problems that continue to plague public schools.
After receiving a master’s degree in education with a leadership and curriculum and
instruction focus, I became an assistant principal to continue my social justice work. I was
selected to the administrative position due to my ESL teaching experience, which allowed me to
restructure the ESL program while the high school was sanctioned for not meeting adequate
yearly progress. As I started to investigate and become familiar with the ESL instruction model
at the school, I realized that no model was in place to service over 1,200 ESL designated
students. Teachers were teaching with limited resources and some teachers were not even
credentialed to service ESL students.
I told the interviewing committee about my supervision experience in Austin ISD and
with inclusion ESL classrooms. I explained how co-teaching can help ESL students
academically and that in most cases schools have the resources available to implement
such a model. After getting hired, I spoke with the three ESL teachers who served all
1,200 students and learned that not all students were being serviced through ESL
instruction. The core faculty only serviced first-year immigrant students. The rest were
immersed in English classes with no support. As such, I talked to the principal and asked
to review faculty folders for teaching assignments. I noticed how some ESL teachers had
moved to coaching positions, different content areas, and some were not in instructional
capacities. I asked the principal to review teachers’ positions and reassign to contract
role. At the end of the process, some teachers were not happy about the reassignment and
directly challenged the purpose of inclusive ESL classrooms.
To continue my work, I engaged teachers and administrators in constant dialogue;
however, I was silenced and marginalized by certain teachers and administrators who did not see
my work as valid but rather as a threat. Some colleagues threatened to file grievance because
they claimed I was changing the overall dynamics of the school practices and not respecting
teachers’ seniority. However, I knew these new practices were in the best interest of the students

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and that the co-teaching model helped students in the learning process. Unfortunately, the
working conditions worsened as the year progressed. Once again, I felt called to contribute to the
advancement of social justice in education through professional leadership. As such, I resigned
from the campus leadership role to pursue a doctoral degree.
After completing my doctoral studies, and unable to obtain a tenure-track faculty, I
returned to practice. In my new role as a district coach for school leadership, I worked with
school administrators to monitor and assist in supervising instructional programs and academic
performance. However, through this experience, I realized that many principals operated through
deficit thinking, teaching to the test, and neglecting students’ home language. In this capacity, I
was able to work in elementary schools for the first time. I quickly noticed that at many of the
campuses I supervised bilingual students were penalized for speaking Spanish. Additionally,
many non-bilingual principals did not support instructional programs to assist English language
learners. They insisted that since state exams are in English so too should instruction. Like
Valenzuela’s (1999) work on subtractive schooling reveals, this subtractive mentality was a
constant reminder of the pervasive obstacles that current accountability systems create for
student learning:
I entered the hallway of an elementary school and was greeted by the receptionist. The
principal came out, looked at me, and we proceed to walk to the classes. She was talking
about the state exam blitzes that her teachers were implementing as the exam was only 30
days away. “Dr. Niño this year we are going to make this school shine with our scores,
our students will not fail,” she confirmed as we visited 20 classrooms, all with
synchronized teaching. I questioned her approach, and she replied that she was feeling
the pressure from us [district office] to improve scores. As the testing season approached,
these types of visits increased.
From my practitioner and educational experiences, I learned the importance of preparing
aspiring leaders for social justice. My primary teaching responsibilities include the Urban School
Leaders Collaborative, a partnership program between UTSA and San Antonio ISD. This
preparation program is centered on social justice and received the inaugural award from the
University Council for Education Administration as the Exemplary Preparation Program.
Additionally, these experience also shape my research interest on school leadership preparation
for social justice and Latin@ leadership for school improvement.
Discussion
Teaching, with a curriculum that advocates social change, often meets with resistance
from students. We incorporate a social justice focus, and the intersections of difference, in all
courses we teach. Some students find it difficult to learn how following traditional practice
hinders the advancement for social change or to see themselves as agents of change. They are
confronted with course topics that include: White privilege, racism, sexual orientation, gender,
abilities, language, religion, and class. However, those who are open to these fruitful discussions
are intrigued by how they have been conditioned in believing that their work as educators
properly serves all students. Readings and assignments in the courses offer students an
opportunity to reflect on their lived experiences, practices, and leadership styles. During these

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reflective moments, tense conversations may arise. Rather than avoiding them, we favor such
dynamics as opportunities for deep learning to occur. As such, students are able to share their
knowledge and challenge traditional paradigms to better understand the complexity of living
environments, especially schools. Addressing the deficit beliefs of students will not be completed
in a single course or preparation program; rather it must be a continuous struggle for school
leaders as we commit ourselves to providing equitable opportunities for the various communities
we all serve. As educators, we hope to instill the desire for change in students who will go on to
influence change that can then restructure our educational system for the better.
Conclusion
Educators composed of various backgrounds, values, and mindsets all contribute to the
multiplicity of difference (Britzman, 1991) that exists within the educational field. It is necessary
for educational leaders to realize how their education, experiences, core beliefs, and ideologies
shape their educational philosophy and pedagogical practice (Alsup, 2006; Hickey & Austin,
2007). As professors, we need to value the reflectiveness and purpose of human relationships
with the world as such understanding cannot occur in a historical without positing the physical
context. Without critical reflection there is no understanding, nor does knowledge have meaning
outside an uninterrupted temporal series of events. As we have learned from our students and
experiences, for humans there is no here relative to a there that is not connected to a now, a
before, and an after. As such, our co-created testimonio relates and creates a meaning for how
we, Latin@ educators, strive to awaken a critical perspective within students who will serve
diverse communities. For Rendón (2009) reminds us of the need to assemble and validate
“agreements that speak to who we are as whole human beings—intelligent, social, emotional,
and spiritual” (p. 48). We hope this framing of our testimonios through a sentipensante lens
informs your own practice as caring agents of transformation.
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Authors
Linda Prieto, PhD is an independent educational consultant and approaches her work in the
field of education from a critical perspective born from life herstories and testimonios informed
by Chicana feminist thought.
Juan Manuel Niño, PhD is an assistant professor at UTSA who conducts qualitative studies
focusing on leadership for school improvement, leadership preparation for social justice, and
Latino leadership.