When asked why she decided to transfer to Vista Adult School she said, “I am a lifelong learner and I respect the students at VAS because I know it is hard juggling life, work and school, but here we are doing our best to improve our lives. I am happy I am here and I hope I can make a difference in the lives of the students.” 
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Her extensive experience with career exploration and college applications will no doubt come in handy with VAS students. She is eager to help even with things she doesn’t fully know yet, and we admire her willingness to learn. Her door is always open, all you have to do is email her for an appointment.

Sarah Cockrell has been a dedicated member of Poway Unified School District for nearly a decade, bringing professionalism, organization, and a collaborative spirit to every role she has held. Since joining Poway Adult School just over a year ago as an Executive Assistant, Sarah has quickly become an essential part of the team. Her keen attention to detail, ability to streamline processes, and strong communication skills have enhanced the efficiency of daily operations. She is not only a reliable resource for colleagues but also a leader who fosters a positive and productive work environment.

Beyond her professional responsibilities, Sarah is deeply committed to serving both the school and the broader community. She plays a key role as Secretary for the Poway Unified School District Foundation Board of Directors, supporting initiatives that expand educational opportunities for students. Her passion for helping others is evident in her volunteer work, including serving as a Domestic Violence Hotline Responder and mentoring new employees through PSEA’s Professional Partner Program. 

Sarah’s leadership, dedication, and compassion have made a lasting impact at Poway Adult School. Whether she is coordinating key meetings, mentoring colleagues, or lending a hand to those in need, she exemplifies the values of service and excellence. Poway Adult School is fortunate to have Sarah as a part of the team, and we celebrate her many contributions to our staff, students, and community.

Poway Adult School is proud to announce that our ESL/Citizenship teacher, DeeDee Ade is being recognized as a Teacher of the Year 2025 at Poway Unified School District. DeeDee is an exceptionally skilled US Citizenship and English as a Second Language Teacher. She has helped hundreds of local Poway adult students to become naturalized US citizens over the last 23 years. She works one-on-one and in small groups to personalize instruction to each student’s needs, bringing them to the point of preparation needed for the rigorous USCIS naturalization interview. DeeDee holds a MA in TESOL and a Multiple Subjects Teaching Credential. The following is an interview with DeeDee by Executive Director, Kathleen Porter on behalf of PUSD. 

What is it like to be a student in your class? 
As a student in the ESL Citizenship class, one is uniquely motivated towards the common goal of obtaining U.S. Citizenship status. Engagement rises significantly as each lesson and activity provides practical application towards understanding and skills enhancement. Each student possesses autonomy over their learning by selecting when they learn and how to utilize the course materials. Significant benefits are felt as the student engages in real-world practices such as using small talk and answering interview questions appropriately. 

Can you  relate an inspirational experience that illustrates the importance of education in your class?
To illustrate the importance of fostering student engagement and retention, I relate a recent event involving a student who struggled with meeting the demands of work, home, and studies. This student shared her frustration with not finding time to study the 100 government/ history questions for the naturalization interview. Her schedule was impacted significantly with the workload she carried each week. Each time she came to class to practice answering the government/ history questions, she was only able to answer one or two questions correctly out of ten. We talked after class about possible options. and she was able to use her problem-solving skills to find an effective way to listen to an audio version while she cleaned houses. This approach to learning was a powerful catalyst to her success. 

Please paint a clear picture of what a typical day in your class looks like.
During a typical class session, students choose to begin their lesson either in-person or on our ZOOM web conferencing platform. I open ZOOM and greet the students both in-person and online. Students in-person can see and interact with the students online throughout the class session. We talk about any changes in status and practice small talk. The students stand and raise their right hand as they practice the swearing in oath. We begin with a review of the topic from the last session. This entails either a game or an informal assessment. Next, students practice both the reading and writing assessment and the government/ history quiz. The new topic is introduced which targets specific student needs and encourages timely engagement and application to the interview process. Resources such as videos, vocabulary application, and interview tips are utilized at this time. Students are then placed in small groups both online and in-person as they conduct a practice naturalization interview with their classmates. We follow up afterwards with any questions or concerns. Students are then given their weekly assignment and encouraged to set aside time each day to study or watch the class videos. 

Can you tell us about an ideal real day of how you turned a challenging moment into a teachable moment? 
A real day in class includes meeting students where they are in their learning journey and utilizing teachable moments as they arise. Many times, questions will arise about a student's immigration status or past experiences that may affect their eligibility to naturalize. For instance, one day we were reviewing questions from the N-400 Naturalization Application. A question about entering the United States illegally brought up a conversation where a student expressed concerns about her experience entering the U.S. As more information was gathered, I strongly encouraged her to connect with one of the Immigrant Support Services listed in her workbook. After following up with a legal counselor, she was able to get assistance with presenting her case to USCIS. This situation led to personal realizations that helped other students in our class. 

Please describe specific ways you connect your students with the community. 
There are many ways in which I deliberately connect my students with the community. One such way is referring each student to local immigrant service providers for assistance in filling out their application and filing this and all supporting documents on the USCIS website, or receiving legal advice about their legal status or background events which might affect the success of the naturalization process. Since there may be sensitive issues that come up, I encourage students to always make an appointment with these organizations to get legal assistance or guidance in the current laws. I cultivate a meaningful environment in which all students feel safe and heard. The success rate in my class is significant. For those students that have lower fluency in the English language, I encourage them to attend an English class at Poway Adult School to assist in language acquisition. One critical component of the naturalization interview is answering questions posed by a USCIS officer. Through dual enrollment in the Citizenship class and ESL, students are better able to increase their English proficiency. As a learning community, we are better able to cultivate student success.

How do you engage students of all backgrounds, abilities, and readiness to learn? 
My classes have students from a variety of languages and educational backgrounds. I model equity and inclusion in my classroom and create a safe environment for students to speak openly about their background and culture. Lessons include scaffolding to ensure that all students are supporting in their understanding and learning. Classroom materials and assignments are aligned with student goals and designed for a self-paced approach. Students can access this information whenever and wherever they want. They create their own schedule whereby they have the flexibility of coming once or twice a week to practice their skills. It is through creating an atmosphere of genuine care and confidence that my students are encouraged to excel in their learning. This approach has fostered student engagement and retention. 

​Please describe a project you have been involved with that contributed to the improvement of our school culture.
Most recently, I and three of my ESL colleagues presented a workshop at the California Council for Adult Education's Southern Section Conference in Palm Springs titled Nurturing Student Engagement and Retention. The presentation focused on the essential art of knowing students' needs and abilities, designing environments that foster creativity and self-efficacy, and fostering external and internal motivators. Through this presentation adult teachers and administrators gained a better understanding of the complex challenges students face which create barriers to learning and retention. With this information, better practices have been initiated within the school culture as a whole which foster a learning environment for student success. 

When Elizabeth Wheeler immigrated from Tijuana, Mexico, to the United States, her English was extremely limited. It was impossible for her to carry a meaningful conversation in English. Even going to the grocery store or ordering food was a stressful task. Limitations she faced from the language barrier—and the desire to further the career she started in her native country—proved to be her motivating factors to improve her language skills. Determined to start learning, she discovered English as a second language classes offered in her community at Poway Adult School, and quickly enrolled.

Wheeler says she received a college degree in photography and operated her own photography business in Mexico. She had aspirations of becoming a corporate photographer when she arrived in the U.S. and realized that understanding and communicating in English was essential for a successful career.

To help ensure her proficiency in English, Wheeler also attended professional communication certification classes. All of her courses spanned six months to complete when she attended in 2021.

“When I came to the U.S, I wanted to have something like I had before in Mexico,” Wheeler says. “I was not only doing photography, I was working in marketing, creating brands and content for clients, and even offered website development. That’s why I went to Poway Adult School…to continue my career and not settle for a job that I didn’t want.”

Even as she embraced the challenge of learning English, lockdowns from the COVID-19 pandemic forced her to attend classes remotely through online instruction. This presented to be a more difficult obstacle than she initially expected. Despite the challenges she faced, she persevered and even expanded her English vocabulary faster than she anticipated. She credits a bulk of her success to her teacher, Ms. Jacquie.

​After completing her courses at PAS, she was hired as photographer for a high-end medical spa in La Jolla. Wheeler has been working there for more than two years. Although she has completed her studies, she still occasionally returns to the campus to photograph school events as a way to help give back.

She attributes the opportunities she received to the education she pursued at PAS. Her advice for those who want to become fluent in English or to create more job opportunities for themselves is to not let doubt interfere with pursuing those goals.

“Don’t waste your time and don’t be afraid…it’s not too hard if you have the right support system and teachers, like at Poway Adult School,” Wheeler says. “They are going to help guide you through your studies. It happened to me and I am so happy that I was able to find this place.

Spotlight on Leadership: Dan Barajas, Assistant Principal of Escondido Adult School
Dr. Dan Barajas, Assistant Principal of Escondido Adult School (EAS), has deep roots in Escondido, CA, where he was born and raised. A graduate of San Pasqual High School (Class of 1996), Dan's passion for education was evident early on as an AVID tutor for students at both San Pasqual and Escondido High Schools. His journey in education began formally when he earned his degree from California State University San Marcos and joined the teaching staff at Valley High School in 2005.

Over the years, Dan's career trajectory has been impressive. He transitioned into administration in 2011, serving as both assistant principal and principal at Valley High School before taking on roles at Del Lago Academy and Escondido High School. Between 2021 and 2023, Dan made a district-wide impact as a Multi-Tier Systems of Support (MTSS) specialist for the Escondido Union High School District. His recent appointment as Assistant-Principal of EAS for the 2024-25 academic year marks another chapter in his mission to support adult learners.

Dan’s commitment to leadership and service is reflected in his numerous roles within the education and local community. He is a past president of the Escondido Rotary Club After 5  and actively participates in the DLAC District English Language Advisory Committee. Additionally, he serves as Secretary of the Executive Board for the Education Compact, Assistant President of the Salvation Army Advisory Board, Assistant President of the California Continuation Education Association, and a regional representative for Region 18 of the Association of California School Administrators (ACSA) Adult Education Council.

At home, Dan is a proud husband to a fellow educator and father to three children. His oldest son is following in his footsteps, studying to become a social science teacher, while his daughter and youngest son are thriving in high school and middle school, respectively.

When not immersed in his work or community service, Dan enjoys restoring vintage cars, with his current project being a 1987 Chevy truck. He also takes pride in supporting his daughter’s travel softball endeavors.

Dan’s vision for Escondido Adult School centers on observing and amplifying the positive impacts of the ETCN consortium. He admires the camaraderie and collaborative efforts of his colleagues, who are committed to transforming the lives of adult learners. His goal is to build on the school’s achievements and ensure every adult student’s needs are met with excellence.

Associate Professor Sarah Desrochers is a full-time faculty member in the Emergency Medical Department and serves as the Program Director for the EMT and Paramedic programs. Her career in EMS began in 2000 when she earned her EMT certification from Crafton Hills Community College.  She earned a degree in Criminal Justice in 1999 from the University of Louisiana-Monroe where she feels honored to have earned a full ride scholarship (athletic and academic combined) to play softball at ULM.  Fun fact:  Although only 5’2, Sarah was the starting catcher her sophomore year through senior year. 

In 2011, she earned a master’s degree in Adult Education and Training in 2011 from the University of Phoenix.  She chose to go back to school as she wanted to learn more about adult education so she could become a better instructor for the students. 

A paramedic for 18 years, Professor Desroches worked for American Medical Response from 2000-2007 and for Mercy Air as a flight paramedic from 2007-2016. In addition to training and mentoring students for success, she works for the Auto Club Speedway as a paramedic.

Professor Desrochers is proud of the positive learning environment her program team created and invites you to stop by at the program’s headquarters at Palomar College’s Escondido Education Center.

It seems like you were living the endless summer dream. What drew you back to teaching?
We all need a purpose for our lives. I’ve always known that I needed to help improve the world around me. Sailing and seeing remote places and cultures was amazing, but I kept wishing I could stay longer and really become part of a community of people again. I loved helping at a village school in Tonga, but I couldn’t stay long enough to be more than a guest. I actually worked with other sailors in New Zealand to send new computers to that school, after theirs got ruined by a tsunami, but I never got to go back in person. Helping people achieve their potential is so personally rewarding, and you have to put down roots in a community to see that happen.

What brought you to Ramona Adult School?
I have always enjoyed alternative education, which seeks to serve students who fall between the cracks of the regular public school system. I practically begged for an open position at Montecito High School, which shares space with Ramona Adult School. The Principal of both, Dr. Marovich, shares my passion for finding the best ways to serve students and reduce the frictions that make it difficult for students to succeed in school. I was thrilled when she asked me to join the Adult School staff, as this is the most rewarding kind of one-on-one teaching. Adults come to education with specific goals and motivations to keep trying even when it gets difficult, and I love getting to be part of their successes. 

​What have you noticed that is different about teaching at an adult school?
At Ramona Adult School we make it a priority to make everyone feel really welcome and special. It’s hard for working adults to take a couple hours away from their family in the evening to come to school, and we want them to feel appreciated every time they come. I have really enjoyed building relationships with the adult students, and treating them more like colleagues as we are all working towards the same goals. While I use some of the same teaching strategies that I use for other age groups, the more personal small-group nature of adult school lets me differentiate the scope and speed more. Everyone is working at their own pace, and I can specialize to fit their needs. I am so impressed with students who gave up on high school because of learning disabilities, and have come back as adults with such an amazing work ethic to push themselves to their goal. It is an honor to help them build confidence as we fill the knowledge gaps they need.