Juan Vargas: How Foreign Roots Grew a Family of Teachers and an Executive Director of Buildings and Properties

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Take a visit to the Bamberg Professional Development and Resource Center, and everything is lively. Cars are shuffling in and out of the parking lot, with workers moving about just as diligently. Multiple entrances demonstrate the various departments that are housed within the building. Walk in, and past, the large doors of the north side entrance, and you open up to a room of cubicles, with the office titled Executive Director of Buildings and Properties laying straight ahead. Step in, and you see photos of family surrounding the office, brothers, parents and kids all overlooking the desk. At first glance, you can see that family and unity are integral to Juan Vargas, Aldine ISD’s new Executive Director of Buildings and Properties.

Vargas first visited the U.S. in 1995, when he came to Houston to visit his in-laws. Both in-laws worked in Aldine as teachers, and were starting their third year.

“They went through the phone books, and Aldine was one of the first districts,” said Vargas. “They were recruiting bilingual teachers, so my father-in-law started teaching, and my mother-in-law started right after.”

At the time, the district was going through a demographic shift and was searching for educators to meet the new demand.

Vargas accompanied his father-in-law on a quick trip to the Human Resources office and, having come from Chile, the staff questioned if he had considered teaching. Additionally, they explained the district would be happy to sponsor him if he chose to work in Aldine. He turned it down and jokingly explained that his wife was the teacher. He wanted to focus on finishing his engineering degree back home. After the trip was over, they went back to Chile, and soon after, they were expecting their first child.

“We talked about the fact that her parents were here,” said Vargas. “I knew we would need their help and support with raising the baby.”

Having that familial support was important for them, so they both decided they would move to Houston and teach in Aldine.

Upon returning, Vargas started as a volunteer teacher for bilingual prekindergarten. He did this while the paperwork for his sponsorship was being approved.

“I volunteered for six months without pay for two pre-K classrooms because they didn’t have teachers,” said Vargas. “I thought if I volunteered, I would save myself a spot, and they could get to know me.”

After completing the necessary steps, he became a bilingual teacher at Carroll Elementary, while also teaching various optional classes for the parents on Saturdays. From Carroll, Vargas went on to work in administration for Bussey Elementary. His love for bilingual education continued to motivate him, and was the reason he took the position of Program Director for Bilingual Elementary. After several years of working elementary, Vargas felt he wanted something different. He transitioned to Aldine High School, where Vargas enjoyed working the most.

Vargas’ transition to Aldine High School was accompanied by his newest position as assistant principal. What initially drew him to the position was the fact that he was able to create more of a change for the students through policies; however, what he would soon grow to enjoy the most was being able to have more meaningful conversations with his students.

“I loved being at the high school,” said Vargas. “These were the same kids I used to teach, who were still passionate, but now were able to have a deeper conversation with you.”

It was also at this time that Vargas recalls helping the student council when they would ask him for advice with their meetings. Through his guidance, the student council thought of the idea to help the community during the holidays and started the tradition, that they still continue to this day, of collecting gifts and giving it out to the people of the community. Vargas also recalled how one of those same student council members grew up and ran for a position on the school board.

“When I saw that, I thought of how a little bit of what I was telling them is still there,” said Vargas. “It was a beautiful experience.”

Even though the former student did not get elected to the school board, he still talked to Vargas to let him know how excited he had been to run.

After being an assistant principal for several years, Vargas looked to transfer somewhere else that would allow him to make change within the community, and decided on transitioning to work with the staff, instead of the students.

“At first, I was hesitant because it seemed as if I was deviating from the community by going into operations,” said Vargas. “Once I started, that’s when I realized how this is still the same community.”

He saw that the staff were also the parents and grandparents of the children he had been teaching. He enjoyed the notion that he was still finding ways to be a part of, and help, the bilingual community he had been so passionate about throughout his career.

This is something that is shared within all the teachers of his family. They want to help the people of the community, and they find teaching to be the best way to do that. The Aldine teaching bug may have started with both his in-laws, and then made its way to him, his wife and sister-in-law, but that is not where it stopped. Vargas’ two daughters have also grown up to become teachers. One teaches at La Promesa, and the other just graduated with her teaching degree from the University of Houston. She is also looking to teach in Aldine this upcoming school year.

What Vargas enjoyed the most about teaching bilingual students was the fact that he could relate to their struggles. He came here without knowing the language. His first years of teaching were spent teaching and learning the language himself. It was difficult for him to learn English, but he did not let that deter him.

“When I started, I felt that this was a cause worth fighting for,” said Vargas. “I wanted to try and help the community as much as I could.”

He felt that connection with the students and the parents. He was a product of that same community of immigrants, and it was important that they felt comfortable and heard within the district.

Some initiatives he has started since taking over as Executive Director have been implementing a system so that the custodial staff gets assistance with learning English and gaining GED opportunities. Along with this, he has implemented different roles within the staff so that they are able to get computer training and managerial experience.

“When I came here, my first thought was to try and empower them,” said Vargas. “I want them to think of themselves as managers, needing to know how to place work orders; how to complete tasks with computers; that’s the direction I’ve been moving them towards.”

He wants to provide these opportunities because it is beneficial both inside and outside of work. This role has allowed him to experience a full circle moment, where once he used to help the children of the community, now he is helping their parents and grandparents.

By looking through the career path Vargas has had within Aldine ISD, a ripple effect starts to come into focus. One seemingly innocent visit to HR by a teacher and their son-in-law, led to multiple generations of teachers, and the eventual Executive Director of Buildings and Properties, all embracing the community. From bilingual teacher, to Executive Director, Vargas has been a passionate member of the district for more than 25 years. Even in his latest role, Vargas is still looking for ways to improve his community.

“I felt the support of the community back then, and I still feel it now,” said Vargas. “It’s not over. I’m just starting.”