Elizabeth educator blends classroom and museum learning

Thalía Gavilanes, a Substitute Teacher with Elizabeth Public Schools in New Jersey, is being profiled for her work spanning classrooms, museums and community education. Her background in museology, bilingual instruction and inclusive program design highlights how cultural learning can broaden access for students and multigenerational audiences. Why it matters: - Thalía Gavilanes’ work sits at the intersection of school instruction and public education, reaching students, museum visitors and community members across age groups. - Her profile underscores a broader need for inclusive learning design, stronger workplace protections and culturally responsive teaching in public-facing education roles. What happened: - Gavilanes is a Substitute Teacher with Elizabeth Public Schools in Elizabeth, New Jersey. - She works across grade levels from pre-kindergarten through middle school. - She has about five years of experience in education and museum work. - She has held her current role for about six months. - Influential Women published a profile on Gavilanes on June 15, 2026. - More information is available in her Influential Women profile . The details: - Gavilanes’ career began with an internship through her undergraduate university, where she discovered an interest in historical sites, informal education and public history. - She has worked as an intern, part-time educator, full-time staff member and contract educator. - Her program work has focused on multigenerational audiences, including young children, students, educators and older adults living with dementia. - She designed and facilitated public programs at the Intrepid Museum and Macculloch Hall Historical Museum. - She led the rebranding of the Intrepid Museum scavenger hunt into “The Lookout Guide.” - That project contributed to a $40,000 increase in self-guided group sales. - She has developed curricula and educational tools aimed at community engagement and visitor participation. - Gavilanes no longer works directly in museum institutions because of safety concerns in the workplace. - She remains active in the field through volunteer work and mentorship. - She earned a Master of Science in Museology/Museum Studies from Johns Hopkins University. - She earned a Bachelor of Arts in History from Saint Elizabeth University. - She is fluent in English and Spanish. - She was raised in a multigenerational Hispanic household that shaped her view of support, resilience and access. - She describes Saint Elizabeth University as a transformative influence that expanded her sense of what was possible. - A mentor, Dr. Vincent Perrin, urged her to “trust and bet on herself.” - Perrin gave her a symbolic ring during her graduation ceremony while she completed a capstone project on Women of Ancient Egypt. - Gavilanes still wears the ring as a reminder of that mentorship. Between the lines: - Gavilanes’ path shows how museum education can function as workforce training, community outreach and identity work at the same time. - Her experience also points to gaps in preparation for harassment and discrimination in public-facing education jobs. - She says she faced prejudice tied to her name, ethnicity and appearance, as well as sexism and sexual assault in workplace settings. - She also says her graduate training did not include formal instruction on how to respond to those situations. - Her emphasis on resilience, emotional honesty and self-advocacy reflects a response to those challenges, not just a personal philosophy. What’s next: - Gavilanes plans to keep contributing through classroom teaching, volunteer work and cultural education. - She says she wants to keep mentoring emerging professionals and supporting inclusive public education. - Her profile suggests continued interest in roles that connect learning, culture and community impact. The bottom line: - Gavilanes’ career highlights the value of educators who can move between schools and museums while building access for diverse audiences.