Amanda Flores is a retired TWBI educator whose teaching practices have focused on affirming the power and importance of a bilingual education for all children and recognizing the abilities of each child as an individual. She believes that ATDLE has been a tremendous training ground during her professional life and has provided a solid and very creative base for her work in the classroom and with her DI students. As a member of the ATDLE Board of Directors since 2014, and as a past Board Chairperson, she has been able to give back to the field of education by promoting the implementation and maintenance of high-quality TWBI and dual language programs. Amanda currently serves as a member of the ATDLE Advisory Board. Her professional experience includes 23 years as a first-grade teacher at Patrick Henry TK-5 Dual Immersion School where she was able to work with a strong team of dedicated professionals and to nurture crucial partnerships with parents. A defining sense of common purpose and fidelity to goals contributed to the recognition of Patrick Henry’s DI program as an ATDLE School of Distinction, a California School of Distinction, and with a CABE Seal of Excellence Award. Amanda considers dual language advocacy to be a life-long commitment and after her retirement from LBUSD, she accepted a position in the Multiple Subject Credential Program at California State University, Long Beach as a university supervisor working with student teachers seeking a Bilingual Authorization. Having received her degree and bilingual teaching credential from Long Beach State at the beginning of her career, this return to CSULB has brought her full circle. She received a Master of Arts in Teaching from Grand Canyon University, graduating with honors. Amanda was able to represent all teachers when she was selected as the 2007 CABE Two-Way Bilingual Immersion Teacher of the Year, an honor that included a course of study at the University of Salamanca, Spain. She considers this to be one of the most impactful events of her career since she brought back many new insights to her students about the roles of language, history, culture, and identity that resonate to this day. She has provided professional development for preservice and in-service teachers at many conferences focusing on the elements of effective teaching in dual language classrooms and has served on national, state, and district committees. She deeply understands the importance of creating engaging, supportive classroom environments where students are valued for the strengths they bring to the classroom and languages and cultures are valued as powerful assets.