When Abey Fuentes graduated from the University of Houston-Downtown in December 2020, she had her heart set on working with troubled youth in Harris County’s criminal justice system. However, life had other plans because on the heels of the coronavirus pandemic, she couldn’t break into the field. An educator at Academic and Behavior School (ABS) East, a school dedicated to supporting special education students with profound cognitive, emotional and physical needs, informed her of an opening for an educational aide. Within a matter of months she was working with the unique population, assisting teachers and building relationships with students. 

“Day by day, I started building the connection with [students] and would see them let their walls down so I could help them,” an emotional Fuentes recalled. “I saw myself in them because I went through a rebellious streak where I didn’t want to listen to anyone, but I know how to reach these kids and get them to see all the different choices they can make! The possibilities and growth made me start to love them and want to stay in education.”   

Colleagues witnessed her developing passion and began encouraging her to consider the Center for Educator Success’ alternative certification program, designed to help aspiring teachers transition into the classroom while earning their certification. She denied the program twice out of fear and hesitation, but started to realize that her impact didn’t have to happen inside detention centers or group homes to be meaningful.  

Fuentes learned how to build trust with her students and found that often, all they needed was a little patience and consistency. When she was approached again about the alternative certification program, her response was, “the third time’s the charm, yes.”  

“Abey is our ideal candidate,” said Johanna Sanchez, the CES officer of elementary education who helps guide certification candidates through the program. “She showed up every day ready to learn! She had decided to become a special education teacher and remained committed to that.”  

Fuentes was admitted to the CES program in 2024 and completed more than 200 pre-service instructional hours, exceeding the state-required 150 hours while she continued working at ABS East as an aide. Through the alternative certification classes, Fuentes sharpened her classroom management strategies, deepened her understanding of the subject matter and mastered the first round of the state’s certification exams.  

That drive earned her a full-time special education teaching position at ABS East, where she’s currently completing her internship. Fuentes leads a handful of elementary students, whom she affectionately calls “my littles,” as they navigate their academic and behavioral challenges, offering one-on-one guidance, reinforcing lessons, and de-escalating tense moments.  

She described the past few months as the most rewarding and challenging times of her life. 

“Leading a classroom is a lot of responsibility, but I feel like my first class is molding me into the teacher I’m supposed to be because I’ve learned so much from them,” she said. “Everyone always mentions their behavioral challenges, but I see kids who are still learning everything. They’re capable of doing so much and just need someone to give them a chance.”   

Like many first-year teachers, Fuentes quickly realized leading her own classroom came with challenges she could not fully prepare for in a textbook or through interactive activities within the CES program. Managing behaviors and guiding students through social-emotional development while creating a structured learning environment tested her in new ways. She relied on consistent coaching and encouragement from Sanchez and the CES staff, who helped refine her skills. In turn, Fuentes has seen growth in her littles, not just academically but in their ability to self-regulate, build relationships and believe in themselves.  

“First day of school, the kids were getting to know me, but now Asher walks in and gives me a hug. Before I was told he wasn’t affectionate with anyone. Grace is almost non-verbal, but has grown to become so silly with us,” Fuentes explained. “I’ve worked hard to make this classroom a safe space where they can be free to be whoever they are, and it’s beautiful watching them open up with me.”  

Added Sanchez: “I’ve done observations of Abey in her classroom and watched kids have a total meltdown, but she takes a breath and is right there with her students. She is not afraid; she is in tune with them, and seeing her gain that confidence and grow into the teacher we know she can be throughout the last year makes all the hours of instruction we provide worth it every time.” 

The CES alternative certification program is unique in that candidates receive unwavering support long after they step into the classroom. This support comes in the form of weekly check-ins, after-hours calls, weekend tutoring sessions and consistent classroom observations throughout both their instructional and internship years. Even after earning their teacher certification, educators receive an additional year of guidance to close instructional gaps and strengthen their practice. The hands-on, wraparound approach ensures new educators are not only qualified but also confident, prepared and positioned for long-term success.  

“On those hard days when I kept asking myself if I was making the right decisions, Ms. Johanna and the rest of the CES team were right there in my ear, encouraging me and telling me that I could do it,” an emotional Fuentes said. “They’re so supportive, and I’ve felt guided throughout this whole process, like they genuinely want me to succeed. I love it, and I’m grateful for them.”  

Fuentes plans to finish her intern year strong in the classroom and pass her last round of tests to become a fully certified ABS East teacher by the start of the 2026-2027 academic year.  

“Becoming a teacher is work, and it’s fruitful work that will change the lives of kids and generations to come,” Sanchez smiled. “Abey and anyone admitted into our alternative certification program understand that this is not just a job, it’s a calling for education.”