Waukegan, Illinois - In an era when education systems worldwide are contending with persistent equity gaps, workforce readiness challenges, and the growing diversity of learners, few professionals embody the convergence of scholarship, practice, and systems leadership as fully as Imelda E. Aguilar, PhD. An educationalist licensed in both the United States and the Philippines, Dr. Aguilar has emerged as a leading voice in inclusive instruction, Multi-Tiered Systems of Supports (MTSS), and teacher capacity development fields that sit at the heart of national and global education reform.
With more than eighteen years of professional experience spanning elementary, secondary, and leadership roles, Dr. Aguilar’s work reflects a rare blend of classroom expertise, policy awareness, and research-driven systems design. Her career trajectory illustrates how localized instructional leadership can scale into national frameworks that influence broader discourse on educational equity and instructional sustainability.
From Classroom Practice to Systems Leadership
Dr. Aguilar currently serves as a Diverse Learner Mathematics Teacher, English Language Learner (ELL) Representative, and Behavioral Specialist at Waukegan High School – Brookside Campus in Illinois. In this role, she delivers differentiated mathematics instruction to diverse learners, collaborates in co-taught inclusive classrooms, supports IEP and MTSS implementation, and facilitates behavioral interventions grounded in data-driven decision-making
Her work in Illinois builds upon a long foundation of inclusive practice established in the Philippines, where she spent over a decade as a Special Education Teacher, program founder, and department chair. Notably, Dr. Aguilar founded and expanded one of the first community-based special education programs in Quezon City, scaling services from a small pilot serving seven students into a multi-teacher program supporting dozens of learners with autism, Down syndrome, and hearing and visual impairments. This experience cemented her commitment to inclusive systems that are both instructionally rigorous and operationally sustainable.
Academic Preparation Grounded in Leadership and Equity
Dr. Aguilar holds a Doctor of Philosophy in Educational Leadership and Management, a Master of Arts in Special Education, and a Bachelor’s degree in Elementary Education (Major in English). Her doctoral research examined the relationship between school leadership styles and teacher performance, culminating in a proposed development plan aimed at improving instructional outcomes an early indicator of her systems-oriented approach to education reform.
She is a Licensed Professional Teacher in the Philippines, having passed the Licensure Examination for Teachers (LET), and has completed extensive U.S.-based professional development and compliance training aligned with federal and state education standards. This dual-licensure background allows her to navigate education systems across jurisdictions, lending credibility and perspective to her work in policy-aligned instructional design.
National Thought Leadership Through Scholarly Publication
Dr. Aguilar’s influence extends beyond schools and districts into scholarly and professional publications. She is the author of two major white papers that have contributed to ongoing national conversations about inclusive education:
- “Designing a National Inclusive Mathematics and MTSS Framework for Diverse Learners, Including English Language Learners and Deaf/Hard-of-Hearing Students”, which proposes a systems-level instructional framework integrating evidence-based mathematics pedagogy, Universal Design for Learning (UDL), MTSS fidelity structures, and linguistically and visually accessible strategies.
- “Building National Teacher Capacity for Inclusive MTSS Implementation,” a companion paper that addresses the workforce and leadership infrastructure required to operationalize inclusive frameworks at scale, focusing on micro-credentialing, instructional coaching, and leadership pipelines.
Together, these publications demonstrate Dr. Aguilar’s ability to articulate both what inclusive instruction should entail and how education systems can build the professional capacity to deliver it effectively and sustainably. The pairing reflects best practices in large-scale reform by addressing instructional design and implementation capacity as interdependent challenges.
A Focus on Teacher Capacity as Public Infrastructure
What distinguishes Dr. Aguilar’s work is her framing of teacher capacity as systems infrastructure, rather than a peripheral professional development function. Her scholarship emphasizes that inclusive frameworks—no matter how well designed—cannot succeed without educators who are prepared, supported, and empowered to implement them with fidelity.
Her proposed models for micro-credentialing, instructional coaching, and leadership development align with federal education priorities under ESSA and IDEA while remaining adaptable to local contexts. By focusing on scalability and sustainability, her work speaks directly to policymakers, district leaders, and institutions seeking long-term solutions rather than short-term interventions.
Global Perspective, Local Impact
As an educator licensed and professionally active in both the United States and the Philippines, Dr. Aguilar brings a global lens to local challenges. Her cross-cultural experience informs her emphasis on linguistic access, modality-responsive instruction, and equity-centered design, particularly for English Language Learners and Deaf/Hard-of-Hearing students.
This perspective has made her work especially relevant in an increasingly interconnected educational landscape, where migration, multilingualism, and diverse learning needs are no longer exceptions but norms.
Looking Ahead
Dr. Aguilar continues to advance her work at the intersection of inclusive mathematics instruction, MTSS implementation, and educator capacity development, with a sustained focus on translating research into scalable practice. As education systems nationwide confront persistent challenges related to equity, accountability, and workforce readiness, her scholarship and applied leadership offer a clear, evidence-based roadmap for reform—one that is instructionally rigorous, systemically coherent, and centered on the needs of diverse learners and educators.
Through her ongoing professional and scholarly initiatives, Dr. Aguilar remains committed to strengthening instructional systems that expand access, improve outcomes, and build sustainable capacity within schools and districts.
Media & Collaboration Contact
Dr. Aguilar welcomes opportunities to collaborate with school districts, educational leaders, professional associations, and academic institutions committed to advancing equity in mathematics education and instructional leadership. She offers customized professional learning, keynote presentations, and capacity-building workshops focused on inclusive instructional design, evidence-based mathematics intervention, MTSS fidelity, and data-driven teacher development through her consultancy work.
For partnership inquiries, speaking engagements, or media features, please contact:
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