Peter Mancillas: I'll be honest, I spent about a year on the fence. I wasn't sure that DLAC was the right fit, and I don't believe in forced enthusiasm. But in my second year, my perspective shifted towards the practical reality of what happens here. The value isn't in the theory, it's in the visibility. It provided a rare chance to step away from our individual schools and connect with peers from across the state in an environment that is actually conducive to collaboration. We were able to analyze team dynamics in a setting that felt genuinely supportive.

In adult education, teachers are often treated like a necessary nuisance. Here, the professional accommodations and the level of respect shown to us educators were really meaningful. I'm quiet by nature, but that means I spend my time observing and I recognize progress when I see it. DLAC provides a platform to be seen and a functional way to bridge the gaps between our systems.