Faculty Spotlight: Lilly Padía

Lilly Padía is an assistant professor at Erikson Institute and a core faculty member in the MS in Early Childhood Education Triple Endorsement program. Her work centers on preparing future educators to teach at the intersections of early childhood, multilingualism, and special education—all while honoring the diverse ways children learn, communicate, and experience the world.

From Community Organizing to Early Childhood Education Teaching

Before entering the classroom, Padía worked in community organizing on issues of homelessness and anti-displacement. While she found the work meaningful, she missed being around young children—a joy she first discovered as a camp counselor in high school.

That pull led her into teaching, where her organizing mindset helped her think about schools as systems that must evolve to better serve young learners.

“I really took the principles of community organizing and asked how I could make our educational systems more just for our youngest learners.”

Padía spent nearly nine years in New York City public schools, teaching kindergarten through fifth grade and later serving as an instructional coach for teachers from pre-K through eighth grade.

Finding a Home at Erikson Institute

While completing her dissertation on non-speaking bilingual children and their families, Padía was introduced to Erikson’s MS in Early Childhood Education Triple Endorsement program—then in its earliest stages.

The job posting aligned perfectly with her experience and vision.

“It felt like a dream. All my work lived at the intersections of early childhood, multilingualism, and special education—exactly what this program was designed to address.”

Moving to Chicago to help grow the program felt like a natural extension of her research, teaching, and advocacy.

What She Hopes Students Take With Them

Padía’s biggest hope for Erikson graduates is that they leave with a deep respect for the many ways children grow and communicate.

“There is no one ‘normal’ way for a child to develop or experience the world.”

She encourages future teachers to see themselves as co-learners with young children, not as enforcers of a rigid developmental path. Every child brings something unique to the classroom—and educators must create space for that individuality.

Building Inclusive, Culturally Sustaining Curriculum

Padía is currently collaborating with Erikson alum and adjunct instructor Luis Bernard in his bilingual special education classroom. Together, they’ve developed a protocol for culturally sustaining, bilingual, inclusive pedagogy—an approach that invites families and children into the curriculum design process.

Instead of relying solely on school-created materials, Padía emphasizes co-constructing learning experiences that honor children’s identities and interests.

“How do we create curriculum with children and families—not just deliver curriculum to them?”

This work emphasizes reciprocity, collaboration, and cultural responsiveness in the learning process.

What Sets Erikson Institute’s Teacher Preparation Program Apart

One of the stand-out qualities of Erikson’s teacher education programs, Padía says, is the reciprocal relationship between faculty and students.

“Our students bring their own expertise into the classroom, and we learn from them.”

Erikson’s culture recognizes the rich personal and professional experiences students carry with them—especially those already working in schools.

The Heart of Erikson’s Mission

When asked to summarize Erikson’s mission in one sentence, Padía doesn’t hesitate:

“Honoring every individual child for who they are—and inviting children as co-learners in how we think about learning and development.”

It’s a mission that shapes her teaching, her research, and the Triple Endorsement program as a whole.

Inside the Classroom: Moments That Stay With Her

One of Padía’s most powerful Erikson moments came when the first graduating cohort of Triple Endorsement students delivered their final portfolio presentations.

Several students reflected on unlearning the idea of a single, “normal” developmental path—and embracing the individuality of children’s learning journeys.

“Watching our graduates talk about meeting children where they are was profoundly moving.”

What Sets Erikson Students Apart

Across Erikson programs, students stand out for their deep child development knowledge—a quality that principals and hiring partners regularly praise. But Triple Endorsement graduates, Padía notes, also bring something else:

“They push back on directives or curriculum that don’t serve children’s best interests.”

This advocacy matters, she says, because young children are often denied the agency and respect they deserve. Erikson graduates are prepared to challenge systems that fall short.

Being Part of the Erikson Community

Padía describes the Erikson community as deeply connected to the families and organizations it serves.

“Erikson is not an ivory tower. It’s embedded in community.”

This grounding keeps her inspired, alongside the rich experiences and perspectives her students bring into the classroom.