When Brandywine School District gifted and talented teacher Juliana Cimabue walked into her classroom each day, she was focused on one thing: giving her students the best possible education.
What she didn’t expect was that her own career would become the center of a months-long effort involving legislators, district leaders, the Delaware Department of Education (DOE), and the Delaware State Education Association (DSEA) all working together to address a gap in state regulations that put her future in the classroom at risk.
“I did not have to be an excellent standardized test taker to be a good teacher,” Juliana said. That belief drove her to keep teaching, even as the state’s rigid certification process threatened to push her out of the role she loved.
For years, Juliana excelled in gifted education, but one barrier stood in her way: passing the required Praxis exam for standard certification. Despite taking the test roughly 10 times, investing more than $1,000, and coming within three points of the required score, the rules left no room for wiggle room and provided no alternative pathways. Without that certification, Juliana risked being reassigned to a different role outside of gifted education, a loss not just for her, but for her students.
When DSEA’s Director of Education Policy Jon Neubauer became aware of the situation, he stepped in, bringing his deep knowledge of Delaware’s education code and his ability to navigate the complex relationships between educators, policymakers, and state agencies.
Jon quickly discovered that while the state allowed “multiple measures” for certification in other areas, a similar option simply did not exist for gifted and talented education. Working with Brandywine Superintendent Lisa Lawson, DOE’s Dr. Cora Scott , and state legislators, including House and Senate Education Chairs Rep. Kim Williams and Sen. Laura Sturgeon, Neubauer helped guide the district toward a little-used but powerful option: a Secretary of Education review request.
Juliana worked closely with her district to provide documentation of her experience, while Jon offered legal and policy expertise.
“Without DSEA’s guidance, I wouldn’t have known this pathway even existed,” Juliana said.
Teaching gifted students is especially meaningful to her because of her own school experiences.
“I struggled in school myself,” she said. ”Standardized tests were always hard, and I know firsthand that test scores don’t always show a student’s, or a teacher’s, true ability.”
The review process took months, but in the end, Juliana received the good news she had been fighting for: approval of her standard certificate in gifted and talented education.
“When I finally saw the email, I cried,” she recalled. “I was proud of myself for fighting for something and I was hopeful that others in my position could benefit from this.”
Her story highlights both the persistence of an educator determined to support her students, and the role of DSEA in ensuring members have the support they need.
“This is the kind of work DSEA does every day that most people never see,” Neubauer said. “It’s not flashy, but it’s life-changing for our members and their students. Our knowledge of the law, our relationships with decision-makers, and our commitment to public education mean we can make things happen … even when the process seems impossible.”
For Juliana, the resolution wasn’t just about her career. It also was about creating a path forward for others.
“I’ve already connected with another teacher who’s struggling with the same test,” she said. “This can’t just be my story. I want to make sure no one else faces the same barriers.”
