Charlene Andersson is a veteran educator and certified educational therapist with over 28 years of experience in California public schools. Known for her innovative classroom strategies and deep commitment to student development, she has consistently earned recognition for academic excellence, leadership, and student advocacy.
Andersson was honored with the Japanese International Educators Award in 2005 after being selected by the Japanese government to serve as the U.S. delegate for curriculum integration. She also received the Jeffries Award for classroom excellence and posted the highest standardized test scores in her district for ten consecutive years. Her popularity among students and parents led to a rare teaching arrangement called “looping,” where families petitioned for their children to remain in her class for three years.
Beyond academic achievement, Charlene has made a lasting impact through personalized learning and emotional support. She created programs at UCLA Mattel Children’s Hospital and the Ronald McDonald House to bring arts education to children undergoing medical care. One of her most notable teaching moments includes guiding a student-led Mars Rover project that resulted in a provisional patent and praise from NASA’s Jet Propulsion Lab.
Charlene is also an accomplished author of three children’s books, including a collaborative classroom project now archived in the Library of Congress. She has served on the California Board for Gifted Students and spoken at major education conferences on differentiated instruction. With a career defined by compassion, creativity, and results, Charlene Andersson has helped shape the future of education one student at a time.
Q&A with Charlene Andersson: Defining Success in Education and Life
How do you personally define success?
To me, success is seeing growth—especially in students. It’s not about perfect test scores or awards. It’s about watching a child go from feeling unsure to saying, “I can do this.” That’s true success. When someone believes in themselves, everything else follows.
You’ve been recognized with awards and top scores, but what achievement means the most to you?
Honestly, it’s the moments no one else sees. Like when a student who struggled socially gets invited to join a group. Or when a child who hated reading writes a full story and proudly reads it aloud. Those quiet wins stick with me more than anything else.
What has success looked like for you as an educational therapist?
It’s about connection. Success is when a student with special needs feels safe enough to take a risk, academically or socially. I had one student obsessed with the Mars Rover. We turned that into a class project that led to a provisional patent and a letter from NASA. He went from isolated to celebrated—that was success.
Have your views on success changed over the years?
Absolutely. Early on, I thought success was doing everything right. Now I see it’s about showing up, being consistent, and making space for others to thrive—even in small ways.
What role does failure play in success?
It’s essential. Students—and teachers—need to know failure isn’t the end. It’s part of learning. I’ve had lessons flop, and I’ve seen students fail tests. But what matters is how we respond. That’s where the real growth happens.
How do you help students define success for themselves?
I ask them what they’re proud of. It could be being kind, finishing a project, or learning how to speak up. I try to shift the focus from being the best to being better than yesterday. That’s a version of success anyone can reach.