The Future of Teaching Starts at Travis Early College High School
A conversation with Sara Mann and Samantha Gallegos
Sara Mann (Chief High School Programs Officer, Alamo Colleges District) and Samantha Gallegos (former Chief High School Officer) have collectively spent over 50 years in K–12 education. After co-leading the development of San Antonio ISD’s Travis Early College High School teacher pathway since 2020, they established this scholarship for the first graduating class through the SAISD Foundation to bridge the financial gap for future educators in San Antonio.
In the heart of San Antonio, a quiet revolution is happening within the classrooms of Travis ECHS, where the next generation of future teachers in San Antonio is being born. Students aren’t just preparing for college; they are stepping into their identities as the next generation of educators.
As the teaching profession faces unprecedented challenges nationwide, the leaders of the Alamo Collegiate Network and San Antonio ISD are taking a proactive, community-rooted approach. By establishing a dedicated scholarship for students in the Associate of Arts in Teaching (AAT) pathway, they are closing the financial gaps that often prevent talented, local students from finishing their degrees and returning to serve the neighborhoods that shaped them.
With over five decades of collective experience in the K–12 system, the founders of this scholarship understand that a sustainable teacher pipeline isn’t just a policy goal—it’s a moral imperative.
In the following interview, we discuss the specific “aha” moment that led to this fund through the SAISD Foundation, why the culture at Travis ECHS is the perfect incubator for future teachers, and the ambitious goal of supporting the entire 2026 graduating cohort.
What was the specific moment or realization that made you decide to fund a scholarship specifically for Travis Early College High School students?
The decision to fund this scholarship grew out of a clear and consistent realization: we are not just preparing students for college—we are preparing them to lead and sustain our communities. Through the development of the Associate of Arts in Teaching pathway, we saw firsthand that Travis students were not only succeeding academically but also committing to the teaching profession at an early stage.
As leaders who have collectively spent more than 50 years in the K–12 system, we understand the urgency of building strong, sustainable teacher pipelines. Supporting these students at Travis—where the pathway is deeply embedded and thriving—felt like both a natural extension of our work and a meaningful investment in the future of public education.
Why was it important to you to support students entering the classroom so early in their careers?
There is something incredibly powerful about students choosing the teaching profession while they are still in high school. It reflects both purpose and passion. By supporting them early, we are not only affirming that choice—we are accelerating it.
Early exposure to college coursework, field-based experiences, and structured pathways like the AAT program allows students to build confidence, reduce time to degree completion, and enter the workforce with clarity and momentum. Investing at this stage helps remove barriers and ensures that talented, community-rooted students can stay the course and ultimately return to serve in the classrooms that shaped them.
Why Travis? There are many schools in San Antonio. What is it about the culture or the mission of Travis ECHS?
Travis represents what is possible when strong partnerships, clear vision, and student-centered design come together. As part of the Alamo Collegiate Network through the SB 1882 partnership with SAISD, Travis has cultivated a culture of high expectations, belonging, and purpose.
The school has fully embraced the “grow your own” model—intentionally preparing students to return as educators in their own communities. There is a deep sense of mission at Travis, where students are not only earning college credit but also stepping into identities as future teachers. That alignment between opportunity, identity, and impact makes Travis a powerful place to invest.
By supporting these students as they earn their Associate of Arts in Teaching, what kind of long-term impact do you hope to see in San Antonio’s schools?
Our hope is to see a stronger, more diverse, and more locally rooted teacher workforce across San Antonio. Students who begin their journey at Travis continue through partnerships with San Antonio College, UT San Antonio, and Texas A&M–San Antonio, and ultimately return to teach in our schools, bringing with them lived experience, cultural understanding, and a deep commitment to their communities.
Long-term, this scholarship supports not just individual students, but a systemic solution—one that addresses teacher shortages, improves retention, and strengthens the overall quality of education in our region.
We know that the path to becoming a teacher can be financially daunting. What “gap” do you hope this scholarship fills for these dual-credit students?
While dual credit significantly reduces the cost of higher education, there are still critical financial gaps that can derail students—especially those pursuing careers in education. These may include tuition beyond high school, certification costs, books, transportation, or simply the need to balance school with work.
This scholarship is designed to ease that burden at a pivotal moment—helping students transition from high school into the next phase of their educator preparation without losing momentum. It is not just about affordability; it is about continuity and completion.
When you envision the future of this scholarship, how many students do you hope to support annually?
Our goal is to support every student in the Associate of Arts in Teaching (AAT) graduating cohort at Travis Early College High School who plans to continue pursuing a degree in education. For example, the 2026 cohort includes 17 graduates who would be eligible if they choose to continue on a teaching pathway.
While our aspiration is to provide a scholarship to each of these students, both the number of awards and the amount of each scholarship will ultimately depend on annual fundraising efforts. As the scholarship grows, we hope to expand our ability to fully support each cohort—ensuring that all committed future educators have the resources they need to continue their journey.
How are you approaching the fundraising process, and what has the response from the community been like so far?
We are just beginning the process of collecting donations, leveraging the relationships, partnerships, and connections we have built over many years in education. Our approach to fundraising is rooted in storytelling, partnership, and shared purpose. We are inviting colleagues, community members, alumni, and partners to invest in something tangible—the future teachers who will shape the next generation.
As we begin this work, there is already a strong sense of alignment and interest among those who understand the importance of building educator pipelines. This scholarship, grounded in the belief that “Better Begins Here,” is designed to bring people together around a shared commitment to supporting the next generation of teachers.