Victoria E. Romero

I am an educator with over 42 years of experience working as a classroom teacher in three districts. My schools were in two urban and one wealthy suburban communities. These experiences were invaluable to my practice. I earned my Masters in school counseling so I could be a therapeutic classroom teacher. All of our children are stressed.

Under my leadership as principal, I supported staff in helping students make significant academic and social-emotional gains in two different schools. I coach administrators, directors, principals, vice principals, and school leadership teams for equity, sustainable school-improvement, understanding how adverse childhood experiences affect both adults and students and the work we do.

I am a certified consultant for Corwin/Sage Publishers and lead author for two Corwin Press books, Building Resilience in Students Impacted by Adverse Childhood Experiences: A Whole Staff Approach (2018) and Race Resilience: Achieving Equity Through Self and Systems Transformation (2021).

When I am not writing, presenting, or thinking about how to support those of us still doing the good work, I’m traveling, reading fiction and non-fiction, watching football, basketball and now US Tennis Open. I’m also dealing with my TikTok addiction.

What keeps me passionate about our work as educators is the continuing research about high-poverty/high-performing schools, white teachers who successfully educate BIPOC youth, and how mindfulness supports educator wellbeing and also minimizes implicit biases.

I am guided by a quote written by Ron Edmonds in 1981. Dr. Edmonds was the first educational researcher to tease out the characteristics of high-poverty/high-performing schools.

“We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far.”