Students at Chapel Hill Preparatory School have big dreams, and their teachers are helping make those dreams real.
“When things get hard, I know I have great people at my school who help me,” said Yaneli M. “My teachers have tough times in life, but they still show up for us and put in the hard work. That motivates me.”
A sixth grader, Yaneli wants to make her Chapel Hill family proud. She plans to go to college and become a nurse.
“I’m going to show everyone that the teachers in my life helped me so much,” she said.
Yaneli and her classmates learned how to dream big from their teachers.
Many of the educators at Chapel Hill, including Pere Valls, a third grade teacher from Spain, and Cesar Romero, a first grade teacher from Colombia, hold a J-1 visa, following their own dreams to make a difference in the world.
“In today’s world, the mission of teachers is very important. If we don’t use knowledge, we become a poor society,” Valls said.
Zenaida Aviles, principal, credits the small melting pot to an increase in the school’s STAAR results. In the 2024-2025 school year, they received an overall B rating, jumping two letter grades from the year before.
“Our J-1 teachers bring global perspectives, fresh instructional practices, and a deep sense of purpose. Their presence models resilience and adaptability for students, while enriching our campus culture with authentic cultural exchange,” she said. “Their impact is visible in both culture and outcomes: stronger classroom structures, more engaged learners, and STAAR results that keep climbing.”
Damion B., a sixth grader, said his teachers inspire him every day.
“I’m happy for me to come to school because they spend their time helping us learn.”
With educators from around the world, Chapel Hill students are exposed to new cultures that broaden their perspectives and show them what’s possible.
“It’s very nice we can share values and culture with each other. That creates empathy,” Romero said. “We are a society where we live in a lot of comfort, so it’s important for us to get uncomfortable in order to learn new things.”
These everyday lessons build community and confidence, directly contributing to their students’ strong 2024–2025 STAAR results.
“Coming from different backgrounds makes us stronger,” said Milly Serano-Fritz, a third and fourth grade teacher. “We all come together with one goal: to teach these kids and do the best we can for them.”
By having teachers representing a variety of countries, students can see a bit of themselves, added Suzanne Paiz, a fourth grade teacher.
“We have students here who are not all from Mexico,” she said. “They might come from Central or South America, and the fact they can see an adult in a profession they’re interested in, or an adult who went to college and got to pursue their dreams can inspire them.”
Leading by example, the teachers at Chapel Hill also treat each other with the same respect and kindness they expect to see from their students.
“My co-teacher and I started calling each other “amiga” and we’re always there for each other,” Serano-Fritz said. “Kids may not be able to name it, but they copy it, and it shows in how they help each other study. They know they can’t give up because their friend will help them.”
Looking ahead, Chapel Hill teachers are committed to sustaining STAAR test momentum by preparing students to meet every challenge.
Through practices like setting individual goals, sharing data to build ownership, and encouraging persistence, they are empowering students to take charge of their learning.
“It builds grit and resiliency, which is something kids need more and more these days,” said Serano-Fritz. “We have built these kids up to know it’s OK to fall. We tell them ‘the only thing you have to do is not give up. So if you continue, you will eventually grow, because you never gave up.’”
