In the heart of Chicago’s Talcott Dual Language Fine and Performing Arts Museum Academy, two Illinois State University School of Teaching and Learning (TCH) alumni are transforming education through creativity, culture, and connection. Guadalupe Hernández-López and Yehiri González are shaping classrooms where language and identity are celebrated every day. Their stories reflect the heart of TCH: teaching with empathy, purpose, and a passion for community.
Turning Redbirds into Role Models
For Hernández-López, teaching has always been about relationships and discovery. Now in her seventh year in the profession, she leads a second-grade dual language classroom where curiosity and confidence thrive. A double major in early childhood education and Spanish with a minor in bilingual education, Hernández-López earned her undergraduate degree in 2019 and her master’s in 2024, both from TCH.
Her time at Illinois State shaped her vision of what learning could be. “When I studied in Taiwan with Dr. Miranda Lin, we observed a Reggio-inspired school,” she said. “Talcott’s early childhood program follows that same philosophy. I’ve been able to apply what I learned abroad directly to my classroom.”
Hernández-López’s classroom centers on creative, hands-on learning.
“I use projects and art instead of worksheets,” she said. “Every child learns differently, and those differences make teaching meaningful.”
González, now in her first year of teaching, leads sixth-grade math and science at Talcott. Her connection to the school began when she visited Hernández-López’s classroom as a TCH student.
“I first came to Talcott as a visitor to Lupe’s classroom,” González said. “The next year, I completed my clinical experiences with her and later did my student teaching here. It’s amazing to have grown with this community, from visitor to full-time teacher.”
She credits the Chicago Teacher Education Pipeline program for preparing her to step into her role with confidence. “Every part of the program connected back to real classrooms in Chicago,” she said. “Professors like Dr. Elizabeth Skinner supported us both academically and personally. The program taught us collaboration, equity, and cultural understanding—all essential in a school like Talcott.”
As a bilingual educator and Latina in STEM, González aims to inspire her students to dream big. “As a former English learner, I want my students to know there is space for them in science and technology,” she said.
Bringing Learning to Life
Both Hernández-López and González describe Talcott as a place where learning feels alive. Lessons weave together art, language, and wellness while helping students see their identities reflected in what they learn.
“Students are encouraged to be their beautiful selves,” Hernández-López said. “We build lessons around their interests and experiences. Our school values—be safe, respectful, engaged, kind, and responsible—guide everything we do.”
Hernández-López recalled one student who had recently moved to the United States and was still learning English.
“He couldn’t yet write about plant and animal relationships, but he could explain them beautifully,” she said. “We created a presentation together, and he ended up leading his classmates in learning. ISU taught me to see every child as a whole learner and to honor what they bring to the classroom.”
For González, one of the most powerful experiences came when she shared her story of earning the Seal of Biliteracy.
“It showed my students that being bilingual is a strength,” she said. “Later, I spoke at their Biliteracy Ceremony. Seeing their confidence grow reminded me how powerful representation can be.”
González added, “Students see their culture reflected in what they learn. That connection helps them stay proud of who they are.”
Mentoring for Success
Dr. Elizabeth Skinner, associate professor of elementary bilingual-bicultural education, has supported both alums and celebrates their success.
“Lupe and Yehiri embody what we strive for in TCH: educators who honor their students’ languages, cultures, and communities,” Skinner said. “Our bilingual-bicultural program prepares future teachers to design culturally sustaining curriculum, create inclusive classrooms, and advocate for multilingual learners.”
Skinner also highlighted how partnerships with schools like Talcott enrich teacher preparation.
“When our candidates learn in classrooms that reflect the communities they’ll serve, they develop empathy, creativity, and purpose—the qualities that define great teaching,” she said.
Looking Ahead
For Hernández-López and González, the connection between TCH and Talcott continues to grow stronger each year.
“Partnerships like this benefit everyone,” Hernández-López said. “Our students get more support, and teacher candidates gain valuable experience working with diverse learners.”
González agreed.
“When TCH alumni return to schools like Talcott, it reminds us that education is a shared journey,” she said. “Our paths come full circle, from students to teachers, from classrooms in Normal to classrooms in Chicago.”
