Josie Rodriguez

My career path is deeply rooted in my own experience as a student.

I grew up as an English Language Learner. My parents had just arrived from the Dominican Republic, and when I started school, I didn’t speak any English. I was placed in classes that didn’t meet my needs, and over time, I began to feel invisible like I didn’t matter, like I didn’t belong, and like I had no future in school. By high school, I stopped attending.

But one teacher changed everything.

She saw something in me that I couldn’t yet see in myself. She took me to a New York Philharmonic rehearsal—the first time I had ever experienced that kind of music—and opened my world to new possibilities. She called my parents, and when that didn’t work, she sat with me and told me I was important, that I was smart, and that I would one day make an impact.

I still remember that conversation vividly.

She stayed after school—sometimes until 7 or 8 p.m.—to tutor me. Because of her, I returned to school. I attended summer school and night school, determined not to let her down. When I took my state exams, I passed and became the first person in my family to graduate with a high school diploma.

That moment changed the trajectory of my life.

I went on to earn my college degree and my master’s degree, and I am currently continuing my professional growth in educational leadership. I have worked in education for over 15 years, including 10 years as a school counselor.

Throughout my career, I have intentionally chosen to serve in Title I and at-risk schools. I currently work in one of the poorest conventional schools in the United States, supporting students across elementary and middle school settings, and I am preparing to transition into high school counseling.

In addition to my school-based work, I am the founder of Building Young Leaders, a nonprofit organization focused on expanding access and opportunity for underserved students. What began as a local initiative has grown into an international program. Last year, I expanded our work to the Dominican Republic, where we provide virtual English instruction to students who otherwise would not have access. With the support of dedicated educators who volunteer their time, we are currently serving students and working to expand our reach.

In February, I traveled to the Dominican Republic to provide technology and direct support to students and families. Last summer, after months of fundraising, I launched a six-week summer camp in the campos, bringing educators to deliver enrichment and English programming. We partnered with local schools to identify students in need and provided scholarships to ensure access.

My specialization is school culture and climate. I believe that students learn best in environments where they feel safe, seen, and supported. When students do not feel valued, they disengage. When educators work in unhealthy environments, it impacts their ability to support young people effectively.

That is why my work focuses on building strong, inclusive school communities—establishing clear core values aligned to a school’s mission and vision, and explicitly teaching behavioral expectations. Too often, we assume students know how to “do school,” but expectations are not universal.

I do this work because I was that student.

And I know firsthand that when one adult creates a space where a young person feels seen, everything can change.