Beck is an assistant professor at California State University, San Bernardino’s Educational Leadership and Technology Department, and she also serves as the assistant director of the Doctorate in Educational Leadership program. In these roles, she supports current and future administrators through coursework, mentoring, program improvement and leadership development grounded in culturally responsive practice.

Her career includes extensive K-12 leadership experience — she was chief academic officer for the Inglewood Unified School District; director of Curriculum, Instruction, and Academic Enrichment for the San Bernardino County Superintendent of Schools; a middle school principal, curriculum vice principal and vice principal for San Bernardino City Unified School District; and a literacy and biliteracy curriculum specialist at SBCSS.

An ACSA member since 2004, Beck serves on the ACSA Retired Educational Managers Board for Region 12 as the equity representative. She has also mentored aspiring administrators through the California Association of Latino School Administrators.

Beck’s teaching, research and service center on linguistic justice, culturally responsive leadership and removing barriers for historically marginalized students and communities. She integrates equity-focused frameworks into leadership preparation and doctoral coursework, helping candidates connect theory to the daily realities of California schools. She has published journal articles and a book, “Strengthening Equitable Education Through Latina Leaders’ Perspectives.”

“Her published book, highlighting the leadership stories of fourteen Latina educational leaders, stands as a powerful and innovative contribution to the field,” said Dr. Becky Sumbera, interim associate dean of Watson College of Education. “This work, which Dr. Beck often describes as her pride and joy, elevates the voices of historically marginalized people while serving as a professional learning resource for aspiring and practicing administrators.”

What’s the best advice you’ve been given? The most transformative advice I ever received was to be laser-focused on instruction first. In the demanding world of administration, it is easy to become a manager of logistics and crises. However, this advice reminds me that our primary moral obligation is the quality of the interaction between the teacher and the student.

What are some life hacks that you would recommend for a new administrator? The “Desk” Rule: I always say, no one can lead from the desk. Never let your office become your world. Make classroom visits a non-negotiable daily habit. Being visible gives you the real “pulse” of the school that no data report can capture.

Ask, Don’t Just Tell: True leadership is about being the “Chief Listener.” Take the time to truly get to know your community — the parents, students, and staff. They usually have the best answers if you are willing to listen and co-create with them.

The Chocolate Strategy: Keep a stash of high-quality chocolate in your office. It is a simple gesture of hospitality that can instantly shift the energy of a room and build human connection during high-stress moments.

What would people be surprised to learn about you? People are often surprised to learn that I am an immigrant who came to this country from Peru at just 18 years old, after meeting and marrying my husband, who was born and raised here. Navigating a new culture and language while building a cross-cultural life laid the foundation for my deep commitment to equity, but the journey was not easy. I didn’t earn my degree until after I was a mother of three, balancing motherhood with the rigors of academia as a first-generation college graduate.

During this time, I experienced the sting of being dismissed; I was once told by a teacher to “keep my son home until he is fixed,” when he was experiencing some medical challenges. It was through that intersection of being an immigrant, a young mother, and a parent fighting for her child that my voice began to grow. I realized that by finding my own voice, I could help others find theirs. This realization has driven my entire career — from being a bilingual aide to serving as a chief academic officer — and is why I find it almost impossible to say “no” when someone needs help. Whether it’s an immigrant family struggling to navigate the system or a student being told they don’t fit, I am there, because I know exactly what it feels like to stand at the door trying to find your place at the table.

What’s the biggest challenge you’ve overcome in your current position? Throughout my career, my goal has been to ensure no member of the school community ever feels dismissed. To address this, I developed the Familia Leadership Framework. This framework has been “in the works” throughout my entire educational journey; it is the result of reflecting on and identifying the key constructs — such as Orgullo, Confianza, and Convivencia — that made me the leader I am today. I didn’t develop this theory on an island; it was shaped through my interactions and shared experiences with others. The challenge has been implementing this framework within rigid, traditional hierarchies. A defining moment occurred while I was serving as a site administrator, conducting a home visit for a student who was not doing his homework. When we arrived, the student opened the door, holding a tiny baby in his arms. There were other adults in the house, but they did not seem concerned that we were there, and the conditions in the home were not the best.

That moment changed my life. I realized that while the system was worried about a missing assignment, this student was in survival mode, caring for others. As educators, we must find a way to help students on-site, doing whatever it takes! This solidified my theory: We must design the best educational opportunities for students where the goals and learning are constant, but the time they need to reach them is flexible.

How has ACSA supported you in your career? ACSA has been a cornerstone of my growth, beginning with the Clear Administrative Credential Program. The coaching I received provided a “brave space” to bridge the gap between theory and the daily reality of school leadership. ACSA’s publications have also been an invaluable source of conocimiento (deep knowledge), allowing me to learn from the examples of amazing humans doing this work. My relationship with ACSA has come full circle; today, I am proud to serve as a board member for the Region 12 retirees group as the equity rep and as an ACSA Leadership Coach, helping the next generation of leaders find their voices.

The theme for this year’s Leadership Summit is “You Belong Here.” What does belonging look like for you, your staff, or your students? Belonging is the operationalization of the Familia Leadership Framework. In this iterative and relational system, belonging is built through specific, mutually reinforcing constructs:

Orgullo (Pride): Anchoring responsibility in our identity and a commitment to collective dignity.

Confianza (Trust) & Convivencia (Shared life): Cultivating reciprocal trust through shared life and mutual discovery.

Conocimiento: Engaging in deep inquiry into the lived experiences of others to guide ethical action.

Restorative Commitment: Ensuring that even when life happens — like a student needing to care for a sibling — there is a path back and a “clean slate” (borrón y cuenta nueva).

Belonging means we don’t fix the people; we fix the systems so they are worthy of the people they serve. It is assurance that your context is seen as a part of the familia we are responsible for protecting.