Skip Navigation  
We Are SFUSD header image


"We Are SFUSD" shares real stories about our students, staff, leaders, and families with the community of San Francisco. Take a glimpse into the lives of the people who make up SFUSD, and learn how SFUSD core values to be student-centered, fearless, united, and to support social justice and diversity leads the work every day in our schools.


Kaelynjoy, Kindergartner at Malcolm X Academy

I love my friends, I love my school and I even love gymnastics! I get to do homework. I love homework. The thing I love most is everyone at this school!


Sydnie Lee, Alumni of Galileo High School Class of 2010

I grew a lot at Galileo. Participating in sports and student government gave me more confidence to take on anything after I graduated.


Eric Guthertz, Principal at Mission High School

For me, it always goes back to the students. I’ve been here for a long time--18 years--as a teacher, a counselor, instructional coach and then principal for the last 11 years. Every single day when I get up, it’s about the kids. They’re funny, they’re smart, they’re deep, they’re thoughtful, and they see the world in ways that I could never imagine. For me, there’s no question that hanging out with teenagers all day is really the best thing in the world.


Aisha Owens, Legislative Secretary for the Legal Department

Our department works for both the employees and the students. If there’s an equity issue, students have someone who they can go to for support. Or if it’s a labor issue, our employees have somewhere they can go. It gives me comfort to know that if our students don’t feel safe or supported, we are here for them. That’s what we do. It’s really important for our students and our community to know that we exist.


Salvador Lopez Barr, Coordinator for the SFUSD Student Advisory Council

The most rewarding thing about my position is that I get to work hands-on with students who are advocates for their peers and who want to see change. We provide an opportunity for students to have mentor support and executive sponsorship on their ideas, and input on anything that concerns student leadership and engagement.


Sarah Stevens, parent of Lincoln High graduate

I feel so accomplished as a single mom helping my son graduate. It wasn’t easy, but we did it. I am so proud of him. He’s going to real estate school and started last week. Even before graduating he started his career track.


Julia Maynard, 6th grade humanities teacher at Willie Brown Middle School

We provide project-based learning at Willie Brown Middle School. This year I am co-teaching with Ms. Obregon, an amazing art teacher, so all of the art we learn connects to the history we are studying. We created canopic jars and sarcophagus covers to learn about ancient Egypt, and batik bags for ancient India. In my STEAM class, students get to be creative with a computer. They are making a variety of digital art, including stop-motion animation, GIFs, and even memes.


Markiss, first-grader at Tenderloin Community School

One thing I love about my school is my principal. She is very kind. Pretty much everyone at this school is kind. It’s important to be kind because if you treat other people kindly they will treat you the same way.


Daniel Stone, Social Science Teacher, Thurgood Marshall High School

I think teaching newcomer students makes me a better teacher. For example, I can’t be talking the whole time. I have to listen, respond, and pay close attention to my students to make sure they are getting what they need to improve their English and understand the content. It makes me more patient and focused as a teacher. Also, the progress they make might seem small at the time, but when my students come up to me and we're having a full-on conversation in English because I’ve taught them for three years, it's an amazing and very powerful feeling.


Nolberto Camarena, Instructional Coach, SFUSD

Too often our students are told in schools to just comply. Project-based learning flips that by teaching kids how to think for themselves, how to problem solve for themselves, how to own their learning and take it in new directions. I want students to think of school as a place where learning doesn't happen unless they are there asking tough questions of themselves and their context, a place where they can own the process and the outcomes. When these things are happening, change begins to move from possible to probable.