4/5/22

To Whom It May Concern:

I had the pleasure of mentoring Aaron Perez during his year-long teaching internship in the English Department at
Holt High School, a large suburban and diverse community just south of Lansing. Throughout the school year,
Aaron demonstrated an ability to work with a variety of students here, in 10th through 12th grade. From the first day
of school, he took the lead in an Honors American Literature course (6th hour), with advanced-level juniors. During
his lead teaching—in addition to teaching this focus class—he taught 1st and 2nd hour Study of Film and my 4th hour
“regular” American Literature course. Each hour consisted of many types of students including special education
students, at risk students, honors level students and student leaders—both positive and negative—within our school.
Throughout the year, whether planning one prep or three, he demonstrated great talents in teaching his schedule.

Continually, Aaron asked relevant and thoughtful questions about the curriculum, and upon seeing the texts we study
here at Holt, he accepted the challenge of teaching books (Of Mice and Men, Maus I & II, The Great Gatsby and
Catcher in the Rye, just to name a few) and films (Citizen Kane, Sunset Boulevard, Hero, Chaplin and several
others) and planning authentic, engaging units surrounding each. Aaron, though introverted and reserved, quickly
established his teaching presence and commanded students’ attention with sincerity, patience and firmness. Because
he is more quiet than commanding, I was worried his calm demeanor may translate into less-than-enthusiastic
activities and execution, not to mention a struggle with classroom management. I was pleasantly surprised.

Aaron is incredibly thoughtful in his lesson planning. He is able to build on students’ strengths because he sets a
tone that is accepting of all students and their ideas, yet firm in his expectations. For example, at the beginning of
nearly every class period, he invited students to share quick “raves and rants” about their day/weekend/break in order
to build classroom community. This worked especially well with our new 4th hour kiddos, transferred from our next-
door neighbor Alexa’s classroom second semester. Sharing everything from their Netflix binge-watching over
spring break to the crocheted purses they’re making and the drama at the local Taco Bell they witnessed, students
(and Aaron and I) got to know each other better and ultimately feel more comfortable together. In addition, he gave
students choice during every unit, which we know is so important. For the final assessment of his Gatsby unit,
students chose relevant and interesting (thematic) questions to base their essays upon. Students were not just
required to engage with the text, but they were also required to connect personally to various prompts: ideas about
wealth, social status, happiness and inequity. Aaron successfully balanced reading comprehension with students’
ideas, which is not an easy task.

Additionally, Aaron has developed several effective strategies for facilitating class discussions. From day one, he
has been able to seamlessly thread students’ opinions and observations with his own and the studied author’s. He
does not give students the answers; rather, he waits and solicits their answers, oftentimes allowing students to take
the discussion in a thoughtful, cohesive direction. Aaron created a welcoming atmosphere for discussion so that
students who were reluctant to participate at the beginning of the year are now speaking up. Whether his 6th hour
students were passing the stress ball around to share out on Chapters 4-6 of Maus in a floor circle or pairing up his
4th hour kiddos as fun “dynamic duos” (Batman & Robin, Peanut Butter & Jelly, etc.) for a Holden Caufield analysis,
Aaron truly progressed as a discussion facilitator—a source of anxiety for him throughout first semester—and
became more and more at ease directing our English and Film students. Watching his confidence grow by the day
was one of the most rewarding aspects of mentoring him this year.
Aaron also genuinely cares about his students’ welfare and takes an active interest in their lives. As stated
previously, he allowed students to incorporate so much of themselves into their classroom activities. As an
important end-of-the-school-day trade off, he offered students the “deal” of working diligently for the first 55
minutes of class, in order to relax the last 5 minutes. During this time, Aaron could have spent it prepping for the
next day’s lessons and cleaning up the room…or even debriefing with me, since I typically had to leave soon after
the bell to get my son and daughter from school. But no. Instead, he and the students talked one-on-one or in small
groups about everything from after school jobs to gaming systems and anime. Aaron consistently asked them about
sports and family and pretty much everything else they were involved in. He took a particular interest in forming
bonds with a duo in our new 4th hour class: Kavy and Logan. Almost every day after the bell rang, even though we
have a very short lunch period, Aaron, Kavy and Logan would chat about Logan’s ring or Kavy’s record collection.
Albeit brief conversations, they really appreciated his interest. During parent-teacher conferences in March (Aaron
took the lead during those), all of his students’ parents/guardians said their children enjoyed his teaching and classes.
I wasn’t surprised at all. Amiable, kind, patient, humorous…he really connects with students well, all the while
keeping his expectations firm and consistent. Caring about his students will remain no matter what position he takes
in the next few months.

Responsibility and professionalism also come naturally to Aaron. His manner and attire were always appropriate for
his internship, and he interacts with our students and colleagues in a mature, yet approachable way. He has been an
active listener with other members of our department and 9-12 staff during formal professional development and in
informal conversations at both campuses (we have traveled all year in the morning to the Senior campus and the
afternoon to the main campus). Aaron worked throughout the year with various Special Education teachers, making
accommodations and thorough notes/observations about students in our classroom, including Ethan, an ASD student
in our 4th hour. He readily prepared to proctor our spring SAT and WorkKeys tests and has subbed for me every
time I’ve needed him. He has applied for a long-term sub position here at the North Campus and has plans to apply
for an English position coming up this fall.

Quite simply, Aaron Perez is personable, trustworthy, dedicated and is a natural in the classroom. I have nothing but
praise for him and believe he will be a fine addition for any faculty lucky enough to have him. Working with him
this year has been a joy, and I’m so proud of his amazing growth this year. Please feel free to contact me via phone
(517) 699-7446 with any further questions regarding Mr. Perez.

Sincerely,

Anne Russo
English Dept., Holt Senior High School Home Address: 515 Carey Street
5885 W. Holt Rd. Lansing, MI 48915
Holt, MI 48842 (517) 881-4787