United States, 27th May 2025 — Jesselle Garbo-Acson, a dual-licensed Level III Instructional Leader and public-school educator in New Mexico, is receiving recognition for her published research on distance learning equity and her outstanding instructional achievements in underserved school communities. Her co-authored, peer-reviewed study—“Distance Learning Barriers and Bottlenecks: A Phenomenological Inquiry on the Conduct of English Language Arts (ELA) Standard Assessments”—was published in the International Journal of Learning, Teaching and Educational Research and is now informing conversations on educational equity and assessment reform across the United States.
Garbo-Acson, who currently teaches at Dzilth-Na-O-Dith-Hle Community School, is known for designing culturally responsive, high-growth classrooms that honor Indigenous perspectives while aligning with state academic standards. Her previous role at Crownpoint Elementary School saw her students achieve the highest schoolwide gains in English Language Arts and Math during the 2023–2024 New Mexico State Assessments. Her instructional impact was formally recognized with the Teacher of the Month (2022) and Staff Recognition (2023) awards.
Academic and Professional Credentials
Garbo-Acson holds a Master’s Degree in English Language Education, is a TESOL-certified educator, a Microsoft Certified Educator, and a National Board Certification candidate. She also holds dual Level III Instructional Leader licenses for both K–8 and 6–12 in New Mexico—the highest teaching licensure tier—demonstrating her broad capacity to lead, coach, and innovate across grade levels.
In her role as a certified District and State Test Administrator, she ensures high-stakes assessments are conducted with fidelity and in alignment with federal standards. She is also recognized as a Blended Learning Influencer, regularly integrating digital tools and differentiated strategies to promote equity in both in-person and online learning environments.
Groundbreaking Publication on Remote ELA Assessment
Her most recent scholarly article, co-authored with three Filipino educators, provides a field-based, research-backed examination of the challenges ELA teachers faced during remote assessment mandates prompted by the COVID-19 pandemic. The study identifies critical equity issues, including:
The research aligns closely with federal priorities under the Every Student Succeeds Act (ESSA) and underscores the need for revised assessment models that are flexible, culturally sensitive, and inclusive of underserved student populations—especially English learners and students in Title I schools.
“Assessment must be more than a compliance measure,” said Garbo-Acson. “It must be a fair and accurate reflection of a student’s learning context and capacity—not just their access to internet or devices.”
Read the publication: https://doi.org/10.26803/ijlter.22.8.3
Instructional Leadership and Awards
Jesselle Garbo-Acson’s classroom results consistently reflect her innovative, data-driven approach to inclusive instruction. Highlights include:
Her work represents a model for transformative instructional leadership—blending culturally grounded pedagogy, digital fluency, and systemic insight to meet the diverse needs of today’s learners.
For Interviews, Speaking Engagements, or District Collaborations
Jesselle Garbo-Acson is available for:
To schedule an interview or request speaking engagement materials, please contact:
Jose T. Dizon
(952) 222 4068
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