Cotton Scholarship provides teacher a life changing opportunity

Alexandria M. Cervantes, a lead MTSS Reading Interventionists, was born and raised in what she likes to call the heart of Dallas, Oak Cliff. Alexandria proudly identifies herself as a product of Dallas ISD. Having attended L.P. Cowart Elementary, W.E. Greiner Exploratory Arts Academy, and Skyline High School’s Magnet Program, she represents the district’s spirit and values. 

Reflecting on her educational path, she shares, “I completed my student teaching with the district in 2014 and was immediately welcomed aboard at that time.” Currently serving as a Lead MTSS Reading Interventionist at Paul L. Dunbar Learning Center, Cervantes provides support to struggling readers in grades 3-5. She also plays a key role in creating, facilitating, and delivering professional development to MTSS Reading Interventionists, administrators, and teachers across the district.

Recently, Cervantes received the prestigious William H. Cotton Scholarship, awarded to one Dallas ISD educator or administrator seeking to pursue post-baccalaureate education. 

“This scholarship truly means the world to me. It is providing a life-changing opportunity that I would have never been able to have without it.” Cervantes said. 

The decision to apply for the scholarship was not taken without a lot of consideration. Cervantes recalls the internal conflict she had, split between her desire to continue with her studies and the challenges it required. However, after reading about the William H. Cotton Scholarships in The Beat and with constant support from colleagues and family members, she found the confidence to take the risk. She asked herself, “what do I have to lose?, as she pursued the opportunity.

Cervantes aspires to establish a facility catering to individuals with reading difficulties in low socioeconomic areas, ensuring equal access to educational resources.

“I believe winning this scholarship will allow me to further my career and continue to impact students’ lives on an even greater scale,” Cervantes said.

Her advice to other educators considering applying for scholarships is simple, “Take a chance! Bet on yourself! What do you have to lose but a little time in exchange for a potentially life-changing opportunity?”

Cervantes will utilize the scholarship funds to pursue an advanced degree, which will ultimately lead her to her biggest goal of a doctoral degree, and advocate for all individuals to have the right to read and write. 

Alexandria lives by the mantra from Marian Wright Edelman, “Education is for improving the lives of others and for leaving your community and world better than you found it.” As an educator, that is my aspiration, to help improve the lives of others and leave the world a little bit better than when I found it, she mentioned.

Grateful for the support extended by the Credit Union of Texas and its board of directors, Alexandria pledges to honor William H. Cotton Legacy by making a meaningful difference in the lives of others.



Celebrating Inclusivity and Inspiration

Naeaidria Callihan, a choir teacher at Wilmer-Hutchins High School, has a remarkable journey filled with inspiration, diversity, and a love for music. She began her career with Dallas ISD at Seagoville Middle School, where she spent two years teaching Modern Band.

Callihan’s musical journey started at a young age pretending to be a teacher, with teddy bears and dolls as audience. 

She recalls, “I would line my teddy bears and dolls up along the wall and give them the lesson and then ‘direct’ them as they were singing! It seems so silly now, but as I grew up and was a part of some spectacular choral programs, it solidified that creating the space for kids to love making music together was what I wanted to do.”

Her involvement in choral programs and her relation to the Black church greatly influenced her musical identity.

“Now, I have a formal classical music education, but I grew up in the Black church—Missionary Baptists, to be exact. There I learned gusto, projection, passion, and a deeper connection to our audience or congregation,” she said.

Callihan is passionate about ensuring that everyone can experience the joy of music in a safe and personally meaningful environment. She focuses on creating strong relationships and empowering her students to take ownership of their musical journey.

“I always make sure to put my students in positions where they win. Because then I don’t have to do much convincing—they feel it,” she said.

Diversity and inclusivity are essential to Callihan’s teaching philosophy.

“I do my best to study all methods, genres, styles, languages, and religious observances. Is it perfect? No. But I do believe it also incorporates acceptance in my kids,” she explains. By highlighting the similarities among different cultures and celebrating their unique expressions, she builds a sense of unity among her students.

Recognizing the historical contributions of Black musicians is a vital aspect of Callihan’s curriculum. She introduces her students to the incredible talents of artists such as the Aeolians, Moses Hogan Chorale, Leontyne Price, and Mahalia Jackson, creating opportunities for students of color to feel represented in the world of classical choral music.

One of Callihan’s most memorable experiences occurred during a difficult first year at a new campus. Even though the students initially resisted the choir, she managed to inspire them and turn their disinterest into enthusiasm.

“The Winter Program was the icing on the cake—hearing parents sniffling, clapping, and overjoyed with their students’ work was amazing! And now, my students will not stop asking me when the next performance will be!”

However, the path is not without its challenges. Callihan points out the differences in resources among school districts, affecting the students’ overall experience.

“Our students don’t have costumes, practice rooms, or even an auditorium that is equipped for a performance. It truly sets our students up to have a less than favorable experience at state and district competitions.”

To address these challenges, Callihan advocates for a more inclusive approach to music education. She emphasizes the importance of supporting the community and modifying the curriculum according to the students’ interests and strengths.

In Callihan’s view, choir programs play an important role in creating a sense of belonging and providing a space for communal expression.

“Music is the communication of the soul; it is healing, refreshing, expressive, rejuvenating, and the list could go on and on! We need that in our world.”

To celebrate Black History Month, Callihan integrates the celebration of African Americans and the arts into her lessons. She believes it is essential for students to understand the impact Black musicians have had on the music industry and the world as a whole.

In the field of choir education, Callihan envisions a future where inclusivity, diverse studies, and a variety musical selections create an environment where students of color feel represented and inspired.

“This is not a one-size-fits-all situation.” As she keeps on growing her passion for teaching, Callihan is not only guiding musicians but also promoting an inclusive community where everyone’s voice can be heard.

Good arguments lead to success

Dallas ISD and the Dallas Urban Debate Alliance collaborate to offer debate opportunities to secondary students and provide resources to debate coaches, including curriculum, alumni visits, and workshops.

Neri Sandoval, debate coach at the School for the Talented and Gifted at Yvonne A. Ewell Townview Center, has seen his students benefit from this collaboration and resources with their  recent qualification for the UIL State CX Debate Meet.

TAG and four other high schools advanced to the UIL State CX Debate Meet, which will be held at The University of Texas in Austin on March 15-16. Additionally, four schools have qualified for the Texas Forensic Association State Tournament in Houston, taking place from March 6-10.

Sandoval thinks that participation in debate has improved his students’ chances of maximizing the benefits from the forensic experience, such as scholarships, networking opportunities, and academic skills that are essential for completing college.

“Our students are strong competitors due to the invaluable support and intricate debate strategies provided by DUDA and Dallas ISD,” Sandoval said.

Evan Gilbert, the Program Director for DUDA and an alumnus of Dallas ISD, conducts campus visits throughout the year to support students and coaches in enhancing their skills.

“Campus visits with experienced individuals can be highly effective in helping Dallas ISD students connect to larger events outside of DUDA, as well as gain a better understanding of debate and its impact,” Gilbert said.

Michelle Read, Student Activities coordinator, said having access to the necessary support makes a significant difference for debaters.

“Debate coaches and their teams receive the level of assistance they need to excel, and as a result, students are being recognized and rewarded for their hard work,” she said.

Dallas ISD has 109 debate coaches from 66 campuses who work with debaters in middle and high schools to engage them in real-time, real-world issues while preparing them for competitions.

Since 2019, Student Activities has observed a 14% increase in the number of secondary students participating in debate. More than 1,100 secondary students are currently participating in Dallas ISD debate programs, making it the second-largest debate program in the United States, according to the National Alliance of Urban Debate Leagues.

Read said because of the increase in support, the district is witnessing more students qualifying for state and national-level competitions compared to previous years.

In addition to receiving accolades from the University Interscholastic League and the Texas Forensic Association, DUDA organized six local tournaments and conducted two debate workshops for secondary debate programs. These events were held in preparation for the City Championship in December. The top-performing schools were recognized and awarded in three debate categories: Policy, World Schools, and Community Action Debate.

Future opportunities for scholarship and national-level competitions are on the horizon.

In April, the National Alliance of Urban Debate Leagues Championship takes place at Northwestern University in Chicago. In May, Dallas ISD will host the annual Parrish Scholarship Debate, in which participants become eligible to receive funding for college. To date, Dallas ISD debaters have received $81,000 from the Parrish Charitable Foundation. Finally, in June, Des Moines, Iowa, will host the National Speech and Debate Association National Tournament for middle and high school debaters who qualify.

CX Debate Teams Advancing to UI State Meet in Austin:

  • Sunset High School
  • Thomas Jefferson High School
  • W.W. Samuell High School
  • Judge Barefoot Sanders Law Magnet
  • School for the Talented and Gifted

Policy & World Schools Debate Teams Qualifying for TFA State in Houston:

  • North Dallas High School
  • Irma Lerma Rangel Young Women’s Leadership School
  • Judge Barefoot Sanders Law Magnet
  • North Lake Early College High School

DUDA Fall High School Community Action Debate Champions:

  • Moisés E. Molina High School
  • Barack Obama Male Leadership Academy

DUDA Fall High School World Schools Debate Champions:

  • North Dallas High School (Novice)
  • Irma Rangel YWLS (Novice)
  • Seagoville High School (Novice)
  • Judge Barefoot Sanders Law Magnet (Varsity)
  • Irma Rangel YWLS (Varsity)

DUDA Fall Policy Debate Champions:

  • North Lake ECHS
  • North Dallas High School
  • Sunset High School

DUDA Fall Middle School Community Action Debate Champions:

  • George Bannerman Dealey Montessori Academy
  • Solar Prep for Boys

 DUDA Fall Middle School World Schools Debate Champions:

  • Billy Earl Dade Middle School
  • Solar Prep for Girls
  • Irma Rangel YWLS

 DUDA Fall Middle School Policy Debate Champions:

  • Dallas Environmental Science Academy
  • William B. Travis Academy
  • Dealey Montessori



“Surf’s up with School Breakfast”

To encourage more families to take advantage of the healthy choices available with school breakfast, Dallas ISD schools will celebrate School Breakfast Week (SBW) during March 4-8, 2024. 

Busy weekday mornings make it a challenge for many families to find time for a healthy breakfast. Fortunately, Dallas ISD schools offer nutritious school breakfasts to all students free of charge, complete with fruit and low-fat or fat-free milk, to ensure students are fueled for learning every school day. 

All week, Dallas ISD will celebrate with fun activities and serve healthy menu items to help students realize that starting the day with school breakfast will help them “ride the wave” to nutritious habits and a healthy lifestyle. Planned activities include outreach to local schools and communities, social media promotion, and a Cool Tropics Surf’s Up art contest. The Cool Tropics art contest will give Dallas ISD students the opportunity to win a variety of prizes, such as a bike, laptop, or $1,000 scholarship.

Dallas ISD provides free meals to all students, regardless of income. The free meal program includes breakfast, lunch, and after-school meals during the week, as well as breakfast and lunch on Saturdays for students participating in Saturday educational programs. Students can receive meals during winter, spring, and Thanksgiving breaks.

More information on Dallas ISD’s menu and serving times can be found at their website here: or by contacting your child’s school.

Neighborhood schools foster student success from pre-K to future years

During the first week in March Dallas ISD and districts across the state are celebrating Texas Public Schools Week—bringing awareness to the impact that public schools have in our communities.

At the elementary level, there’s a variety of programs including pre-K, dual language, personalized learning, extracurricular activities, and much more offered at the district’s neighborhood schools.   

Each program has many benefits. For example, research shows that students who participate in pre-K are better prepared for kindergarten and more likely to graduate, according to Yesenia Cardoza Ramirez, director of the Early Learning Department. 

Research shows that 90 percent of a child’s brain development happens from the time they are born up to five-years-old, according to Cardoza Ramirez. “Not only is this age when high cognitive development begins, they are learning social and emotional skills that will prepare them beyond pre-K,” she said.

The district provides pre-K programs across 150 elementary schools, including half-day and full-day options. In addition to programs in neighborhood schools, the district also has a pre-K partnership with approximately 40 childcare facilities throughout the city. 

Pre-K registration opens on April 1. Families can register online here or they can visit their neighborhood schools, where team members on the campus will be able to assist them. They can also contact the pre-K hotline at 214-932-7735, or text PREK to 972-687-7735. Families can also send an email through Let’s Talk

Neighborhood schools are also home to Dual Language/English as a Second Language (ESL) programs that address the academic, linguistic, and social needs of English language learners. These programs include Dual Language, ESL/Sheltered, and the Newcomer Program. 

In the dual language classroom, students are grouped in bilingual pairs in order to foster accountability, collaboration, and empathy in students. Using technology and creativity, the hands-on and interactive lessons help keep students engaged.

Sheltered instruction targets language development with grade-level instruction for English learners, an intensive language instruction program for students in the first three years of enrollment in schools in this country. 

The Newcomer Program is part of the ESL program and is designed for recent immigrant English language learners in kindergarten through fifth grade. The program prepares students with the academic language necessary for success. For more information on any of these programs offered through the district’s Dual Language ESL Department, visit here

Neighborhood schools at the elementary level are no exception when it comes to student activities. You can find anything from elementary debate, academic pentathlon, Texas Math & Science Coaches Association (TMSCA), Destination Imagination, Lone Star Challenge, cheer, esports and many other activities. 

“We find that if kids are exposed to extracurricular activities beginning in elementary school, their interest grows. For example, when they get to high school–in activities like cheer–they have the skills necessary to participate in these activities,” said Leonidas Patterson, director of the Student Activities Department.

“We know if a kid is in an extracurricular activity, they tend to be more involved in their schools, and to have more ownership in their schools and communities,” he said. 

Patterson says that the district priority is that every child is involved in at least one extracurricular activity per year. He says that students are able to apply the skills they learn in the classroom and expand them with student activities, such as debate – where students need critical thinking skills, learn how to communicate effectively, and learn to work together as a team– things that Patterson says will help them in the future. 

“Student activities contribute to student success and the overall school experience,” Patterson said. For a list of all the activities, as well as the grade levels in which they are offered, visit the Student Activities Department website.

Save the date!

To learn more about what neighborhood schools offer, visit the More Choice Expo on March 23. 

Civic engagement clubs empower students

It’s never too early to get students interested in becoming civically engaged, and at North Dallas High School, that engagement comes in the form of a voter registration drive at school, sponsored by the Student Voter Empowerment Club.

The Student Voter Empowerment Club is a nonpartisan, student-led organization under the March to the Polls umbrella, whose projects include promoting civic education, increasing student voter turnout, and instilling a commitment to voting and civic engagement beyond the high school years. 

Rubi Chavez, office manager and the sponsor of the student-led League of United Latin American Students (LULAC) chapter at North Dallas began the SVEC chapter last year to help youth at her school understand their civic responsibility to vote. This school year, Chavez invited Jo Rohde, an English demonstration teacher and debate sponsor to join forces to co-sponsor SVEC. 

Rohde and Chavez say that it seemed like a natural fit to bring together their students, who collectively have a passion for civic engagement and who were already doing similar work.

There are approximately 25 Dallas ISD schools that have a SVEC chapter like the one at North Dallas High School. Students in grades nine through 12 can participate. For more information about SVEC and March to the Polls, click here

“Students are hearing about the importance of voting directly from student voices, and it encourages other students to go out and vote,” Chavez said. 

Even though Chavez and Rohde organize the monthly meetings with SVEC and have a mentor from March to the Polls who helps and guides the students, they ensure that it’s the students who will be leading the voter registration drive at the school. 

Right now, the SVEC chapter is in what Rohde describes as phase one—students are starting to get the word out to their peers. The team has been split up into two committees. The social committee will share general information on social media about the upcoming May election as well as links to voter registration. The poster committee is working on getting posters up around the school and making announcements. After spring break, the students will move into phase two, which will include picking the date for the voter registration drive and finalizing the details. 

According to Chavez, the March to the Polls organization has helped them every step of the way, including sharing resources with the students so they can be better informed about voting and the registration process. This includes resources in Spanish, as an effort to be inclusive of the Spanish-speaking population. Voter registration cards are in English and Spanish, Chavez said. 

“I want them to get all the information regardless of their age, and for them to know that they have a voice and they can express that,” Chavez said. 

While not all students might be eligible to vote this year, Chavez said students can use platforms they are passionate about to get the word out. Chavez believes that the more this generation is exposed to voter education, the more likely they will talk about it among their peers and family members, and become lifelong voters. 

As a debate coach for the last 12 years, Rohde has seen her students research local and national elections and said she has really seen the impact when students inform themselves about their elected officials and where they stand on different topics. 

“Something we’ve learned in debate is how important the local elections are and how they drive us,” she said. “For me, wanting to be part of this SVEC club and helping students get the knowledge they need to become those informed voters who can really make a change is what motivates me.” 

Primaries early voting

Early voting for the March primaries is going on now through March 1. For more information about early voting and the March 5 primaries, visit


Professional experience helps build student skills in new program

Jason Hamilton graduated from Justin F. Kimball High School in 2002, and has now come back to Dallas ISD to put his 24 years of culinary experience and 18 years as an executive chef to use in the district’s newest career and technical education initiative.

Hamilton, a career and technical education coordinator, is overseeing the management of the district’s food truck initiative, ensuring smooth operations across participating schools. 

He ensures that students are taught the technical, culinary, management and entrepreneurial skills needed to run a food truck. The food truck program is set to transform the student learning experience, Hamilton said. 

The food truck is expected to be fully functional by the 2024-2025 school year when the initiative will roll out to another six culinary programs. Once it is in operation, the food truck will rotate among the high schools and serve meals at high school games and special events, following the culinary instructor’s decisions and getting approval from CTE and campus administrators and with the appropriate permits from the City of Dallas. The rotation system will allow time for training and proficiency development among students and instructors, Hamilton said.

“We’re excited to see our students gain hands-on experience in entrepreneurship, budget management, and culinary arts,” Hamilton stated. 

Intuit inc., a software company that specializes in financial software, provided a fully operational food truck with a commercial-grade kitchen, allowing career and technical education students to learn the technical, financial, and entrepreneurial skills required to manage a business. This mobile kitchen is the third in the nation and the first food truck to be donated in Texas as part of this initiative. Bryan Adams, Moisés E. Molina, and Skyline are the three high schools that will be involved in the launch of the food truck initiative.

Students from each participating high school will contribute to various aspects of the food truck’s operation. Business students will handle marketing, point-of-sale operations, and budget management, while graphic design students will design menus, truck wraps, and promotional materials. Culinary arts students will oversee menu selection, truck operations, food preparation, sales, and cleaning.

“The concept of the food truck is to allow the student experience to expand from the classroom into the real world through collaboration from multiple programs of study,” Hamilton said. 

His experience in the culinary world allows him to manage purchases, support students and teachers, and identify requirements for equipment. He also more efficiently communicates with vendors and other program partners while staying organized, he said.

In addition to his work in the school district, Hamilton runs and operates a catering company called BACN (Bringing Affordable Catering is Necessary). Founded with a college friend to provide meals for university events, the BACN now caters just three events a year. 

The key to Hamilton’s success in the culinary world is due, in part, to his mantra—“Talk it like you walk it.” This is the same approach he brings to his work in Dallas ISD as he continues to work with teachers and students to overcome the obstacles of setting up a food truck and getting the program off the ground. 

Despite facing challenges such as obtaining permits and determining logistics like street maps for truck height restrictions, the project has seen significant successes.

“We’ve received the keys and title for the truck, and the students have been able to witness their creation come to life through project-based learning,” shares Hamilton. 

For many students in Dallas ISD’s Culinary Arts programs, the food truck initiative represents more than just a learning opportunity—it’s a path to employment and entrepreneurship. Hamilton believes that the food truck will motivate students to keep learning and improving, key aspects of being successful in school and in life. 

“This expansion of the classroom is a game-changer for our students,” Hamilton said. “To be a part of this unfolding journey is truly priceless.”


Dallas ISD pilots TEA safety assessment

In its continued efforts to prioritize the safety of students and team members, the district conducts regular safety audits throughout the school year. The success of these audits has attracted the attention of the Texas Education Agency, which is developing a statewide vulnerability assessment.

TEA teams of assessors spent a week in Dallas touring district facilities and attending meetings with Operations Division team members to determine the district’s vulnerabilities based on their 11-point assessment that then will be used by school districts across the state.

“Dallas ISD volunteered to be the first in the state to have a vulnerability assessment completed on their district,” said Chip Roberts, TEA senior agent for the North Sector. “Over 100 campuses were assessed last week with the assistance of the School Safety, Resources and Monitoring Department. It is evident that safety is top of mind for district leadership, making Dallas ISD a leader in school safety within the state.”

Dallas ISD has been keeping safety in mind since the 2015 bond, which was used to add doorbells and secure vestibules in schools, work that has continued in subsequent years, said Marlon Brooks, executive director of School Safety, Resources and Monitoring.

“We have been focusing on being proactive,” he said.

Through the years Dallas ISD has enhanced safety at campuses and facilities by making sure that all doors remain secure, installing card readers at secure entrances, updating policies and procedures, developing 3-D maps of facilities, upgrading safety features and other measures.

“The study will help us improve,” Brooks said. “It will help us see if there are any weaknesses we haven’t seen and align what we want to look for in all schools. The pilot will also help students across Texas.”

Neighborhood schools prepare students for the future

For generations, public schools have been the backbone and the fuel for economic progress in their communities as they prepare students for success. During the week of Feb. 26-March 1—National Public Schools Week—Dallas ISD and districts across the country will celebrate how public schools continue to do this by offering more choices in their neighborhoods. 

“National Public Schools Week is a great time to check out the choice, opportunities, and excellence that Dallas ISD offers to every single child,” said Dallas ISD Superintendent Stephanie S. Elizalde.   

In addition to special schools and programs across Dallas ISD students have a variety of opportunities to explore careers and develop skills at traditional campuses. Neighborhood schools play an important role in the district’s commitment to equity, with opportunities readily available in every neighborhood. From International Baccalaureate to career and technical education programs to leadership academies—Dallas ISD’s neighborhood schools are growing future leaders in communities throughout the district. 

At the secondary level, some of those opportunities include career and technical education programs that help students prepare for a career field where they will earn a living wage, find  advancement and lifelong learning opportunities. National Academy Foundation programs are part of the CTE offerings in high schools across the district. 

In this program, students take industry-specific classes in addition to their core academic courses and participate in work-based learning activities. NAF academies offer different themes in the areas of engineering, finance, health sciences, hospitality and tourism, and information technology. For more information on which neighborhood schools offer these programs, visit here

Neighborhood schools are also home to International Baccalaureate programs, which can be found in nine Dallas ISD schools. The International Baccalaureate program is designed to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. 

Neighborhood schools also offer students the opportunity to earn college credit through Advanced Placement courses. 

IB works with schools, governments and international organizations to develop challenging programs of international education and rigorous assessment. To learn which schools offer an IB program, visit here

In addition to multiple academic programs readily available for students in their neighborhood schools, there are other ways for students to grow their talents and develop leadership skills that will help them in the future, including athletics, cheer, visual and performing arts, esports, debate, newspaper and yearbook, University Interscholastic League competitions, chess, and much more. For more information on different student activities available in neighborhood schools throughout the district visit here

To learn more about what neighborhood schools offer, visit the More Choice Expo on March 23. 


Meet the Core 4 Champions: Brandon Harper

Brandon Harper has been in education for 17 years—14 as a classroom teacher and three as a coordinator.

What attracted you to education? 

My journey into education began with the strong influence of close friends and relatives who were educators. Their stories and classroom experiences always fascinated me. Eventually, I made the decision to pursue teaching, even though I wasn’t sure where it would take me. Over time, I found success in teaching my content area and building rapport with my students. Witnessing their growth and success became my driving force. Like many of us, I am also a parent. I strive to be the kind of educator I would want for my own children. I am committed to passing on my knowledge, investing my time and attention, and dedicating myself to education to benefit the next generation.

Why do you think the district’s culture tenets are important? 

In simple terms, the core tenets are like the district’s compass, guiding how things are done and why. They’re all about sparking new ideas, making sure everyone feels welcome, working together, and never giving up on giving kids the best education possible.

Is there a time when one of the Core 4 tenets made a difference for you or someone else? 

Absolutely, there have been countless times when the core tenets of Dallas ISD, particularly flexibility, have made a significant difference. One instance that stands out is when unexpected circumstances arose during a project deadline. Instead of panicking, I remembered the importance of flexibility and adapted our approach to meet the challenge head-on. By embracing a flexible mindset, we were able to pivot our strategies and still achieve our goals effectively. In life, change is inevitable, and being flexible is not just a Dallas ISD core tenet; it’s a life lesson. It’s about being resilient, adaptable, and open to new possibilities. Like a tree bending in the wind but not breaking, flexibility allows us to navigate through life’s twists and turns while staying rooted in our values and goals. As educators, it’s crucial never to lose sight of the impact we have on students, the community, and society as a whole. Our ability to adapt and remain flexible directly influences the quality of education we provide and the future success of our students. So, while techniques and practices may evolve over time, the core value of flexibility remains constant, guiding us through the ever-changing landscape of education.

Is there something your coworker would be surprised to know about you? 

My coworker might be surprised to find out that I’m a passionate DIY enthusiast when it comes to construction and home improvements. While I’m dedicated to my work during office hours, I also love rolling up my sleeves and tackling various projects around the house during my free time. From building custom furniture pieces to renovating rooms, I find joy in the hands-on process of enhancing my living space. It’s a hobby that allows me to unleash my creativity and problem-solving skills in a completely different setting outside of the workplace.