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First and foremost, and perhaps discouragingly, the newly appointed Aromas School principal Edith Garcia is a Dodger fan. With that out of the way, she also enjoys karaoke and reading, having just finished “Kindred” by Octavia Butler, and her office is filled with images of Disney’s Stitch.
Educated at Mount Saint Mary’s College in Los Angeles, she earned her Spanish bilingual credential and teacher certification at 22. Garcia got her first job teaching a dual-language class in the Watts district of Los Angeles, working for Los Angeles Unified Schools until 2023, when she became an assistant principal at Azusa High School.
Extensive experience in positions in elementary and secondary schools, Aromas-San Juan Unified School District Superintendent Barbara Dill-Varga said, has made Garcia a valuable asset to local teachers and students.
“I appreciate her calm demeanor, which is a wonderful asset for a principal,” Dill-Varga said. “Her staff has also commented that she quickly rolls up her sleeves and joins student groups for activities in the classroom and on the playground. It is obvious that she loves kids.”
BenitoLink sat down for an interview with Garcia, who discussed her background, her ideas about education and her hopes for the school.
BenitoLink: What got you interested in education?
Edith Garcia: As a young girl, I could say I was inspired by my teachers, who really took it upon themselves to make sure that I knew my potential. They invested time in me, and I wanted to help others just as they had helped me.
My second- and third-grade teacher, Samuel Ballas, would make sure that if I did not finish my work or my homework, I would not get to play. To the point where he would put the chair out on the playground and stand there next to me until I finished my assignment. And that taught me a lesson. And I’ve been doing my work ever since then. He really made me step it up.
What made Aromas School attractive to you?
I have visited the area and know people here. I like the small-town feel. It’s so relaxing and comforting to get out of the city’s hustle and bustle. I saw the position was available, so I just took a leap of faith. I am so lucky to be in this place for my first principalship. It’s an honor to be here and be trusted with the only school in this community.
I’m a first-generation child of immigrants. I think if I could do it, anyone could. My parents didn’t speak English. My dad went to school up to fifth grade. My mom only went to school up until second grade. To be in this country is to know that anyone can do anything, and so any of our students is capable of great things.
What did you know about the school before arriving?
I didn’t know much, just that it was rural and still pretty big for an elementary school. It appealed to me because it’s a TK-8 school, so you can really grow up here. You go from being a little kid to being a young adult.
Once I got here, I discovered that we have an amazing, very involved community that wants the best for its students. I’ve never had such an active parent group in any of the schools that I’ve worked at, so that’s amazing. They’re willing to put in their time. It’s really a sweet spot.
And the school is just very well-run. Everyone does their job, and everyone really likes to be here. I haven’t found anyone who’s grumpy or negative. The students are very well-behaved. If I’ve had to speak to them, they’ve been very understanding and realized their mistakes. I haven’t gotten any talk back.
I spent three days working with [former principal] Heather Howell, and she gave me a few tips here and there. I took notes, and I can still reach out. She’s still willing to help, which is very nice.
What is the school doing right?
We’re working on interventions right now. We’re looking at student data, grouping students and identifying those who might need extra help in the classroom. For those who need enrichment, we’re identifying them so we can figure out ways to challenge them. We’re working with all our students to help them reach their full potential.
Beyond that, I’ve only been here for a short time, and I’m still getting used to the environment. I’m still getting to know the teaching styles and the programs. So I don’t have any big red flags at the moment.
What’s your approach to education?
We need to make sure that students leave here with a solid foundation of reading, writing and math. If they are struggling, we catch them, and we fill in the gaps before they move on to high school. So that when they go to high school, they can hit the ground running and continue expanding their learning. They will have opportunities there to take dual-enrollment classes, reach the college level, earn as many credits as possible while in high school, and ultimately be a very competitive student. Our job is really to give them a solid foundation.
What’s the biggest challenge right now in terms of education for the different age groups here?
I think the biggest challenge is probably engagement in class, because they’re so used to instant stimulation from video games, apps, phones. So, trying to keep them staying alert, paying attention and recalling what they learned.
I think the correlation between holding a pencil, repeating information and putting it down on paper is being lost. We’re working to increase classroom interaction and collaboration to reduce that harm and help students learn to interact and speak with each other.
We need to work on those skills again, having them struggle to figure things out without technology, and really developing a critical-thinking process and the ability to collaborate with a peer for help.
Why do you think that the electronics are so damaging?
There have actually been a lot of studies lately that say that it’s addictive because the brain becomes used to having constant stimulation, and so it limits the amount of concentration. It gets trained, just like you might train a pet, to process images or information instantaneously instead of having to wait and think, so it’s really hurting critical thinking skills as well.
As a district, we’re looking at how to decrease screen time and increase interaction, especially with the little ones, so they use more of their full bodies and their fine and gross motor skills when they’re learning.
We already have a no-phone policy. Students are not allowed to have their phones at school, to encourage positive face-to-face interaction. We’re trying to use the computer and things of that nature less and to get back to paper and pencil.
What opportunities are there to keep students with developing English skills engaged in class?
If you come at a young age, it’s not as challenging because your brain is more apt to grasp the new language. As you get older, it might be a bit more difficult. Things are very different in the U.S. than they are in other countries. Anyone can go to school in the U.S. We don’t have uniforms. We don’t charge tuition. Books are free. Meals are free. There are a lot of benefits.
We might just have to be a little more observant with them and make sure there’s no culture shock, depression, or that they’re feeling uncomfortable because of assimilation into a new country and culture. We need to make sure parents feel welcome and that we are sending out notices in their language, which we do.
What’s the challenge in dealing with parents who might not understand English well or at all?
Hopefully they’re still keeping their native language alive at home. But often, it becomes an issue when a student is learning a new language and not practicing their native language, so they are no longer able to communicate with their parents.
That is a challenge, but we partner with Gavilan College and have an English as a Second Language class at Anzar High School. We are trying to provide opportunities like that, as well as parenting classes, to help them navigate keeping the first language alive and to help them speak with their children who are learning English so they can still communicate.
What’s critical about keeping the parents engaged, whether in Spanish or English?
They’re our first partners, so we need to make sure we’re a team and that what we’re doing at school is mirrored at home, and vice versa. The challenge with engagement is the work hours, of course. We try to see if there’s any way that we can be flexible. We have meetings in the evenings and events during the school day. We’re always willing to give documentation if they need it for their employer. We try to make it possible for parents to be included if they would like to.
Talk about the upcoming construction at the school.
In the summer [2027], we are slated to begin demolition and construction of a new building, which will house the library, three classrooms, a maker space and another type of meeting or storage space. The plans look gorgeous. We do have to remove a couple of portable classrooms. We’re going to have to displace or relocate some teachers.
We’re going to have to cut down some trees in our beloved wooded garden area. That’s going to be sad to see, but we’ll replant some of those trees. We’ll have more to gain than what we’re losing.
Where do you see the school in five years?
I would like to pursue some state recognition because I think this place is capable of achieving it. I would like to see our school be recognized for its positive behavior initiatives. I hope to instill hard work, dedication and perseverance so that students know they are enough and capable of anything as long as they try.
What do you like so far about the job?
Every day is a surprise. No two days in education are the same, and I get to meet lots of wonderful young minds. Sometimes they’re challenging. But we can try to work with them and teach them some life lessons early on so they become productive, great citizens in the future.
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