Meet a Brooke Associate Teacher: Stephany Garcia Castillo

Stephany Garcia Castillo joined Brooke East Boston as an Associate Teacher fresh out of college, still exploring what a future in education might look like. She studied psychology in school and was first introduced to teaching through Breakthrough, a summer program in Cambridge where she taught seventh-grade chemistry. 

That experience sparked her interest in education. Throughout her time at Brooke, Stephany has found not only her calling but also a community that has supported her growth every step of the way.

What inspired you to pursue a career in education?

I had a few teachers in elementary school who made a huge difference in my life. I was a really shy kid, and they saw me—they pulled me in and made me feel like I belonged. That’s something I never forgot. It made me think that I could be that kind of teacher for someone else.

What made you decide to apply to Brooke’s Associate Teacher (AT) Program?

I didn’t have a lot of teaching experience, but I knew I wanted to work in a school setting. The AT program felt like the perfect bridge. It gave me the chance to be hands-on in a classroom while building the skills I needed to grow as an educator.

How has the program helped you grow as an educator?

I actually stepped into a long-term teaching role in seventh-grade math right before orientation even started! I didn’t have a strong teaching background, but I loved STEM and was eager to learn. The support I got, especially the feedback from mentors like Kim and Ali, helped me develop confidence and define how I present myself in the classroom. 

What’s one skill or habit you’ve developed this year that you’re especially proud of?

Organization. I thought I was organized before, but teaching a class showed me just how much you need to plan for every detail. I’ve become way more intentional with how I prep.

Can you describe a time when feedback made a difference?

In my very first class, I realized I was mostly just talking at the students, it wasn’t interactive. Kim was observing and suggested adding more turn-and-talks and engagement strategies. Once I started doing that, everything shifted. The students responded better, and I started to feel more confident, too.

What have you learned about adaptability this year?

I’ve learned to embrace it. This whole year was about jumping into new roles, last minute coverages, and taking feedback consistently. You can only prep so much. It’s about doing your best, reflecting on how things went, and asking for help when you need it.

Can you share a moment when you felt especially valued?

At the end of my long-term coverage, some of the students and teachers gave me thank-you notes. It came right before winter break, when everything feels a little chaotic, and it really grounded me. It reminded me why I’m here.

Looking ahead, what are you most excited about in your teaching career?

Next year I’ll be teaching science, and I can’t wait! I love how hands-on it is, and I’m excited to get students just as enthusiastic about it as I am.