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Justin Trinidad

By Elizabeth Cryan Photography with permission from Donnell-Kay Foundation at Rocky Mountain Prep school

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Justin Trinidad
Policy and Thought Leadership

Background: Justin Trinidad is an analyst with Bellwether Education Partners on the Policy and Thought Leadership team. Since joining the team, Justin has worked on a variety of issues including teacher preparation, policies affecting youth who have experienced significant disruptions in their education, and political landscape analysis. Prior to Bellwether, Justin served as an adviser at the White House Initiative on Asian Americans and Pacific Islanders (AAPI), where he worked on the community engagement and intergovernmental affairs teams to connect the AAPI community to important federal government resources. Before joining the Initiative, Justin was the Civil Rights Fellow at OCA – Asian Pacific American Advocates, where he managed the organization’s education policy portfolio which focused on AAPI data disaggregation in the passage and implementation of the Every Students Succeeds Act, undocumented student access to higher education, and college access and affordability. Justin received his bachelor’s degree in Foreign Affairs from the University of Virginia. 

Why I do this work: As a first generation Filipino-American immigrant and a product of Virginia’s public school system, I want to help ensure that all students, regardless of where they come from or where they live, have the same access and opportunities. 


Recent Media

Ashley LiBetti
Justin Trinidad

Teaching is one of very few professions that expects new employees to be masters of their craft — where they handle all of the responsibilities of long-serving veterans — on their first day on the job. Historically, new teachers have received limited exposure to life in the classroom. Even today, most traditional preparation programs require new teachers to spend only 12 weeks in the classroom before becoming a full-time teacher. “Trading Coursework for Classroom: Realizing the Potential of Teacher Residencies” outlines a promising deviation from this structure. Teacher residents receive almost all of their training in their future job site: they spend at least a year in a pre-K through 12 classroom under the guidance of a highly effective mentor teacher and take coursework that is tightly linked to and builds upon their experiences in the classroom.
cover of Bellwether publication