April 2025

For the past three years, Lashonda Roberson has served as the librarian at Yvonne A. Ewell Townview Magnet Center. With two decades of experience in Dallas ISD, she is now focusing on preparing students for their next big leap in education.  

“Once I got into education, I realized all the important things that teachers do to establish foundations for students,” she said. “I began to realize how passionate I was about education and that it was a pathway to helping the community. I became a lifelong learner.” 

After receiving her bachelor’s degree from Prairie View A&M University, Roberson became a seventh-grade science teacher in Dallas ISD. Though she earned her master’s in library science from Texas Woman’s University while in the classroom, she continued teaching for 14 years. 

Roberson was not ready to leave the classroom and waited for the right opportunity to become a librarian. Roberson saw her chance to finally step into that role after the previous media specialist at Townview retired. 

“I have always had a keen sense of working with young people,” she said. “Even as a teenager, my friends always would tell me that I would be a great teacher. So, I had a natural path into education.”  

At just 17, Roberson paved her own path to college, relying on the library as a resource to achieve her goals.  

Roberson is driven by a personal commitment to guiding students who are also on college and career pathways. This is rooted in her experience of navigating that journey on her own. 

Roberson spends her day managing the space and updating library resources. She said she feels proud to be able to guide students in accessing information. She has prepared the library to promote student autonomy, encouraging them to explore and conduct research based on their personal needs and steps in only as needed.  

“Our library is very active in the morning. Students know that they can come in before school and start their day,” she said. “They do homework, they socialize, some students print, and students often come in throughout the day with passes from their teacher.”  

Roberson provides opportunities for her students to engage in real world issues and enhance their problem-solving skills early on.  

Last month, Roberson hosted a Health and Culture Fair, engaging over 500 students in the ways food can impact mental health and decision making.  

The event, which included medical professionals from UT Southwestern and Parkland Health, reminded students to prioritize their health as they prepare for their careers.  

Students were encouraged to remember their role as citizens, to give back to society within their respective fields, and to use empathy when looking for ways to bridge gaps in the community.  

Through mindfulness, meditation and scientific knowledge about healthy eating, Roberson is preparing her students to sustain themselves and the world around them.  

“This is my goal—to always plant seeds,” Roberson said. “If we make as much available as possible, then I think it’s going to set a foundation for the students that they will continue to run with.” 

Departments and schools acquiring or receiving donations of capital and controllable assets or disposing of these assets when they are obsolete must follow established policies. 

When receiving capital and controllable assets, departments and schools must indicate the “SHIP TO ADDRESS” as Dallas ISD Central Receiving, 2517 S. Ervay, Dallas Texas 75215.

That way, the equipment will be tagged and distributed to the department or school accordingly.

The exceptions are equipment requiring installation/testing by the vendor. It is the responsibility of the department or school to inform the Capital/Controllable Asset Management Department immediately upon receipt of such equipment.

Best practices for the use of appropriate object codes when acquiring capital assets in Oracle can be found at our website link.   

Departments or schools should not place obsolete or broken equipment in closets, rooms, portable buildings, or open areas. This is a safety and theft risk and poses a fire hazard. Instead, obsolete and non-working capital equipment that needs to be disposed of or transferred between schools and/or departments, or sent to Salvage & Surplus (Kiest Warehouse) should be managed by filling out an Equipment Transfer and Disposal form in Oracle. The form can be found in Employee Self Service, DISD Fixed Asset Self Service. Use this link for instructions regarding the ERR FORM. 

For additional information about the transfer and disposal of Capital equipment, please visit the Capital Assets Management page. For ERR FORM (Capital equipment – transfers/disposals) questions, contact David Kessebeh at (972)925-3842. For tagging Special Revenue (Grants/Special Education), CTE (capital equipment) and Donations (Capital Equipment) questions contact Phiebie Hutchins at (972-925-3857). 

Regarding Transfers and disposals of Controllable Assets (CPU, monitors, laptops, small printers, notebooks etc.) schools/departments must complete an Equipment Transfer and Disposal form in the TIPWEBIT (District apps). For questions on TIPWEBIT, contact Lyn Wilkerson at 972-5801-4109.

The P1B FORMS should be used for all transfers and disposals of office and classroom furniture (chairs, tables, file cabinets, wall units, drawers, credenzas, etc.). For questions on PIB FORMS contact Arthur Harris in the Bulk Transportation Department at 972-925-4765

National School Bus Driver Appreciation Day, April 22, provides a special occasion to honor the dedicated individuals who ensure the safe transportation of students every day. At Dallas ISD, school bus drivers play a crucial role in the lives of students, navigating various weather conditions and ensuring that each child arrives at school safely. Their unwavering commitment to excellence and the positive impact they have is greatly appreciated. 

This year, Student Transportation Services is especially proud to highlight the innovative work undertaken by the department, like the recently incorporated 17 electric school buses, demonstrating a progressive approach to school transportation. Embracing this change not only contributes to a cleaner and healthier environment but also sets a positive example for future generations. These electric buses are a testament to the commitment to sustainability and dedication to providing the best possible service to the community. 

On April 22 and throughout the week, take a moment to commend the diligent efforts of the school bus drivers and celebrate their contribution to educating all students. 

Human Capital Management is preparing to disseminate contracts for the 2025-2026 school year. Electronic contracts will be available for signature for all contract-eligible employees via Oracle Employee Self-Service by April 21, 2025. All contract-eligible employees will receive an email from notifications@dallasisd.org containing instructions on how to complete the acceptance process once contracts are available.

Team members should note that an assignment change into a non-contract eligible position will require the relinquishment of contractual rights.

According to the Texas Education Code, contract-eligible educators are provided a penalty-free resignation deadline 45 days before the first day of instruction of the coming school year. The resignation deadline for this year is June 28, 2025.

Additional information, frequently asked questions, and instructions may be found on the contract home page https://www.dallasisd.org. If you have any questions, contact Human Capital Management at contracts@dallasisd.org.

Robin Pattillo is the heart of Lakewood Elementary School’s largest classroom—the library. She has served as the school librarian for two decades, managing the sunlit space and engaging students in reading and storytelling.    

“I love being in the library because it’s a place where the kids have a little bit more freedom to learn about what they are interested in. I love seeing their growth as that changes through the years,” she said.  

Growing up with two teachers as parents, Pattillo spent most of her childhood in classrooms. This early exposure to learning laid the foundation for her lifelong commitment to education.  

Pattillo moved to Dallas in 1996 and began her journey as an educator after earning her bachelor’s degree from McMurray University. At just 22, she taught English and history, later joining Dallas ISD’s Lakewood Elementary in 2000. Since then, Pattillo has received a master’s in library science from Texas Woman’s University. 

“Things are constantly changing in education,” Pattillo said. “I became a librarian after teaching high school and sixth grade. Although I don’t create full lesson plans, I am still able to teach mini lessons, interact with all the different grade levels and see where they are and what they are into. That has been fun, and I feel very lucky.” 

She has continued her dedication to Dallas ISD as both an educator and a parent—her two children attend district schools.  

With five to six classes a day, Pattillo said she has the privilege of interacting with every student on the campus. 

“Teaching kindergarten is probably the highlight of my job because they change so often,” she said. “We look at the pictures, and I read to them. Over time, I get to watch how much they grow with the help of their teachers. [The students] are just so happy every day.” 

Pattillo creates engaging spaces within the library where students can explore interests like robotics using Lego kits. 

“Students get to be creative, use problem solving skills, learn to listen to each other and take turns. This allows them to explore in new ways outside of their classroom,” she said. 

She also provides students with a variety of supplemental activities, such as helping with the school garden, 3D pens, and introductory coding opportunities.  

Pattillo’s favorite part of the library is an old, colorful chair—an heirloom from the school’s previous library before it underwent renovations. She feels that this unique chair grounds the room and represents the 25 years of growth and change that she has experienced as an educator at Lakewood Elementary.  

“I try to instill in the students a pride for the library and teach them to take care of the space. Everyone should walk in and feel positive about being here,” Pattillo said. 

Angie Baker and Kyria Hart are the dynamic duo of counseling at North Lake Early College High School, and their hard work and dedication not only has had an impact on the daily lives of their students but has also been recognized at a state level. 

The counseling team has received a CREST Award—Counselors Reinforcing Excellence for Students in Texas—which recognizes school counseling programs that support the personal, social, and academic well-being of students. 

“After graduating two classes of students, the biggest impact that I have noticed from our program is the relationship building between counselors and students. Students have a safe space to talk and a space to grow as individuals,” Baker said.  

Baker became a counselor at North Lake, which is located within a Dallas College campus, while pursuing her master’s degree at Dallas Baptist University. She found her passion for counseling after years of volunteer work in her community, eventually realizing she had a natural gift for supporting the academic needs of college bound students.  

Hart said she knew from the beginning of her career that she wanted to be an educator and counselor. After growing up in West Dallas and witnessing firsthand how students often lacked access to opportunities, she said she was motivated to make a lasting impact in students’ lives. 

“The award application looks at data for the school that we have collected as counselors,” Baker said. Programs are evaluated on their engagement with students and parents, program initiatives, and overall impact throughout the previous year. 

The two counselors met while pursuing their master’s degrees and quickly became inseparable, deciding to pursue their doctoral degrees at Liberty University.  

They balance the program with their individual specializations. Baker takes an academic approach to student support while Hart focuses on students’ social emotional needs. Together, they provide a full comprehensive service for their students.  

“My focus is helping the kids that don’t have the background or the supportive expectations to succeed,” Hart said. “Here we focus on what they need to be successful in all realms—soft skills, academic skills and everything in between.”  

Both counselors also are active leaders within their community.  

As the president of the Dallas Association of Counselors, Hart supports Dallas ISD counselors at their campuses leading the organization in communication with district officials, often attending board meetings and advocating for change in the field.  

Baker also plays a key role as the organization’s treasurer. The association offers a college scholarship each year, allowing counselors to apply for the award on behalf of graduating seniors at their school. 

“We’ve been able to get a lot accomplished,” Hart said. “In the past we have advocated for counselors to be able to spend 80% of their time with students instead of on testing. We were pivotal in that policy change.”  

Baker believes that great counselors are able to read the room and use discernment to gauge how to support and interact with their students. She believes it is a balancing act of knowing when to challenge students both academically and emotionally. 

“I think discernment is more of a gift trait than a skill,” Baker said. “Counseling is a career you have to have a passion for. Even with education, nothing fully prepares you for the work. That is gained with experience.” 

Gloria Douglas, the school librarian at Paul L. Dunbar Learning Center, exemplifies the many ways librarians impact their campuses. Douglas began her journey as a teacher and her love for reading led her to become a media specialist, another title for librarians. 

Douglas, who received a master’s in library science from Texas A&M University, is familiar with the culture of Dallas ISD after attending Clinton P. Russell Elementary School, the former Maynard H. Jackson Middle School, W.E. Greiner Exploratory Arts Academy and the School for the Talented and Gifted at Yvonne A. Ewell Townview center. 

Douglas’ goal as a librarian is to assist her students in developing an interest in books that mirror her own interests. She enjoys reading children’s picture books, and she is filled with joy when students admire the beauty in the illustrations. She is often inspired by their curiosity and expands the library’s collection with books illustrated by artists that her students love. 

“Sometimes the students don’t know what book they want until you put it in front of them. We also want students to see themselves in the books they read,” she said. 

At Dunbar, the library isn’t the quiet place most people picture when they think of libraries—it is a space for exploration and creativity.  

“I always tell them we’re not a quiet library,” Douglas said. 

She incorporates activities like yoga, reading and coding to enhance students’ learning. This year, students have created colorful keychains using 3D printers and completed life sized coding challenges, turning the reading space into an interactive zone for technology.  

Beyond fostering a love for reading, Douglas plays a vital role in supporting the campus teachers by curating supplemental materials that align with their lesson plans. She ensures the shelves reflect a wide variety of cultures and topics, exposing students to stories that expand their world view. Using the decimal system, she also teaches students how to navigate the library catalog, empowering them to take charge of their own reading journey. 

“I want students to be able to see someone that looks like them surrounded by all of these books and new topics,” Douglas said.

Not only does Dallas ISD have the highest annual teacher retention rate in the region, but it also has the highest average teacher salary. 

“Human Capital Management is committed to ensuring that Dallas ISD teacher salaries aggressively lead the state and regional markets by leveraging the Teacher Excellence Initiative compensation model”, said HCM Chief Robert Abel. The district also has the highest percentage of teachers making more than $70,000 and the highest percentage of teachers making more than $80,000 in Regions 10 and 11. 

Statewide teacher compensation information, made available in March annually by the Texas Education Agency, provides opportunity for the district to analyze current 2024-2025 base salary data across districts, ESC regions, and the state for nearly 376,000 teachers.

The analysis showed that Dallas ISD’s 2024-2025 average teacher base salary of $70,217 tops the market across both ESC Region 10 and ESC Region 11 districts as well as competitor districts in the Dallas/Fort Worth market. Additionally, a market-leading 62% of teachers in the district earned above $70,000 in base salary this year, a figure tied to more than 20 years of teaching experience on a traditional salary schedule. Another market leading 12% of Dallas ISD teachers earned $80,000 or more in base salary.  

Notably, the percentage of teachers making more than $70,000 in total compensation increases to more than 67% with the inclusion of TIA-funded performance-based stipends, Abel said.

“Ensuring that teacher salaries remain not only competitive but at the top of the market, allows Dallas ISD to continue to attract the best teachers for our students,” Abel said. 

Assistant principals play many roles on a campus, and the week of April 7—National Assistant Principal Week—offers the opportunity to recognize their work and thank them.

On April 7, vertical team executive directors will deliver the Assistant Principal Award of Distinction, which recognizes an assistant principal with exceptional dedication and achievements within the various regional vertical teams. This educator has fostered collaboration and innovation, and their exemplary leadership has significantly enhanced performance and positively impacted the school community.

Between Friday, April 4, and Thursday, April 10, team members, parents, students, and the community will have the opportunity to vote for their favorite assistant principal. The prize for the winner will be delivered on April 11. To vote for your favorite principal, click here.

Assistant principals are the boots on the ground at schools, dedicated leaders who prioritize student success and empower teachers daily. Celebrate them by recording your best version of “Boots on the Ground.” Post your video on X, tagging @LEAD_DallasISD and using the hashtag #BootsontheGroundAPWeek. The video with the most likes wins!

Below are some outstanding principals from across the district.

Emily Brokaw
North Lake Early College High School  

Emily Brokaw oversees teachers in all content areas and helps manage partnerships with Dallas College, supporting the school’s early college high school curriculum.  

“The great thing about being a part of such a small school is that you get to have a wide variety of experiences. I get to learn more about each subject area and help support our students and teachers with an understanding of the entire school,” she said. 

A Dallas ISD alumna from Irma Lerma Rangel Young Women’s Leadership High School, Brokaw believes successful school leaders have a passion for creating opportunities and changing the lives of their students and staff. As an assistant principal, she has a love for learning and a passion for engaging her school in high quality professional development experiences.  

“Something I learned when I came out of the classroom and stepped into school leadership is the difference in balancing your schedule,” Brokaw said. “You go from following a structured weekly schedule to having many things of equal importance happening at the same time. You learn to juggle your responsibilities in order to make sure everything falls into place.” 

Maria del Pilar Davila-Lopez
Oran M. Roberts Elementary School 

Maria del Pilar Davila-Lopez supports prekindergarten through second grade in all subjects and assists upper elementary grades with reading, taking pride in increasing the school’s academic performance. 

She received a master’s degree in literacy from Southern Methodist University and is passionate about supporting the diverse population of Hispanic students on her campus. She believes in having a shared vision with her principal and commits to building relationships with other teachers. Davila-Lopez believes that leaders in education have the ability to believe the best in people and are always seeking knowledge. 

“As instructional leaders we must be in the classrooms. Here at Roberts our office is on wheels. We are in the hallways with the teachers and close to the students. We like to be visible and available,” she said.  

Sasha Hampton-Rounds
Downtown Montessori at Ida B. Wells Montessori 

Sasha Hampton-Rounds has the unique experience of being an assistant principal at a Montessori school in the middle of downtown. She believes the school fills a need for families within Dallas ISD who live in this most urban area of the city. With 11 years of teaching experience Hampton-Rounds supports the reading department at her school. She believes a successful educational leader will love working with people and have the tools to navigate working with all personality types.  

“We have a little over 330 children. There’s a complete mindset shift at Montessori school that is separate from traditional school. At Montessori school we focus on teaching the whole child,” she said. 

Hampton received a bachelor’s degree from the University of North Texas, as well as a master’s in business administration from Texas Woman’s University and a master’s in educational leadership. She believes her experience in leadership and business prepared her for not only instructional leadership but coaching others.  

“I think a great leader should be able to interact with a range of people from prekindergarten students all the way to a superintendent. Figuring out what people need and finding ways to meet those needs is key,” Hampton said. 

Patrice Ruffin-Brown
South Oak Cliff High School 

Patrice Ruffin-Brown is a proud product of Dallas ISD and graduate of A. Maceo Smith High School. She believes in pouring back into the community that gave her guidance, mentorship and investment as a student, which led her to become an assistant principal in the district.

Ruffin-Brown supports the English language arts and writing departments at her school and also leads the grow language teachers, school counselors, the attendance office and the 12th grade administrators. 

“I believe that leaders in education should be adaptive servant leaders with compassion and empathy. We should seek to understand the unique needs of diverse learners,” Ruffin Brown said. She believes successful school leaders are courageous and have the fearless ability to speak up for others that don’t always feel that they have a voice.  

Ruffin-Brown received a bachelor’s degree from Jarvis Christian University, a master’s in educational leadership from Prairie View A&M, and pursued doctoral studies in educational leadership at National University.  

The Human Capital Management Compensation Department, in collaboration with district leaders, has finalized the 2025-2026 Calendar Start and End Dates document. 

Highlights

• Principals return July 14, 2025
• Assistant principals return July 21, 2025
• Returning teachers will have the opportunity to engage in 14 hours of professional learning during the summer that can be used towards flex participation in the scheduled Oct. 13 and Nov. 4 professional development days.
  • Pathways to Excellence (PTE) team members will receive supplemental pay for attending professional learning during the summer. They are expected to work all professional development days scheduled during the school year. They are not able to participate in the professional learning flex option.
• 191-day teachers, media specialists, speech therapists/assistants, and nurses return on Tuesday, July 29, 2025
  • Friday, Aug. 1 will be a non-working day for these individuals.
  • These groups will be required to work 1 ½ days on Sept. 18, 2025, and Feb. 19, 2026, with .5 of the day designated for Staff Development
• Campus based professional staff will receive 1 full day in the fall, and 1 full day in the spring credit for Parent Teacher Conference.
• Employees with duty periods of 185 to 221 will receive a fall break on Thursday, Oct. 9 and Friday, Oct. 10. They will not receive a Fair Day for the 2025-2026 school year.
  • Head athletic trainers (215-day) and athletic trainers (205-day) are required to work during the fall break and will receive a Fair Day.
  • Employees working 226 days or greater will continue to receive a Fair Day.
• President’s Day (Feb. 16, 2025) will be a board approved holiday for the 2025-2026 school year.
• The district will be closed Dec. 22-Jan. 2 for winter break
• The district will be closed June 29-July 3 for summer break
• 226-day central employees will receive three non-duty days
• 235-day Police and Security employees will receive six non-duty days