Meet the Class of 2025: Beth Musial-Martey Finds Her Path via RCOE’s School of Education Post Date:
In May, as Beth Musial-Martey was finishing up her shift as a catering server for an event at the Riverside County Office of Education, she noticed the event decor was starting to be cleared from the room and rushed over to see if she could get a quick photo with a lighted RCOE sign before it was taken away. When she quickly explained that she was graduating from RCOE in a few days, she did not expect the applause and cheers that spontaneously erupted from the team surrounding her.
The RCOE team was quick to offer their congratulations and call over a photographer for this impromptu celebration.
What began as a simple photo-op turned into an unexpected moment of recognition and reflection on her remarkable journey.
Beth explained that she was completing the Education Specialist Intern Program through the School of Education at the Riverside County Office of Education, and the team implored her to share her story.
As a single mom, Beth had picked up the catering job with local caterer McGrath’s several years earlier when a friend suggested it to supplement her income during holidays and summer when she had time off from her work as a substitute teacher.
Since graduating with a theatre degree in 1998 from the University of North Carolina in Greensboro and moving to California, Beth held a variety of jobs that helped her discover her love of working with students, and finally find a career that felt like home: supporting Special Education students at Sierra Vista Elementary School in Val Verde Unified School District.
Her side job with McGrath’s was helping with bills that accumulated over years of switching jobs and raising a family, but the Education Specialist Intern Program at RCOE offered a perfect finale for Beth’s journey to professional and financial stability.
Designed for educators looking to lead their own classroom as the teacher of record, it allowed Beth to keep her full-time job in Val Verde USD during the day (with full-time pay and benefits, and a jump start on seniority/retirement) while earning her special education credential through the fully accredited online program at night.
Finding Purpose
Beth never intended to become a teacher. But after working in retail for over 10 years, Beth realized it wasn’t the path she was meant for and sought something more. “In retail, you are always working. It takes you away from your family, and it wasn’t fulfilling.”
And, as if right on cue, a new opportunity brought a new direction for Beth.
A friend told her about a program in West Africa teaching HIV/AIDS awareness through drama and dance, so she traveled to Africa and got her first teaching experience. “It made me realize how much I enjoyed working with children.”
Building Experience Through Community Work
When Beth returned from Africa in 2008, a friend helped her find a position in an after-school program in San Bernardino. Thanks to her leadership experience, she quickly rose to become a site lead for Pacific High School.
“I fell in love with that. It was kind of like being on Fame – we had hip hop, step, cooking, and sewing. It was a true joy to work with these kids during a transitional period in their lives.”
With her experience, Beth was able to navigate the uncertainties of working in grant-funded, community-based programs, where jobs disappeared with funding changes and shifts in priorities. While each job reinforced her love of working with students, changing jobs took its toll personally and financially.
Pivoting to a Career That Lasts
When the pandemic shut down schools and after-school programs, Beth’s job at the time, like so many before, disappeared.
“That was the third job lost that had nothing to do with my performance,” she said. “And I thought, you know what? I need a job that can't be taken away from me.”
That moment of clarity led Beth to finally pursue something she had put off doing for years: becoming a teacher.
“When I first moved here 26 years ago I took the California Educator Credentialing Examinations (CBEST) so I could become a substitute teacher. I come from a family of educators who always tried to push me towards it, but I always said, ‘no, not interested,’ until I started working with the after-school programs. So during COVID, I decided to get my master's in elementary education with my credential.”
As schools reopened, Beth began substituting for Val Verde Unified School District.
With her bachelor’s degree and CBEST already in hand, she was placed at Mead Valley Elementary School where she supported intervention groups and stepped in as a classroom substitute when needed.
Focusing on Special Education
Immediately after Beth finished her student teaching for her credential program, she was offered a long term sub position in Special Education (SPED) in Mead Valley.
That’s when Amber Driscoll, a Teacher on Special Assignment who was also her immediate supervisor, changed everything.
“Amber came in and said, ‘I know you just got your multi-subject, but you've got a knack for this. I really think you could do this. We always need SPED teachers . . . and this program through RCOE can get you credentialed in a year.”
Beth wasn’t immediately convinced. But Amber’s confidence and assistance in getting Beth enrolled, set Beth on her new path.
Soon, Beth found herself enrolled in the Education Specialist Intern Program through the RCOE’s School of Education. The structure and support of the program felt like a good match for her from the beginning.
What she didn’t expect was how deeply supported she would feel by every element of the program’s design.
A Program Built for Growth and Connection
Once enrolled, Beth found more than coursework. She found community.
“I have the best cohort ever. We have genuine conversations of what it's like being in a SPED classroom. And it has been so beneficial to my growth. There were times I was crying. They told us, ‘By around Christmas, you are going to wonder if you made the right choice.’ But, to be in it with other people who are going through the same thing, who weren't going to give up-that was everything.”
“That kind of support is by design,” Dr. Allan Hallis, RCOE School of Education Administrator explains.
“Research is unanimous that support for new teachers is the biggest key to their success – and our program is designed around providing support. Instead of large classes with dozens or more students, our program features a small cohort structure where a group of 4-8 interns move together through the program under the guidance of a qualified Intern Supervisor.”
For Beth, that supervisor was Ashley McGavin.
“Ashley has been fantastic. I could reach out to her and she was quick to respond and knows a lot about the field because she's worked in it.”
According to Dr. Hallis, the Intern Supervisor is central to the experience.
“They oversee their coursework and clinical practice to provide timely and targeted feedback, to address both the theoretical and practical sides of teacher education in a holistic and connected way.”
The program also offers online support sessions that Beth found beneficial, providing practical information on topics like wellness for teachers and students, the science of reading, and managing student behavior.
Beyond the virtual classroom, the support extended to Beth’s school site where mentorship and encouragement helped her manage the tough days and recognize her successes.
Finishing Strong, With Purpose
Outside of the instructional program, Dr. Hallis shared that the program ensures their students are supported at their work location.
“We work closely with our district partners to make sure interns are supported in their local context/classroom as well as in our program. Interns are assigned a Site Mentor by their district who assists them with day-to-day supports, professional growth, and intern requirements.”
Beth’s appreciation for her Site Mentor, Adilene Soto, is heartfelt. She was a constant source of assistance that Beth relied on, especially in navigating the requirements of writing and implementing Individualized Education Plans (IEPs) for each of her students.
“Adilene was my saving grace who supported me day or night and provided essential support during the IEP process.”
Along with the professional support she received, Beth was also pleased with the financial investment in her future.
“It was affordable overall. And you're paying for it while you're doing it. So when you're done, you're done.”
For Allan, the program's success for students like Beth is having a larger, vital impact.
“The truth is we need teachers in Special Education. We are proud that our program is helping by filling hundreds of classrooms in Riverside and neighboring counties with these dedicated educators.”
And, Beth is one of them.
As the school year ended, Beth had her last classroom observation and meeting with her principal, Tara Kim. It had been a tough day, and Beth admitted she wasn’t at her best.
“I just want to tell you,” Tara said, “when I went into your classroom, it was perfection. There was a lot going on, but everyone knew exactly what they were doing. Some teachers have skill and some have heart. You have both.”
For Beth, that moment said it all.
“It was like, okay. I'm in the right place.”