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This month, �鶹��Ƶ Bay Area is thrilled to welcome a familiar face into a new role. Bernadette Castillo, who served as a Student Success Coach during the 2024–25 school year, has returned to the organization as our Community Partnerships Manager. Her journey from service year to staff role is a powerful example of the lasting impact of �鶹��Ƶ, and we’re excited to introduce Bernadette to our community by sharing a bit of her story in her own words.

Q: What made you want to sign up for �鶹��Ƶ in the first place?
A: After graduating from Menlo College in 2024 with a degree in Business Analytics and Marketing, I wasn’t quite sure what path to take—whether to pursue a master’s program or step directly into the workforce. During college, I had really enjoyed working with the Academic Success Team, where I saw firsthand how meaningful it was to support students in achieving their goals. That experience sparked a desire to keep giving back to students and their communities.

When a close friend—who ended up serving alongside me—told me about �鶹��Ƶ, I was immediately drawn in. Learning about the Student Success Coach role, from helping students with their academic journey to collaborating with teachers and administrators, convinced me this was the perfect way to spend a year making an impact while gaining clarity on my future.

Q: What are some of your first memories of your �鶹��Ƶ experience?
A: One of my earliest—and funniest—memories was when students asked if we were all related, since we wore the same yellow jackets, black pants, and sneakers. It became a running joke among my team, but in a way, it felt true. Spending 50 hours a week together built such a strong bond, and before long, we weren’t just teammates—we really did feel like a family.

Q: During your time with �鶹��Ƶ, what training or experiences prepared you for your career journey or influenced your interest in service and impact?
A: The professional development workshops were incredibly valuable—especially the mock interviews and resume/cover letter preparation sessions. Even with a business degree, I found it so helpful to receive constructive feedback on how to present myself and grow professionally.

Just as important, my conversations with �鶹��Ƶ staff helped me recognize that what I enjoy most is making an impact—especially in education. They pushed me to see that our daily work mattered, not only to students but to the broader community. That realization has shaped how I think about my career and how I want to continue sharing why this kind of service is so meaningful.

Q: What was your favorite thing about your �鶹��Ƶ experience?
A: Without a doubt, it was witnessing the growth of my students. I worked primarily with kindergarteners, and at the beginning of the year many of them struggled to read and write. I’ll never forget how often I’d hear, “Ms. B, can you read this for me?” But by the end of the year, those same students would proudly say, “Ms. B, can I read this to you?”

That simple shift showed me how much progress they had made, and it reminded me that every hour I spent with them mattered. Seeing their confidence bloom was the most rewarding part of my service year.

Q: What advice would you give to young adults considering a year of service with �鶹��Ƶ?
A: My advice is simple: just do it. It’s only one year, but it’s an experience that will stay with you for life. You’ll learn so much—not only about service, but also about yourself and what you want (or don’t want) in your career. Along the way, you’ll build connections, develop professional skills, and most importantly, make a real difference in the lives of students.