Jared Hutchins is an educator and advocate for antiracist practices and ethnic studies curriculum in schools. He hails from Northern California and has roots in the Bay Area and Sacramento. Jared attended University of Arizona, Sierra Community College, and Sacramento State and earned his Bachelor of Arts in Ethnic Studies with a concentration in Pan-African studies. Jared views his college experience and ethnic studies education as essential in forming the foundation for his understanding of the ways in which race and ethnicity affect individual and collective identities and experiences throughout the world and throughout history. Jared has always had a passion for teaching and coaching and immediately recognized the connection between centering students in their education and the principles of cultural affirmation and knowledge of self present within ethnic studies.
After college Jared enlisted in the Navy and served as Quartermaster for 4 years with his time split between Boston and San Diego. While in Boston, the Navy provided Jared with an opportunity to immerse himself into and become an expert on the history of the birth of the United States Navy and the Age of Sail; and while in San Diego the Navy provided him a more traditional sea-going experience and proved invaluable in learning the importance of institutional systems of knowledge and leading diverse groups of people.
In 2013, Jared sought higher education at National University and achieved a Master's Degree in Education with a focus on teacher leadership. He also obtained his California Teaching Credential, and spent those same years coaching football and track & field and completing his student teaching at Hoover High School while attending graduate school. Jared chose this path because his own educational experiences and growth up to that point made clear the necessity of dismantling the tenets and structures of white supremacy in schools as well as the necessity and potential of imagining and building different systems in schools that affirm every person’s humanity and allow students to see a path for themselves and their communities to liberation, actualization, and connection.
Jared officially entered the classroom in the fall of 2016 at High Tech High International, a public charter school in San Diego. He chose the High Tech High schools because of their stated vision and commitment to equity, collaboration, personalization, and authentic learning. He taught 12th grade humanities and applied a critical pedagogy to an original government curriculum that combined history and civics exploration with the values and truths he had learned as a student, service member, and as a citizen who was fortunate enough to have traveled all over the world.
High Tech High schools are centered around Project Based Learning that give teachers the opportunity to create and facilitate powerful learning experiences. Jared designed projects such as the “Social Justice Summit” where students invited the community to hear panel discussions and Q&As that they led with experts in fields that they were passionate about and and for which they had proposed solutions to related social justice issues. This included neurobiologists and dispensary owners to discuss drug legalization, sheriff's deputies and civil rights attorneys to speak about policing, immigration rights attorneys to speak on immigration issues, and both K-12 school board members and university trustees to discuss issues in education.
After teaching for two years at High Tech High International Jared moved to Sicily, Italy in order to care for his family as a military spouse. There he continued his immersion into and learning about diverse cultures throughout the world and relished the time (and lessons learned!) in committing his time to raising his two young sons. Upon his return to the States, Jared was welcomed back to High Tech High- this time to the North County campus in San Marcos, CA.
Jared has always advocated for educational systems and practices that are equitable and support anti-bias/anti-racist (ABAR) work. He is also dedicated to the rights of students and teachers. While experiencing and witnessing teachers being overburdened and under-compensated, teachers of color not being retained, and antiracist student curriculum and teacher training being silenced and resisted by administrators, Jared saw a need for teachers to be heard and protected so he took up the cause and helped organize High Tech High’s first teachers union- the High Tech Education Collective. After being quoted in SD News and the San Diego Union-Tribune on unionizing efforts Jared was fired from his position on the spot in his classroom with 7 weeks to go in the school year. Jared is certain his termination was unlawful and the matter is currently awaiting a hearing with the California Public Employee Relations Board (PERB). This tumultuous time has made Jared even more dedicated to equity and ABAR work in education and resolute in his advocacy for student, worker, and human rights.
Now, Jared has expanded his professional networks in the San Diego area by connecting with other Ethnic Studies academics and K-12 educators who are showing up and showing the way for how schools can become liberatory spaces for all students, and he is consulting for educational leaders throughout the area. He has an even more elevated passion for facilitating effective and student-centered learning, equal opportunities and justice for poor and marginalized communities, and for the learning and development of critical thinking skills that make change possible.
After college Jared enlisted in the Navy and served as Quartermaster for 4 years with his time split between Boston and San Diego. While in Boston, the Navy provided Jared with an opportunity to immerse himself into and become an expert on the history of the birth of the United States Navy and the Age of Sail; and while in San Diego the Navy provided him a more traditional sea-going experience and proved invaluable in learning the importance of institutional systems of knowledge and leading diverse groups of people.
In 2013, Jared sought higher education at National University and achieved a Master's Degree in Education with a focus on teacher leadership. He also obtained his California Teaching Credential, and spent those same years coaching football and track & field and completing his student teaching at Hoover High School while attending graduate school. Jared chose this path because his own educational experiences and growth up to that point made clear the necessity of dismantling the tenets and structures of white supremacy in schools as well as the necessity and potential of imagining and building different systems in schools that affirm every person’s humanity and allow students to see a path for themselves and their communities to liberation, actualization, and connection.
Jared officially entered the classroom in the fall of 2016 at High Tech High International, a public charter school in San Diego. He chose the High Tech High schools because of their stated vision and commitment to equity, collaboration, personalization, and authentic learning. He taught 12th grade humanities and applied a critical pedagogy to an original government curriculum that combined history and civics exploration with the values and truths he had learned as a student, service member, and as a citizen who was fortunate enough to have traveled all over the world.
High Tech High schools are centered around Project Based Learning that give teachers the opportunity to create and facilitate powerful learning experiences. Jared designed projects such as the “Social Justice Summit” where students invited the community to hear panel discussions and Q&As that they led with experts in fields that they were passionate about and and for which they had proposed solutions to related social justice issues. This included neurobiologists and dispensary owners to discuss drug legalization, sheriff's deputies and civil rights attorneys to speak about policing, immigration rights attorneys to speak on immigration issues, and both K-12 school board members and university trustees to discuss issues in education.
After teaching for two years at High Tech High International Jared moved to Sicily, Italy in order to care for his family as a military spouse. There he continued his immersion into and learning about diverse cultures throughout the world and relished the time (and lessons learned!) in committing his time to raising his two young sons. Upon his return to the States, Jared was welcomed back to High Tech High- this time to the North County campus in San Marcos, CA.
Jared has always advocated for educational systems and practices that are equitable and support anti-bias/anti-racist (ABAR) work. He is also dedicated to the rights of students and teachers. While experiencing and witnessing teachers being overburdened and under-compensated, teachers of color not being retained, and antiracist student curriculum and teacher training being silenced and resisted by administrators, Jared saw a need for teachers to be heard and protected so he took up the cause and helped organize High Tech High’s first teachers union- the High Tech Education Collective. After being quoted in SD News and the San Diego Union-Tribune on unionizing efforts Jared was fired from his position on the spot in his classroom with 7 weeks to go in the school year. Jared is certain his termination was unlawful and the matter is currently awaiting a hearing with the California Public Employee Relations Board (PERB). This tumultuous time has made Jared even more dedicated to equity and ABAR work in education and resolute in his advocacy for student, worker, and human rights.
Now, Jared has expanded his professional networks in the San Diego area by connecting with other Ethnic Studies academics and K-12 educators who are showing up and showing the way for how schools can become liberatory spaces for all students, and he is consulting for educational leaders throughout the area. He has an even more elevated passion for facilitating effective and student-centered learning, equal opportunities and justice for poor and marginalized communities, and for the learning and development of critical thinking skills that make change possible.
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