Staff News

March is Women’s History Month, which was established in 1987 to recognize women’s contributions to history, culture, and society and highlight their vital role in many areas, such as education.  

When cluster coordinator Shari Harrington started teaching at the School of Health Professions at Yvonne A. Ewell Townview Center in 1995, she was a young medical laboratory scientist stepping out of Parkland Hospital’s microbiology lab and into a high school classroom. Three decades later, she’s become the living memory of the School of Health Professions, a school whose influence stretches across Dallas-area hospitals, clinics, and dental offices.

The story, she explained, begins long before Townview Center existed.

“Our programs actually started in 1972 at Skyline High School, and we had a medical lab and a dental lab program,” Harrington recalled. “Then in 1977, because of the desegregation court order, the School for Health Professions was started.”

Those original programs—the medical lab and the dental lab—formed the backbone of a new specialized high school. In 1995, the school moved again, this time into the newly opened Townview Center. Harrington’s first year in the classroom was also Townview’s first year in operation. 

“The original teacher that started in the health professions program in 1972 was Patricia Kidd,” Harrington said. “She became the coordinator in 1995 when Townview opened.”

In all this time, Harrington has carried forward the work of her predecessor: to prepare the health magnet’s students to thrive in healthcare.

Today, students who have completed foundational science courses in the ninth and 10th grades can choose from five two-year pathways in the school: clinical medical assisting, dental assisting, exercise science, medical laboratory, and patient care technician. Each pathway combines rigorous academics with hands-on practice and industry-recognized certifications.

In medical assisting, students learn to work the front desk and the exam room—scheduling appointments, taking patient histories, and recording vital signs. They can graduate with both a medical assisting certification and an insurance billing and coding certification, positioning them to work while they pursue college degrees.

“For a high school to be seeing real patients is very unique,” Harrison said. “The students are able to get that real life experience.”

The program contracts with two dentists who come to campus one to two days a week from mid-October to mid-May. Working closely with nearby elementary and middle school nurses, the program identifies Dallas ISD students in the surrounding neighborhood who need dental care but might otherwise go without. Students also help schedule appointments, take X-rays, manage digital dental software through a partnership with dental supplies company Henry Schein, and assist chair-side during fillings, extractions, and cleanings.

“Henry Schein has provided us with access to clean clinical dental software so the students can learn to do all the administrative tasks that they would need to do in a dental office,” Harrison said. “The students even take X-rays on real patients, and we have a 100% pass rate for most.”

The exercise science pathway serves students interested in physical therapy, occupational therapy, speech therapy, and athletic training. Juniors intern at rehab facilities, hospitals, and nursing homes, and seniors return to their home campuses to work with Dallas ISD athletic trainers across sports seasons. 

“For our exercise science, students do EKGs on live patients. They also practice all of those skills on each other, so they’ll be able to do it properly once they’re out in the real world,” Harrison said.

Dating to 1972, the medical laboratory pathway is the longest-running strand. Students learn to collect, process, and interpret samples, practicing both finger sticks and venipuncture and earning Phlebotomy Tech and Medical Laboratory Assistant certifications.

Harrington said that for students who want to be in healthcare but not necessarily hands-on with patients, this is the perfect option.

“Sometimes, if you’re interested in healthcare, but really not interested in working and touching patients, that’s a good one to do,” she said. “Because it is such a science-based, laboratory-based program, it’s going to help you with every science class you take in college.”

The patient care tech pathway is a dual credit track, limited to 32 students because of Dallas College requirements. Juniors work in nursing homes, while seniors gain experience in hospitals. Along the way, they earn dual credit, patient care tech, and phlebotomy certifications, and many graduate with a Dallas College certificate already in hand.

Pre-COVID-19, Harrington estimated that about 95% of students–-who qualified on grades, attendance, and behavior—were placed in internships.

“We’re probably back up to about 90% of students who are qualified to go to internships, and we’re hoping to return to that 95%,” she said.

Students have interned in such institutions as UT Southwestern, Methodist Dallas Medical Center, Scottish Rite for Children, as well as private physicians’ offices and research laboratories. Some end up working where they interned, and others return every summer to their internship placement until they graduate from college or professional school.

“There’s probably not a hospital or healthcare facility that you could go to in Dallas that doesn’t have at least one of our students working there,” Harrington said.

Over the years, many graduates have come full circle: one former dental student is now one of the program’s dentists. Others have become dental hygienists while several nurses and a nurse practitioner who graduated from Townview now visit as professionals. Some have even come back as teachers. And, increasingly, alumni are returning with their own children.

“Seeing a former student come in with their child applying to our school is rewarding,” Harrington said. “It’s starting to happen more frequently, and it’s always awesome to connect with that graduate and to know that their child is now interested in us, too.”

But for Harrington, the work is about more than certifications or even college readiness. For Harrington, the work is about the future, about shaping the people who will one day care for her, her colleagues, and the wider Dallas community.

“We’re educating our health care providers that are going to take care of us when we get old,” she said. “We’d better do a good job.”

Late one evening, at Victor H. Hexter Elementary School, librarian Yasmeen Youngblood opened an email that would quietly place her on the national stage.

A longtime colleague, she said, had nominated her for the Scripps National Spelling Bee Educator of the Year Award, which recognizes school staff who go above and beyond to encourage a love of spelling. She is one of the finalists for the award. 

“I didn’t know that the award existed at first,” she admitted. “We were both here late one night, and the email came through for both of us. And I was just like, ‘Oh, what is this?’”

At first, it seemed like a routine inquiry. The message simply asked whether she would be available for a Zoom interview the following Monday. Only after participating in that meeting did she realize the scope of the honor.

“The representative from Scripps called and asked if we could do another Zoom,” Youngblood recalled. “She told me then that I was one of the finalists. I was just in shock. I could not believe it. I went running down the hallway telling all my co-workers and my principal. It just feels unreal.” 

Youngblood grew up in Michigan and did not start her career in Dallas ISD in 2007 expecting national recognition. She has spent nearly two decades at Hexter, primarily teaching fifth-grade English language arts and social studies before becoming the campus librarian.

Her first dream, however, was journalism. She studied communications and journalism at Grambling State University and even secured an internship with The Dallas Morning News. But when she prepared to move from Michigan to Texas, her parents urged her to find a full-time job rather than an internship. That push led her to an alternative certification program and into the classroom.

“I thought, ‘Okay, maybe I won’t be a writer, but I can teach my kids writing,’” she said. Over the years, that decision has been affirmed again and again.

“Just last spring, I had a student who’s now in college visit me and say, ‘The things that you taught me, the way you taught me to write in fifth grade, I carried those same skills into college. You’re the one who made me a writer,’” she said. “That definitely solidified that I made the right choice.”

Youngblood’s recognition from Scripps is closely tied to the spelling bee culture she has built at Hexter.

Her own connection to spelling bees goes back to her time in seventh grade, when she competed and placed in the top group, even though she did not win. Her English teacher made a banner honoring students who had done well.

“All year, that banner hung in her room, and it had my name on it,” she said. “It made me into a better student, just because people then expected that of me. I knew the power of being visible and of people seeing you as a high-achieving student.”

When she arrived at Hexter, the school’s spelling bee was a modest affair, held in a classroom with a handful of selected students.

“I asked the next year if I could take it over,” she said. She formed a committee, moved the event to the auditorium, invited parents and students from multiple grade levels, and opened participation to anyone who qualified. 

“It just became this big event,” she said. “It became part of the culture at Hexter. Kids started aspiring to it.”

That visibility, she explained, changes how students see themselves and how others see them.

“I noticed that when they did well, they were treated differently by peers, because now they had done this great thing,” she said. “As their classroom teacher, I could see them trying harder in other areas as well.”

One former participant stands out in her memory: a “cool kid” who didn’t usually enter academic competitions and was also bilingual.

“He got in the spelling bee, and he was knocking out all the kids who were typically great students,” she said. “He’d walk up to the microphone all cool, spell the word, and go back to his seat like, ‘Yeah.’ You could just tell the crowd was like, ‘Wow.’”

His performance helped more bilingual students see themselves on that stage. For Youngblood, spelling is about more than memorization.

“Really, it’s all about patterns and word origin,” she said. “Whether a word has Greek, Latin, or French roots or whether it has long vowel sounds or short vowel sounds.” 

While she credits the lower grades with teaching students to read, she has been a strong voice on her campus for keeping spelling instruction in every grade. She created her own spelling curriculum and advocated for it in campus meetings.

“Spelling is important,” she said. “The kids are really reliant now on spell check, because everything’s on Chromebooks. I was noticing a decline in their ability to spell for themselves.”

Her concern is not just about correct spelling; it’s about students’ ability to express ideas in writing.

“A lot of times what holds them back from even getting their ideas out is the fact that they can’t spell the words,” she said. “I want them to be writing. I want them to be confident in spelling so their ideas can get onto paper.”

When Dallas ISD launched an initiative to place a librarian in every school, Youngblood transitioned from the fifth-grade classroom into the library. Now, instead of teaching one grade, she teaches prekindergarten through sixth grade in what she calls a “teaching library.”

“The kids come to see me once a week, and I target specific skills,” she said. Youngblood also analyzes TEKS and assessment data, coordinates with classroom content, and builds lessons that support literacy across the campus. The new role, she said, has helped her better understand how students grow as readers over time.

“It’s really enlightening for me to see that progression, going from being able to decode to actually reading for comprehension,” she said.

Looking ahead, Youngblood hopes her legacy in Dallas ISD is about what students believe about themselves.

“I want them to know that they are capable,” she said. “It doesn’t matter your background. It doesn’t matter if you’ve been a good student up until now.”

For her, the spelling bee is one of those opportunities, a chance for students to be celebrated for courage, effort, and academic achievement in front of their peers and families.

“Confidence is everything,” she said. “At some point, that’s all you have — that inner voice saying you can do it. I want that inner voice to be strong.”

As she prepares to travel to Washington, D.C., for Bee Week as a Scripps National Teacher of the Year finalist, Youngblood is mindful that she is not going alone.

“I’ve worked with so many great teachers who have made so many sacrifices,” she said. “I’m really grateful to be recognized, because I feel like I’m representing them.”

Emmanuel Adlain, an art teacher at Justin F. Kimball High School, has a passion for the Harlem Renaissance, a pivotal period that helped reshape American art and African American identity during the 1920s and 1930s. In his classroom, Adlain introduces students to the art and ideas of this transformative era, helping them discover the importance of cultural storytelling and the power of creating their own narrative. 

Today, the hallways at Kimball High School reflect this artistic time. Vibrant artwork inspired by Renaissance artists, such as Aaron Douglass, line the walls while student replicas of the African American Flag hang from the ceiling. 

Adlain’s work, as both an artist and educator, is rooted in this early 20th century movement. 

“The Harlem Renaissance was a movement to portray African Americans in a new light using art,” he said. “Artists portrayed African Americans as elegant. They portrayed them as intellectuals. They portrayed them as successful.” 

Adlain recently met Harlem Renaissance artist Faith Ringgold, who used painting and quilting as forms of storytelling, and said those real-life interactions make his teaching even more impactful.  

“It’s great to get to study that era, understand it, and then teach it to the students,” he said.  

In his classroom, Adlain integrates concepts from science, technology, reading, art, engineering, and math with a particular focus on the science of color. He guides students through different sketching techniques, a practice he uses in his own professional work.  

As an artist, Adlain’s work often appeals to the intellectual thinker, blending artistic expression through portraiture. In his personal practice, he uses an approach he calls visual mechanics, creating illusions of depth and motion within his pieces.  

“My art focuses on composition, engineering and putting things together,” he said. “My art looks at history. I reference a lot of Harlem Renaissance artists in my work, and I am passionate about recognizing those who came before me.” 

Born in St. Lucia, an island in the Caribbean, Adlain said his background helps him connect with students and offer a perspective shaped by his own journey.  

“Many of my students are able to connect with me because they realize I’m an immigrant, and they understand that my voice has a unique perspective,” he said. “I see things differently and I believe that our differences are what make us strong.” 

That perspective often shapes the way he approaches both teaching and art, encouraging students to embrace their own stories and cultural influences.  

Adlain’s journey to becoming a teacher began with his work as an artist. After attending Grambling State University, where he received a bachelor’s degree in studio art, he later pursued his goal of becoming a teacher through the Alternative Certification Program.  

This year, an African mask Adlain created inspired by the Kikuyu people of Kenya during his time in college is displayed in the school’s front entrance.  

He brings his own cultural technique into his classroom, encouraging learning about the African mask-making traditions. Students learn to create their own masks while studying clay and ceramics, as well as both two-dimensional and three-dimensional drawing techniques.  

Students also explore their creativity through cultural art projects throughout the city, allowing them to contribute to the stories and identities reflected in their own communities.   

Inspired by his family of five, Adlain said he chose to become a teacher after the birth of his youngest child, hoping to support students in the same way he supports his own family, ensuring they feel safe, nurtured and encouraged to learn. 

“I chose to be a teacher,” he said. “My parents were teachers. I thought I was going to come to school and just teach, but I’ve been learning as much from the students as they have learned from me. The students are so creative and have so many hidden talents. Their perspectives are unique, and they bring such a variety of experiences to the table. I find myself sitting back and letting go and allowing them to take control of the art.” 

Each year on April 3, we celebrate Paraprofessional Appreciation Day, a time to recognize the dedicated support staff who play a vital, yet sometimes unsung, role in student success and the environment at each campus. 

Paraprofessionals are the quiet force behind school success, community building, and daily campus operations. From school clerks, registrars, and data controllers to parent support specialists, custodians, office managers, and teacher assistants, each role plays a part in shaping campus culture.  

Parent support specialists serve as essential bridge builders and advocates, connecting families to resources, organizing workshops, and strengthening partnerships between schools and communities. From office managers that set the tone for a welcoming environment to custodians who maintain campuses with care and pride, each role makes a meaningful impact.  

Barbara Valdez, the parent support specialist at Clinton P. Russell Elementary School, has made a profound impact on the school community in just her first year.  

Every day since the first day of school, parents have stepped up to volunteer during arrival and in various roles throughout the day because of her efforts to coordinate and encourage parents. Beyond the campus, Valdez actively collaborates with community organizations to ensure students and families have the resources they need to thrive. 

“Ms. Valdez is truly an asset to our campus,” said Principal Chara Pace. “As we continue to maintain our A rating, the strong partnerships she is building will be vital to our continued success. We are grateful for her dedication, compassion, and commitment to our families.” 

On April 3, take the time to thank one of the thousands of paraprofessionals across Dallas ISD for showing up each day with ideas for school success, patience and an unwavering commitment to students. 

If you are thinking about retiring at the end of this school year, if eligible, you can get compensation for unused local days through the Retirement Service Award Program.

What’s the RSA Program?

The RSA program is designed to support employees who are planning for retirement. In return for early notification, the district will provide a flat daily pay rate for each unused local day accrued by June 30, 2026.

To qualify, simply enter your intent to retire in Oracle Self-Service by May 1, 2026. Be sure to select retire and include retirement as your reason for separation. Lock in your eligibility and help your team prepare for a smooth transition.

Why participate?

•  Get paid for your unused local days
•  Continue supporting students and teammates with your presence through the end of the semester

Note that only local days are eligible for the RSA program. State days are not eligible.

If you have questions, call 972-925-4300 or email retirement@dallasisd.org for more information.

When chemistry teacher Bryan Arinaitwe looked at his students at Moisés E. Molina High School in southwest Dallas, he saw something too important to leave inside the classroom: untapped potential. Today, that potential is powering a student-led water quality research project that is giving teens a taste of college-level science—and a voice in conversations about the safety of their own school environment.

What began as an idea for a science club has grown into a grant-funded investigation of the drinking water at Molina High School. With support from the Dallas Education Foundation and the Dallas Environmental Education Initiative, students are systematically collecting and testing water samples from water fountains across campus.

“We’re analyzing the water we drink here to see if it is up to the standards that are required for safe drinking water. After that, we are going to write a report and present it to the school and to the district based on what we find,” explained Arinaitwe, who was born in Uganda and has published scientific research of his own.

The project doesn’t stop at Molina’s front doors. Many of the students come from high-density households in southeast and southwest Dallas, where seven to ten people may share a single home. That reality led the group to design a second study focused on indoor air quality in students’ own houses, with a plan to present those findings at a science fair in May.

The science club itself is brand new, formed this semester after Arinaitwe proposed it to the principal. The response from students was immediate.

“We didn’t have a science club in Molina,” he recalled. “So I went to the school principal, proposed a science club, and started inviting kids. We have about seven girls and five boys.”

The group draws from multiple grade levels—sophomores, juniors, and seniors—and will soon expand to include fifth graders at Mary McLeod Bethune Elementary School, where Molina students will train younger children to collect water samples. Arinaitwe described this as a vertical project, one that links elementary and high school students through shared scientific work.

“We thought we could also give the kids at Bethune an opportunity to experience what impactful research looks like,” he said.

But from the start, Arinaitwe’s motivation has been to push students beyond worksheets and tests.

“These students are exceptionally smart, but the unfortunate thing is that they stay in the classroom, without trying to use that brilliance to be impactful in a real way,” Arinaitwe said

So far, the club has collected more than 70 water samples, organized into pairs of first-draw and post-flush samples from fountains around the school. Students arrive as early as 7 a.m. to capture water that has been sitting in the pipes overnight, an important part of their research methodology.

“They have to be here by 7 o’clock, because we have to use these water fountains before anyone else comes in,” Arinaitwe noted. “You see how committed the students are. It’s very rare to find kids doing that.”

Using test kits funded by grants and donations, the students are measuring pH; conductivity; water hardness; and dissolved metals such as lead, copper, and iron, and nitrates as indicators of fertilizer or sewage contamination. The results so far are mixed—but largely reassuring.

“What should be worrying is lead,” Arinaitwe said, “but there is zero lead. There is also zero copper, which means that the plumbing system is still good.”

Nitrate levels, which could indicate sewage leaks if elevated, are present but “significantly low.” The real surprise has been extremely high levels of magnesium and calcium, making the water very hard.

“The students have been checking the magnesium in the morning, and it’s high, indicating that this water is extremely hard. If you were to use it for laundry, you’d have to use a lot of soap,” he explained. “When you actually look at these water fountains, there is a lot of scaling because of the magnesium and calcium.”

While these minerals do not appear to pose a serious immediate health risk, they could, over time, damage pipes and fixtures, he said. Arinaitwe hopes to obtain more advanced equipment or lab testing to confirm the hardness levels before the final report is delivered.

Running two environmental research projects on a limited budget has not been easy. Even with grant funding, the club has run short on reagents and still lacks some equipment needed for the air quality study.

“Financially, we don’t have enough funds,” Arinaitwe said. “For the air quality work, we are missing some equipment.”

Despite the hurdles, he sees the investment as essential—because the project’s deepest impact is on the students themselves.

“This is a platform for students to experience college-level research,” he said. “Presenting to district officials gives them vital exposure and boosts their confidence. For many of our students, they simply haven’t had these opportunities.”

In a school of about 2,000 students, only around 12 are involved in this research. That scarcity creates opportunity.

“This is a platform for them to earn scholarships,” Arinaitwe said. “By doing this, they are building their CVs and making themselves more competitive.”

The final water quality report, which the club aims to complete by April, will be shared with both the school and district officials. Arinaitwe believes the findings can help guide decisions on plumbing maintenance and verify the performance of local utilities.

“This study is also like a checker to see how much work Dallas utilities are doing to make sure that the water is kept safe,” he said. “And so far, we’ve found that they are doing a great job, because much of the water is actually clean, except for the high magnesium.”

But for Arinaitwe, the legacy of the project goes beyond infrastructure.

“In my house, I want my kids to be better than me, and in my class, I want my students to be better than me and better than who they are,” he said. “By turning water fountains into serious research, I hope to help these young people see themselves not just as students, but as scientists—and as advocates for the health and future of their community.”

When Dallas ISD team members contribute to the annual Employee Giving Campaign, they help students soar and reach their potential. That was the case for students in Yun Liu’s drone program at Trinidad “Trini” Garza Early College High School.

Thanks to a Heart of Teaching grant from the Dallas Education Foundation, Trinidad Garza Drone Team students recently got to compete against 17 teams from across North Texas. They returned home with two championship awards, including a prestigious Communication Mission Award, recognizing excellence in teamwork, strategy, and execution. 

These accomplishments would not have been possible without the grant, which provided drones, equipment, and team uniforms, setting the students up for a successful season. Liu, who enthusiastically guides students through testing drones, refining strategies, and preparing for competition was ecstatic.  

“We are so grateful,” Liu said. “These resources made a real difference. The impact on STEM education at our school has been incredible.”

“The Heart of Teaching Grant allowed us to purchase additional drones so more students can participate in our drone program,” he said. “Students are learning coding, teamwork, and problem-solving while competing in the Aerial Drone Competition. It has opened the door for many of them to explore careers in aviation and engineering.”

Sophomore and drone pilot Bryan T. is one of those students who has been developing a variety of useful skills thanks to the program.

“Dr. Liu is amazing. He tries to help every single one of us with what we need. He knows our strengths and weaknesses and tries to work with us on every single thing,” he said.

The Drone Team challenges students to develop skills across multiple disciplines, including coding, engineering, and aviation. Beyond technical skills, students learn how to collaborate and problem-solve under pressure, abilities that will serve them beyond the classroom. 

The success of Trinidad Garza’s Drone Team proves that when student talent, dedicated teachers, and community investment come together across Dallas ISD, the sky’s the limit. That is why Liu is supporting the employee giving campaign personally.

 “I’ve seen firsthand how much these grants can impact students,” he said. “The support helped bring new STEM opportunities to my classroom, so I’m happy to give back and help other teachers create meaningful experiences for their students.”

If you want to support programs like Liu’s, donate to the Employee Giving Campaign by clicking here. 

Click here to watch the video.

March kicks off National Nutrition Month, which means it’s time to make healthier food choices, embrace better eating habits, and have some fun along the way. Dallas ISD Benefits Department has exciting challenges and resources lined up to support team members on their nutrition journey.

Themed week challenges:

This month, we’re mixing things up with some fun and engaging weekly challenges to inspire healthier habits. Each week, we’ll focus on a different theme:

• Colorful Plates Week: Add a pop of color to our meals with vibrant, nutrient-packed fruits and vegetables.
• Hydration Nation Week: Challenge yourself to drink more water and stay refreshed.
• Snack Swap Week: Make healthier snack choices by swapping out those chips for some delicious, wholesome alternatives.
• Fuel Up with Whole Grains Week: Power up with whole grains to keep you energized throughout the day.

The Digital Cookbook:

Check out our Digital Cookbook, available on the Benefits webpage, where you can explore tons of nutritious meal ideas. Employees can contribute to the cookbook. Share your favorite healthy recipes for family dinners, snacks, or lunch, and help inspire others to make good-for-you choices at home. Recipes should focus on healthy and nutritious ingredients.

How to submit your recipe:

1.         Choose your recipe: it can be a meal, snack, or smoothie
2.         Provide recipe name, ingredients, step-by-step instructions and tips
3.         Use https://forms.gle/HaeBGTHroihYdEnFA to submit your recipe by March 25.

Show Your Support:

Download your very own National Nutrition Month digital email signature from the Benefits webpage and show your commitment to a healthier lifestyle.

Have Questions?
Reach out to the Benefits Department at 972-925-4300 or email Benefits@dallasisd.org if you need more information or have any questions.

Download the Cookbook Flyer and the National Nutrition Month flyer for more information.

March is Women’s History Month, which was established in 1987 to recognize women’s contributions to history, culture, and society and highlight their vital role in many areas, such as education.  

Elis Ramos, a cellist from Havana, Cuba, has turned her passion for classical music and teaching into a career that now brings her to the conductors’ podium at Judge Louis A. Bedford Jr. Law Academy. As the school’s orchestra teacher, Ramos is guiding students to build a legacy of excellence in music.  

Growing up in Cuba, Ramos was surrounded by the sounds of Latin music. Her home would often be filled with the sounds of jazz and classical music played by her siblings, including works by Pyotr Ilyich Tchaikovsky and Wolfgang Amadeus Mozart. Her father, a well-known electric guitarist in Cuba, laid the foundation for their interest in music.  

“I grew up with musicians all around me, so choosing music felt natural,” she said. “My parents never forced me to play, but they guided me in that direction. Now we have another generation of musicians in our family. My nephews and nieces also play instruments. We are a big family of musicians.” 

At just 5 years old, Ramos was drawn to the piano, but after attending a symphony performance with her mother, she instantly knew she wanted to play the cello. Ramos began conservatory-level training at 6 years old, which set her on a lifelong musical path.  

After more than 20 years as a music educator and the last three years as the orchestra teacher at Bedford Academy, Ramos continues to prepare students for success in auditions and performances. 

Inside her classroom, the sound of tuning strings often fills the room as students warm up their instruments for rehearsal.  Ramos guides students in listening to one another and balancing their sound. She teaches sight-reading skills while also rehearsing their pieces for competitions.  

This year, her students excelled in UIL Solo and Ensemble competitions. Two orchestra students received honors—Gold in the Level 3 beginner competition and Bronze in the Level 1 advanced competition, reflecting the discipline and preparation of many hours dedicated to their craft and the love for music she has imparted to them.   

“I try to find balance between the rigor of learning complex string instruments and giving students time to rest their minds and process what they have learned,” she said. 

For many students, music is therapeutic, Ramos noted. At Bedford, the orchestra classroom has become a space where students can focus on their instruments, away from other distractions, while building discipline and confidence as musicians.  

“I believe I am here at my school for a reason. I have a mission here,” Ramos said. “I don’t just see this as a job. I have a personal mission to teach the students here. They are very special students.” 

Over the years, Ramos’ musical palette has expanded. In her early years in Cuba, she remembers hearing the voice of Frank Sinatra playing from her father’s radio. As an adult in the United States, her love for R&B and soul artists such as D’Angelo; Earth, Wind and Fire; and the Isley Brothers has continued to grow.  

Ramos’ musical talents are not confined to the classroom. She continues to perform with the East Texas Symphony Orchestra, the Las Colinas Symphony Orchestra, the Irving Symphony Orchestra, and a variety of venues and events across the Dallas-Fort Worth Metroplex.  

Ramos received a doctoral degree in education from Nova Southeastern University in Florida. Her adult foundation in classical music began during her undergraduate studies at The University of Arts of Cuba, where she received conservatory-level training. 

“My power as a musician comes from the hours of practice I have put in,” she said. “The hours of preparation and sight-reading. When I go on stage to perform, the music speaks for itself. Even if I’m Hispanic, if I have curly hair, if I’m mixed, nobody is going to stop the talent that somebody has.  When you go on stage and play and touch people’s hearts, no barriers can stop that.”