As a child, Jorge Gonzalez had to learn how to cope with being separated from his father for many months each year because his dad supported his family as a farm worker living many miles away in another country. But through those difficult times, Jorge learned the values and differences in hard, physical labor versus hard work using one’s mind and education.

Jorge’s father began working in Colorado’s agricultural system in 1989 which meant Jorge, his mother and sister would be apart from him for seven long months each year. The emotionally devastating good-byes would happen like clockwork. They never got easier on the family.

Not willing to bear that pain any longer, in 2001 Jorge’s family moved from Guanajuato, Mexico to Brighton, Colo. The idea of no longer having to say dreadful good-byes to his father brought welcomed relief to the whole family. But the move to a new country where they didn’t speak the language, and where they encountered a whole new set of customs and social expectations, made for a difficult transition.

Jorge struggled to assimilate to his new environment.

“I couldn’t understand why people couldn’t understand me. Nothing was the same and I felt very frustrated with school,” he said. “I went from being a model student in Mexico to not even being able to read or write because of the language barriers I ran into every day.”

When Jorge shared his frustrations with his parents, they told him, “El azadón es más pesado que el lápiz.” “The hoe is heavier than the pencil.” (In other words, it is better to get an education and work with the pencil than it is to work in the fields with the hoe.)

Jorge didn’t fully understand his parents’ point until he joined his father working on the farms during the summers. He would plant, weed, fertilize and harvest produce such as chilis, corn, lettuce and other greens. The hard, physical work made the connection for him with what his parents told him. He then understood the importance of earning a quality education and how much farther the pencil would take him compared to the hoe.

This prompted him to dig into learning English as a middle school student at Overland Trail Middle School. One of his English as a Second Language paraeducators, Gloria Perea, saw Jorge’s struggles and would encourage Jorge not to give up, but rather to push harder and stay determined.

“Overland Trail supported me in my goal of learning English quickly,” he said. “My parents didn’t know how to support me in this goal, and individuals like Ms. Perea stepped in with the necessary resources and guidance to provide me with support.”

Having supporters like Ms. Perea made it possible for Jorge to conquer his challenges learning English. In fact, he was able to test out of the school’s second language learning program and start 7th grade in an all-English class.

As a senior at Brighton High School, Jorge set his sights on college. He wanted to be the first in his family to go to college and graduate with a degree. But he needed help navigating the process of applying to colleges, figuring out options and learning how to get financial aid. So he turned to one of his trusted teachers from Overland Trail — Tracey Reynolds.

“Ms. Reynolds was my champion when I was in school and she’s still my champion today,” Jorge said. “She helped me apply for a scholarship with the Hispanic Advisory Council, which I was awarded. Their financial support helped me get through college.”

Jorge attended Aims Community College for his associates degree and then transferred to the University of Northern Colorado to earn his bachelors degree in secondary education.

After graduating from college, he returned to his home school district, 27J, where this time, he was the teacher. His teaching assignment landed him at his alma mater, Brighton High School.

“I came back to 27J Schools because I wanted students who looked like me, to see someone like them as a valuable teacher and adult to support them. That’s something I didn’t really have when I went to school. I wanted to change that.”

Jorge supported students in honoring their Latin heritage as well as embracing opportunities available in the United States. He worked with students in the school’s United Latin American Citizens organization to take part in ballet folklorico which are traditional Mexican dances emphasizing local folk culture with performance characteristics similar to ballet.

To help students succeed academically, Jorge knew he needed to bridge the gap of understanding between his colleagues and students from other countries. Teachers and administrators weren’t aware of the intense hardships these students faced and how much it stood in the way of their success in school. As a member of the school’s assessment and curriculum adaptation committee, and a member of the equity hiring team, Jorge had a unique platform from which to usher in useful changes to tackle the problems.

“In these roles, I felt included and was encouraged to provide my perspectives. 27J district administrators made sure teachers’ voices were heard and I appreciated that,” he said. “They didn’t make it an uphill battle. Rather, they were willing to make changes if it better served our students.”

Seeing how influential he was as a teacher, prompted Jorge to imagine how much more of an impact he could have as an administrator. After earning his masters degree in educational equity, Jorge was hired as an assistant principal at an online school in the Greeley-Evans school district in Greeley, Colo.

Looking back, Jorge credits Overland Trail Middle School for putting him on a path to gain confidence in his learning abilities, and to succeed in his quest to help others in his same situation.

“I believe in 27J Schools because they put student interests and success at the forefront of its work. It’s willing to re-evaluate and change systems to make sure student success stays its top priority.”