Mitchel Williams thinks he’s found the right fit. His journey has taken him through public schools in Oklahoma and Denver, spanning multiple subjects, grade levels, and teaching environments. Now, as a Denver middle school math and technology teacher at Escuela de Guadalupe, Mitchel feels like he’s finally found a place where he can plant roots and make a lasting impact.
Williams grew up in Oklahoma City, a place he describes as “a big city that sometimes feels like a small town.” He attended Harding Charter Prep, where he had a strong educational experience that shaped his approach to teaching.
“Honestly, I’ve been kind of trying to channel the good education that I got there into my own teaching practices,” he says.
While he knew in high school that he wanted to teach, the path to the classroom wasn’t straightforward. At Oklahoma State University, Williams majored in English, initially considering a career in academia.
“I was pretty convinced my senior year of high school that I was going to be Dr. Williams at Stanford doing whatever,” he jokes. But with some tough-love guidance from his academic advisor, he realized that the university track wasn’t for him. “I almost wish I had that conversation earlier—I might have switched to secondary education.”
A Pause for Self-Reflection
After graduating in 2018, Williams took time to figure out his next steps. He worked night shifts at a hotel, then as a cashier at CVS, all while trying to map out his career.
“I think you need a little time to figure out even the ballpark of what your end goal is,” he reflects. Eventually, he found his way into the Tulsa Teacher Corps, a program similar to Teach for America but focused on Tulsa Public Schools. Over three years, he taught multiple subjects and grade levels, gaining invaluable experience.
However, he knew Oklahoma wasn’t his final stop. “I made 25% more just by moving to Colorado,” he notes. The combination of financial opportunity and the vibrant educational community drew him to Denver, where he taught at an innovation school in the city’s Rino District. But despite the school’s noble mission, the high needs and lack of structure made it difficult to thrive.
“The needs of the school were really high, and neither myself nor the school were always able to fill the needs of those students.”
Mitchel Discovers a Denver Middle School of Excellence
Then came Escuela de Guadalupe. From the moment Mitchel walked in for his interview at the Denver middle school, he sensed something different.
“All the community values are put into concrete right at the front,” he says, referencing the words—faith, community, empowerment, diversity, and excellence—etched into the school’s entrance. “It’s hard to misunderstand what Escuela is going for.”
Beyond the strong community, Escuela offered the high standards he was looking for.
“A big part of teaching is rigor. It’s cool that kids can do two-number addition, but can they do 30 problems quickly? Escuela motivates kids to rise to the challenge instead of lowering standards.”
Williams’ versatility as an educator is one of his greatest strengths. Though he majored in English, he’s now fully immersed in math and technology. Having taught everything from reading and social studies to science, he approaches new subjects with confidence. “Really, the only difference is how much prep I need to do before I start,” he says with a laugh.
Even “Annoying” is Relatable to this Denver Middle School Teacher
His ability to relate to students also sets him apart. He remembers what he was like in middle school—sometimes a teacher’s pet, sometimes just plain annoying.
“I think about that all the time. The things my friends and I would do, the things we’d yell in class—I know where these kids are coming from, even though it drives me insane.”
Looking ahead, Williams hopes to deepen his involvement at Escuela, possibly by coaching a debate team at the Denver middle school. “I haven’t told anyone, but I’m hoping either next year or the second semester of next year, I can make that happen.”
For now, he’s just enjoying being in a place where he sees a future. “This is one of the first years where, when I look toward the future, it’s still here,” he says. “I’ve kind of found my niche.”
On his best days, Williams hopes to instill in his students the confidence to tackle challenges—both academic and personal. “They truly can do whatever they set their minds to. Whether it’s a life objective or a math objective, if they trust themselves, they’ll get there.”
