In a vibrant meeting held on May 14, 2025, the Lawrence Alliance for Education gathered to discuss the transformative experiences of educators who participated in a professional development immersion program in the Dominican Republic. The program, which took place during April vacation, aimed to deepen teachers' understanding of culturally responsive teaching by immersing them in the rich cultural and educational landscape of the Dominican Republic.

Dr. Pena, who led the presentation via Zoom, shared insights into the program's objectives and the educators' experiences. The trip was not merely a cultural tour; it was a carefully structured opportunity for teachers to engage with local schools, families, and communities. Participants learned about the Dominican educational system, its curriculum, and the socio-economic challenges faced by students and families. They visited schools, interacted with local educators, and even taught students, all while gaining a deeper appreciation for the cultural backgrounds of their own students in Lawrence.

Brianna Johnson, one of the educators who traveled, spoke passionately about her journey. Coming from California, she felt a disconnect with her students from the Dominican Republic and sought to bridge that gap. Her reflections highlighted the warmth of the Dominican people and the resilience of students despite facing challenges such as overcrowded classrooms and limited resources. She emphasized the importance of understanding cultural context in education, stating, "Cultural context is essential, not just to understanding student behavior, but to truly reaching them as learners."

The meeting also addressed the next steps for integrating these experiences into the classroom. Educators like Leah Banks Bruno and Floridylenia Den outlined plans for professional development focused on Dominican culture and collaborative learning. They emphasized the need for ongoing support and resources to help teachers connect with their students' backgrounds and experiences.

As the meeting concluded, the board expressed enthusiasm for the potential impact of this immersion program on teaching practices in Lawrence. The educators returned not only with memories but with a renewed commitment to fostering inclusive and culturally responsive classrooms. Their experiences serve as a reminder that education is not just about curriculum but about understanding and celebrating the diverse backgrounds of every student.