Meet Amber Olmos: 2024-25 Educator Preparation Student Liaison

Photo Caption:  Amber Olmos

The Commission during its October 2024 meeting appointed Amber Olmos as Educator Preparation Student Liaison for the 2024-25 academic year. Amber is a graduate student in the Department of School and College Counseling at CSU Dominguez Hills where she is a Master of Science in School Counseling candidate.

Why did you decide to become an educator?
I chose to pursue a career in education because it has shaped my life from an early age. The women in my family, especially my maternal grandmother, Olivia Dunez de Santoyo, were my first educators. She taught me the value of lifelong curiosity and the thrill that comes from wonder and inquiry. My understanding of education is rooted in the shared learning experiences I found everywhere—from my grandmother’s kitchen to the schoolyard and the local park. I see learning as a reciprocal, lifelong journey where everyone is both student and teacher. The most rewarding part is the personal growth I experience and the shared growth I witness when students allow me to be part of their journey. This perspective has inspired me to fully engage in both learning and unlearning alongside the students I work with.

In what ways do you plan to inspire and influence your students?
I strive to empower students to embrace pride and confidence in their true selves. My goal is to motivate them to explore their identities by creating and promoting immersive learning experiences that nurture their aspirations and broaden their sense of possibility. I aim to be an authentic example of exploring new horizons while staying grounded in one’s values and morals.

Is there an educator who had a positive influence on you?
The first educator who profoundly impacted my educational journey was Mrs. Hammonds, my fourth-grade teacher at Centinela Elementary in the Inglewood Unified School District. I had recently passed the English as a Second Language (ESL) exam after multiple attempts and, to my surprise, was placed in a Gifted and Talented Education (GATE) class where I met Mrs. Hammonds. I was amazed to discover how enjoyable school and learning could be. In her class, we made peanut butter, celebrated Las Posadas, and, most importantly, learned about social injustices through discussions on Rodney King’s case. What stands out most is that she was the first teacher to tell me I was an excellent writer—an affirmation I’ve carried with me ever since. I am grateful to Mrs. Hammonds for opening my eyes to both the world’s realities and my own potential.

What would you tell high school or college students who are considering becoming educators?
I would tell aspiring educators that education is a shared journey that involves both students and educators. Many people are drawn to this profession because of their own experiences—whether positive or negative. They may have felt a deep connection with their educators or, conversely, felt a sense of disconnection. This motivates them to make a significant impact in others' lives, either by emulating those who inspired them or by striving to be better than those from whom they felt disconnected from.

Being an educator means being a role model and a cornerstone of the community. Education is not just about teaching; it’s about empowering students, advocating for equity, and fostering lasting positive change. While the work can be challenging, it is also profoundly rewarding. We have the power to catalyze change through meaningful interactions with students, their families, and the wider community. Yes, it is hard work, but it is heart work.

Why did you feel it was important for you to join the Commission? What do you hope to accomplish?
Including the student perspective is essential when making decisions that directly impact us. As an aspiring School Counselor, I also believe it’s important to integrate the diverse viewpoints of all educators working in schools. This position will allow me to elevate my advocacy efforts to a statewide level, bridging the gap between students and the Commission. I aim to bring structure, accessibility, and awareness to help other educators and graduate students engage with the Commission during my tenure. I plan to achieve this by establishing a Student Committee and a Student Liaison alumni network. Ultimately, I look forward to fostering meaningful discussions that prioritize the needs and experiences of future educators while upholding the values of equity, integrity, inclusivity, and academic excellence.