By: Charly Schwartz, Managing Director of People, Culture, and Operations

Every year during Teacher Appreciation Week, I find myself reflecting—like many of us do—on the teachers who shaped my life. But since joining the team at Latinos for Education, that reflection has deepened, from simply remembering names and lessons to understanding both the opportunities and gaps that existed in my educational journey. 

I’m a first-generation Cuban-American, the son of immigrants who built a life in the United States after leaving everything behind in Cuba. I grew up in a Spanish-speaking household in suburban New Jersey, surrounded by Cuban food, music, and culture. But once I entered my public-school classroom, that part of me faded. I had many great teachers over the years—dedicated, inspiring, caring—but I never had a Latino or Latina teacher who reflected my cultural identity and could help me see that my culture could be a source of strength instead of something to compartmentalize. 

So, I adapted. I was Cuban (actually “Jewban”) at home and “American” at school. I did fine academically, but I realize I may have been internalizing a message that success in school, and even maybe in life, meant leaving an important part of myself at the door. 

That changed thanks to Martha Montané.

Martha was my Cuban piano teacher in Elizabeth, New Jersey. Twice a week, I stepped into her studio and entered a world where my culture and my education weren’t separate—but one and the same. We spoke in Spanish. We used Spanish names for the notes. I studied teoría and solfeo, and explored classical and Latin repertoire. My neighbor, also Cuban-American, car-pooled to lessons with me. We were learning, expressing, and creating in a space that recognized our culture. 

Looking back, it’s no surprise that I thrived. I advanced in piano, directed bands, fell in love with Latin percussion, and today, I’m a timbalero playing with Salsa, Latin Soul, and Latin Jazz groups. Confidence from cultural connection—a sense that who I am and what I learn can coexist—started with Martha’s studio. And while I am so appreciative of this, I also realize I was fortunate my family had the resources to provide that experience for me outside of my school classroom. Many students do not have that opportunity. 

At Latinos for Education, we know that representation and cultural connection matter. Research shows that when students see their identity reflected in their teachers—not just racially or ethnically, but culturally and linguistically—they’re more likely to feel engaged, motivated, and confident in school. Classrooms that honor students’ heritage and lived experiences don’t just support academic achievement—they foster a sense of belonging that’s essential to growth and thriving.

During my years working at Music Will, a music education nonprofit organization, I saw this in action. Some of the most powerful, joy-filled classrooms I visited were led by Latinx educators who brought their full selves to their work. They didn’t just teach music—they built communities rooted in cultural pride and student voice. One standout example is José Vergara, a phenomenal music teacher whose approach to culturally responsive teaching is an inspiration. His story is just one of many, but it serves as a model for how Latinx identity can be a powerful tool for connection, creativity, and impact in the classroom. 

Unfortunately, not every student has a Martha Montané or a José Vergara. Many Latino students still navigate school experiences where their identities are undervalued. That’s why increasing not only the number of Latino educators, but also the voice and representation of Latinos across the education sector, is so important. Our students deserve to see themselves in their teachers. They deserve to know that their culture belongs in the classroom. 

This year’s Teacher Appreciation Week is especially resonant to me. I am grateful for all the teachers who navigated institutional obstacles to show up every day for their students. These teachers lead from their identities to create classroom environments where students can appreciate who they are and envision what they can become. My deepest admiration goes out to the teachers who teach con ganas, especially those who reflect their students’ identities back to them with pride, and in doing so inspire confidence, connection, and future possibility. 

Gracias por enseñar con todo el corazón. 

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Charly Schwartz is the Managing Director of People, Culture, and Operations at Latinos for Education, where he leads efforts to cultivate an inclusive culture, and aligns operations and talent strategies to drive organizational effectiveness. With over 20 years of experience in strategic operations and people leadership, Charly’s career spans the nonprofit and for-profit sectors. At Music Will and America SCORES, he led strategic planning, infrastructure alignment, and capacity building. Before transitioning to the nonprofit sector, Charly co-founded the award-winning LeadDog Marketing Group. A first-generation Cuban-American, Charly is committed to advancing equity in the Latino community. Charly holds a Master’s in Sports Administration from St. Thomas University and a B.A. from the University of Michigan.