San Diego County has celebrated two of its educators, with Corina Martinez and Gregory Hinchliff receiving top honors as California Teachers of the Year. This recognition highlights their commitment to fostering engaging and inclusive learning environments in their respective classrooms.
In Martinez’s kindergarten class at Pioneer Elementary School, students engage in a variety of hands-on activities. On a recent November day, the children created crafts to illustrate the growth of pumpkins and participated in Disney-themed yoga. When responding to a morning greeting, they enthusiastically shouted “hot dog” or “hamburger,” showcasing their lively classroom atmosphere. Martinez has been recognized as one of only five teachers statewide to receive this prestigious accolade.
Hinchliff, a finalist in the same category, teaches Native American studies and speech and debate at Bonsall High School. He contributed significantly to the state’s model Native American studies curriculum, reflecting the importance of culturally responsive education in a region with a rich Indigenous heritage. Nearly one in ten students at Bonsall High are Indigenous, emphasizing the relevance of his curriculum in the local context.
The recognition of these two teachers underlines San Diego County’s strong representation, as it leads the nation in the number of Tribal reservations. Hinchliff expressed his pride in Martinez’s achievement, noting the necessity for the county to be a leader in culturally responsive education. “This distinction kind of recognizes for me the hard work that has been happening behind the scenes for a long time,” he stated.
Martinez understands the vital role a teacher can play in shaping a student’s life. As a teenager, she experienced a pivotal moment when a teacher took an interest in her future, encouraging her to pursue her education despite her struggles. “All kids need someone checking on them and pushing them and encouraging them,” she said, reflecting on her journey from disengagement to empowerment.
Now, as a kindergarten teacher, Martinez strives to provide that same support for her students. She implements strategies to combat chronic absenteeism, emphasizing the importance of community and belonging in her classroom. For example, she encourages students to color a letter when everyone is present, fostering a sense of togetherness. When a classmate is absent, she actively discusses their absence, making it clear that their presence is missed.
On a typical day in Martinez’s classroom, students begin with a brief play session using Legos, allowing them to express their creativity. This is followed by lessons in language sounds and yoga, culminating in a science activity where they learn about the lifecycle of pumpkins. Through engaging and interactive methods, Martinez ensures that her students are excited about learning.
Maria Jolls, a behavior interventionist in the district, noted that Martinez dedicates time to support students with higher emotional and developmental needs. Her approach encourages students to return to the group rather than being sidelined, showcasing her commitment to inclusivity and support.
In addition to her direct impact on students, Martinez is also mentoring two student teachers. Michelle Edgeworth commended her for teaching effective classroom management and collaboration to meet the diverse needs of students. Joann Punzalan appreciated Martinez’s flexibility in allowing her to shape her student teaching experience, reinforcing a culture of growth and inquiry.
Hinchliff’s teaching style also incorporates play, although at a more advanced level. His Native American studies class features interactive games that engage students in learning about cultural practices. One activity involved a blindfolded student relying on senses other than sight to protect foam blocks from peers. This immersive approach not only makes learning fun but also deepens students’ understanding of complex concepts.
At the end of class, students reflect on their lessons by writing short stories inspired by their learning. Hinchliff aims to ensure that all students, regardless of their backgrounds, feel valued and represented in the curriculum. His classroom features Native figures, maps, and graphics that resonate with students’ identities, inspiring them to see themselves reflected in their education.
Evan Pepper, a senior at Bonsall High, highlighted how Hinchliff’s class empowered him to share his Native heritage. He participated in a presentation to the State Board of Education, advocating for the recognition of Indigenous voices in education. “We are the people who are still taking care of the land,” he stated, emphasizing the importance of including Indigenous perspectives in the curriculum.
Hinchliff believes that establishing a strong rapport with students early in the school year is essential for effective teaching. By getting to know their interests and goals, he is able to tailor lessons that resonate with his students, fostering a sense of agency and empowerment. “It means making sure that students, whatever their background, have the opportunity and the agency to make the change they see needed in their community,” he explained.
The achievements of Martinez and Hinchliff serve as a powerful reminder of the impact dedicated educators can have on their students and communities. Their commitment to fostering inclusive, engaging learning environments exemplifies the best of what education can offer.
