Staff News

Reading and writing are critical parts of the whole education, and with several published authors among Dallas ISD team members, these subjects rise to a whole new level.

Inside the pages of her new book, “Namaste Y’all,” Margaret B. Henderson Elementary School teacher Smriti Adhikary tells the story of Gayatri, a young girl adjusting to life in the United States after moving from Nepal. At the same school, fellow author and school librarian, Kena Sosa, is guiding Adhikary through her journey as a new author.

At Arthur Kramer Elementary School, Candice Goetsch, an art teacher, recently published a book, inspired by her lessons about Bridget Riley, an optical art pioneer. Goetsch’s book, entitled “Through a Diamond: The Looking Life of Bridget Riley,” encourages children to engage more with their surroundings and find treasures of their own. Her school recently celebrated the teacher’s accomplishment by featuring a live reading and a tunnel walk through their Bridget Riley-inspired op art installation. 

Inspired by other teacher-turned-authors on Instagram, Adhikary, who teaches first grade, wrote her first manuscript over the summer by drawing from personal experience. The main character, named after Adhikary’s mother, struggles with culture shock on the first day at her new school.

“As a teacher in a low-income area, and even being a minority myself, I feel like 11 years ago there weren’t a lot of books that covered diversity,” she said. “Slowly, in the past few years, Asian-inspired books were being written and I thought they did a really good job with Ramadan and Diwali. But since I am also South Asian from Nepal, where my parents come from, I wanted to put Nepal on the map.”

For Sosa, writing inspiration comes from observations all around her and forming connections with others. 

“Becoming an author was the product of enjoying writing and being curious. I had already written poetry, and articles in college, but taking a class in children’s literature brought me a new joy,” she said. “I started making books out of materials at home and truly enjoyed the process. It took years of submitting, but I got my first contract in 2015 and dove straight into learning about the world of publishing.”

With a 23-year career in education, and 17 years working in a library, Sosa said libraries open students to a world of possibilities.

“The library can be anything we dream it to be–an art gallery, a museum, a research center, a tech lab, but always a place for free learning,” she said. “Being a curious person, I need to work somewhere where I continue to learn and grow. Even now, I learn new things in the library. My mission is to show kids how exciting being a lifelong learner can be.”

Sosa’s advice for Adhikary–and aspiring writers–is two-fold.

“As an educator, it is vital for us to model what we want our students to learn and master. How can they feel brave enough to tell the stories in their hearts, if we aren’t? Seeing us write and create makes them feel more safe to try new things themselves,” she said. “If the thought to write has crossed your mind it is because there is a story in you worth telling. Telling stories helps us better understand ourselves, our perceptions, and how to connect and empathize with others. We have to give perspective for the antagonist and protagonist, which for me, has helped me gain understanding and depth.”

For years, an art teacher and a TAG teacher at Jill Stone Elementary School at Vickery Meadow had been collaborating on projects and, this March, they came together again for their biggest one yet—creating ornaments for the holiday season to be displayed at the George W. Bush Presidential Library.

Visual arts teacher Natalie Hebert and Talented and Gifted teacher Angela Mcilveene have worked together for years, first at Geneva Heights Elementary School and now at Jill Stone, collaborating on projects that involve research and art. Hebert has been a teacher with Dallas ISD for most of her nine years in the profession, and Mcilveene has been a teacher for 18 years.

Every year, the center invites a school to create the ornaments that are used to decorate the courtyard trees during the holidays, and this year, it was up to Hebert’s and Mcilveene’s students. The ornaments and other decorations around the center and presidential library revisit the  themes from Bush’s time in office, cycling through them every eight years. 

“Our school was the only elementary school and the only Dallas ISD school to participate, making this an especially unique and exciting opportunity for our students!” McIlveene  said. “It’s very special.”

The theme for this year is 2003: A Season of Stories, which is why the second- through fifth-grade students researched the theme and then picked from about 100 books one that had a particular meaning to them so they could recreate it as an ornament. The teachers met several times with Bush library staff during the months leading to the project and then worked with the students in the “presidential art club” to create 60 ornaments. 

“The students committed to three weeks after school to plan and create their ornaments,” Hebert said. “The ornaments were wooden, so it was a new type of media for them to work with. It was a learning curve, but they did fantastic.” 

Students painted either the cover and the back of their chosen book or could paint an open book with an image from inside the book that was meaningful to them and also add a few little details and their names, Hebert said. 

The students also had the opportunity to go with Hebert and McIlveene and Principal Selena King on a field trip to the center to see their ornaments decorating the tree. They toured the museum, including the full-size replica of the oval office, made presidential decisions in the interactive Critical Decision Points Theatre, and had warm cookies and milk next to their ornaments. Students were given tickets to the library so they could visit with their families.

“It was a proud and inspiring moment for our students and school community,” Hebert said. 

When the decorations are taken down after the end of year celebrations, the ornaments will be returned to the students,who will have bragging rights that their artwork was displayed at one of the only 15 presidential libraries in the United States.

When husband and wife, Pere Valls and Laura Moreno, traveled from Spain to teach in Dallas, they brought global expertise to Chapel Hill Preparatory Academy and embarked on a journey of sharing new cultural experiences with their young children.

“The idea is to go to a new country, learn, and bring that knowledge back home. It’s an exchange—I’m learning new techniques and teaching strategies while sharing what I know,” Moreno said. 

Moreno currently teaches ESL classes and has 18 years of experience in elementary education. Valls brings 25 years of teaching experience to his role as a fifth-grade math teacher at Chapel Hill. They see the exchange program as an opportunity for their children to learn more about the world while sharpening their language skills.

This is the third time the family has traveled to the United States as part of the Visiting International Teachers Program teacher exchange initiative.

“You learn language fast, but you forget faster,” said Vallas. The family returned to ensure their children could grow up bilingual in English and Spanish. 

When their son was 4 years old, his grandmother helped him practice writing skills. By the time he began attending Chapel Hill, his teachers were impressed with his handwriting and overall academic growth. His sister also continues rapidly improving and picking up English comprehension. When the Valls family is not at school, they enjoy traveling and making new friends.

“I think we’re the kind of family that fits with everybody. We’ve got friends in the United States, Mexico, Japan, and Spain. As long as people are nice, it doesn’t matter where they come from,” Moreno said.

In Reno, Nev., they were two of three Spanish-speaking teachers in their school, Valls said. Now, they are two out of hundreds of bilingual teachers in Dallas where they have met people from other Spanish-speaking countries like Mexico, El Salvador, and Colombia.

“I love learning about other cultures by connecting with other educators. It enriches your knowledge,” he said.

Though the Valls family plans to return to Spain in three years, they cherish the opportunity to share this global experience with their children while they’re young.

“We’re living in a society where you need to know a bit of everything,” Valls said. “It’s important for kids to experience different cultures—they’ll be better prepared for the future. Our children have dual citizenship, and maybe one day, they’ll return for college here.”

Moreno appreciates how their jobs allow them to offer their children a cultural immersion many dream of. 

“Our kids are so lucky to be with us in the same school,” she said. “Even though it was tough for them at the beginning, I was always right here, and their dad was at the end of the hallway. So many people pay to send their kids abroad, and we get to do it simply through our work as teachers.”

The end of the year celebrations can be fun, but they can also be stressful for families, including students. Dallas ISD Mental Health Services has resources that team members can use to identify stress among young people and help them deal with it.

Stress is the way the body naturally responds when faced with challenges, or when nervous, anxious, or under pressure, said Deborah Purge, a licensed mental health clinician with the district. Examples of these stressful times might be needing to complete a science project or taking a math exam and feeling unprepared. Stress can help motivate an individual to work harder and faster, but too much stress can negatively affect mood, health, and how that person interacts with others around them.

Signs of stress:

Some signs of stress might include symptoms such as head and stomach aches, unexplained pain without being ill, inability to sleep or sleeping too much, recent nightmares, and changes in appetite. A student suffering from stress might appear irritable, nervous, anxious, fretful, tearful, and clingy with little interest in activities previously enjoyed. If changes in behavior among young people are observed it might suggest that the student is experiencing a challenging time and needs help to better deal with the situation, Purge said.

Stress management techniques:

• Relaxation Techniques / Physical Activities:
  • Deep Breathing Exercises: Belly Breathing and Butterfly Breathing Exercise
  • Muscle Relaxation: Progressive Muscle Relaxation Technique
  • Mindfulness Meditation: The Beach – Guided Imagery for Relaxation; Video 2
  • Meditation and Yoga: Yoga Video
  • Grounding Exercises: Video
  • Exercise: Walking, running, jogging, dancing, stretching, playing sports, etc.
  • Creative Activities: Drawing, coloring, painting, journaling, listening to or making music.
  • Connect with nature:  Be sure to spend time outdoors to soak up some sun and explore nature.
•  Develop Healthy Habits:
  • Good Sleep Routine: Go to bed on time and get at least 8-10 hours. of sleep.
  • Nutrition: Make sure to eat healthy meals with plenty of fruit and vegetables.
  • Allow enough time to complete tasks and assignments.
  • Practicing good self-care will bring awareness to physical and emotional needs.
  • Positive Affirmations: Positive thoughts or statements that help when feeling stressed.

Share where to get help:

•   Parents / caregiver / trusted family member
•   Trusted adults at school (teachers, nurses, principals, etc.)
•   School counselor on the campuses
•   Mental Health Services (MHS):  Ask parents to reach out to MHS for additional support

References:

Relaxation Techniques for Kids

https://online.regiscollege.edu/online-masters-degrees/master-science-applied-behavior-analysis/relaxation-techniques-for-kids/#:~:text=Deep%20Breathing%20Exercises%20Among%20the%20simplest%2C%20most%2Deffective,helps%20to%20calm%20them%20physically%20and%20mentally.

Stress in Childhood

https://medlineplus.gov/ency/article/002059.htm

A high five, a handshake, a fist bump, or even a simple wave can make all the difference for a student entering the classroom whether they are in prekindergarten or in high school. Two Dallas ISD teachers have harnessed the power of the greeting to establish strong relationships with their students and help them succeed.

Wilmer-Hutchins Elementary School teacher Dipcianet Galan greets her 3-year-old students at the door of her classroom every morning. She asks them to pick from four different greetings and reviews the letter of the day with them, in Spanish or English, depending on her students’ language.

“The way we greet each other has a huge impact on their day,” she said. “It sets the tone for every day.”

Galan has been a teacher for 15 years, the first few in Puerto Rico. She attended a Dallas ISD job fair on the island after her husband came to Dallas for work. She was hired as a teacher for one of the district’s pre-k partnerships and two years ago became a teacher at Wilmer-Hutchins Elementary School.

She can tell what mood her students are in by the type of greeting they choose, and it also gives her the opportunity to praise them for a new hairstyle or compliment their shoes. Because of her experience, she knows the greeting not only sets a positive tone for the day and allows her to read her students’ moods, but it’s also a learning opportunity for the students.

“Choosing for a 3-year-old is a big accomplishment,” she said. “These are great skills to learn because they can apply them in the real world. They acquire essential verbal and socialization skills. No matter their age, it’s important for them to have a sense of who they are, to know that someone cares about them, to gain confidence, and to express themselves.”

Despite a considerable age gap between Galan’s students and her high school students, health science teacher Liyah Joseph has seen a lot of the same connections using a greeting at the beginning of each of her three classes at Career Institute East. She knows that, just like in prekindergarten, having someone to greet them at the door improves attendance and ensures students arrive on time. It establishes a commitment between the teacher and the students regardless of age.

“At first, they would come in and just sit,” said Joseph, who has been teaching at CIE for two years. From early on, she knew she wanted to establish a better connection with the students.

Joseph graduated high school with a medical assistant certificate and has an associate degree from Dallas College. She worked as a patient care technician before becoming a teacher through Dallas ISD’s local innovation plan while she obtains her bachelor’s degree in public health—the first in her family to do so. But once she graduates, she wants to become a certified teacher and continue in a career she has come to love.

At the beginning, she had trouble establishing relationships with her students, but then she tried the greeting process and found it was a great way not only to start the class but also to develop trust between them.

“It changed the mood, established rapport and let us connect individually,” she said. “They are not used to people talking to them at the beginning, and their whole demeanor changes. Eventually, they break out. It might seem like something small, but it is really big.”

Like Galan, Joseph uses the greeting as a temperature check, and if she sees that a student is not having a great day, she addresses it before class and before it affects everyone else. You can watch a short video of her greeting here.

“They love it in prekindergarten, but they also love it at this age,” Joseph said. “And I wish more high school teachers would do it. One day, I forgot, and they just stood there at the door until I came out to do the greeting. I also look forward to being at the door. It puts me in a good mood.”

The holidays are a time for family, joy and cheer. Unfortunately, they are also a time for cyber criminals to try to catch people unaware with phishing scams. The old adage stands: If it’s too good to be true, it probably isn’t. The EdTech security team also has some tips for safety.  

• Think before you click and be cautious of any urgent actions or threats from individuals 
• Avoid clicking on links from unexpected emails
• Avoid getting your computer sick by only downloading attachments  from trusted sources and emails
• Verify the authenticity of requests for sensitive information by contacting the person or organization directly through established channels

Pedro Romanelli left a successful career as a business owner 19 years ago to work in what he describes as the perfect world—kindergarten. 

Romanelli views the classroom as a “perfect world,” where children are unfiltered, honest, and eager to learn. They give 100% of themselves, which fuels his passion for teaching.

“Children tell you what they think,” Romanelli said. 

Born and raised in Puerto Rico, Romanelli has been helping his students at Mary McLeod Bethune Elementary School achieve. He started in first grade but soon found that kindergarten students had the same energy and excitement for learning to read, he said. He has been teaching that grade level since. 

His role in shaping children’s behaviors—teaching them kindness, patience, and appropriate social norms—gives him immense satisfaction. 

“When I was around 16 years old, I remember being in a grocery store with my aunt, and a family approached her, all the kids started hugging her,” Romanelli said. “My aunt told me that she taught them how to read. That’s when I realized I wanted to be a teacher.”

Romanelli has found success as a teacher by being authentic. He believes that being genuine with the children is key because they can sense when an adult is not being honest or true to themselves. His calm demeanor and consistency in showing kindness help break down any barriers, making his classroom a welcoming and happy place for students.

“I may not be rich in money. But when a kid tells me, ‘Thank you Mr. Romanelli’ and gives me a hug, that’s when I feel rich,” he said. 

Romanelli’s Latino background plays a significant role in shaping how he connects with his students. In his culture, there is a strong focus on nurturing, which reflects in his teaching style. For example, if a child comes to class hungry, Romanelli makes sure they eat before anything else, recalling how difficult it was for him as a child when he wasn’t listened to, or his needs weren’t met.

His cultural identity is also reflected in his teaching by fostering bilingualism and biliteracy. He teaches his students the value of mastering both English and Spanish, emphasizing the importance of being able to read and write in both languages. This approach not only honors their cultural heritage but also prepares them for a successful future. His empathy and understanding, rooted in his cultural experiences, help him connect deeply with his students, especially those who come from similar backgrounds.

One of the most profound impacts Romanelli has in the classroom is being a male role model for young boys. Romanelli uses these opportunities to broaden their perspective, encouraging both boys and girls to participate in activities traditionally seen as gendered.

As a male teacher, his presence provides young boys with an attainable role model, someone they can relate to on a personal level. He recalls his own experiences of seeing male figures in his schooling much later in life, and he wants to offer his students a relatable example of success early on. Romanelli’s students ask about his life outside of school, from the car he drives to the boat he owns, and he uses these questions to teach them about hard work, saving money, and achieving dreams.

Romanelli believes that any challenges that he might face in teaching are outweighed by the positive impact he can have, particularly on young boys who may not see many male role models in their lives.

Romanelli’s calm, caring nature and his cultural understanding make him a powerful force in the classroom, and he takes his role seriously. He emphasizes that teaching isn’t just about getting a paycheck; it’s about being there for the children, offering them the support and guidance they need to grow and succeed.

He shares a moment from his teaching career that was particularly impactful and demonstrates the significant role a male figure can have in the lives of his students. He described an instance with two brothers whose father had been deported. Romanelli stepped up to provide the guidance and support the boys needed during a challenging time. The boys are currently enrolled in college, and continue to visit him and express their gratitude for his influence, which has had an impact on their lives.

“When a kid comes and thanks me, I forget about everything and I get my battery recharged and I understand why I do this,” Romanelli said. “Teachers get better with time, and I want to give my best. I want to continue being here for them.” 

The Junior League of Dallas has awarded 35 Dallas ISD teachers grants of up to $2,500 each through the annual Grants for Innovative Teaching that fund special projects addressing reading and literacy enrichment; diversity; special education; science, technology, STEM; or arts and culture enrichment across one or more grade levels. 

A total of $79,541 was awarded to Dallas ISD teachers thanks to Texas Instruments, the presenting sponsor. This is TI’s 15th year to support the Junior League of Dallas’ Grants for Innovative Teaching. 

“Teachers mean more to students’ academic success than any other part of the academic experience,” said Andy Smith, TI director of giving and volunteering. “They serve as role models and champions for their students, all while preparing them for future success.”

Through the years, the program has awarded more than $2.2 million to Dallas ISD educators, and this year it will indirectly impact more than 60,000 students.

“The projects awarded this year highlight creative teaching that elevates the learning experiences for thousands of Dallas ISD students,” JLD president Tandra Allen said. “The funding of these grants is made possible through the visionary donations of our sponsors including Texas Instruments and The Agnes Cluthe Oliver Foundation. Their continued generosity is an investment in the promise of every student’s potential.”

Teachers who received grants

District schools and administrative offices will be closed Monday, Nov. 25, through Friday, Nov. 29. While the district is closed for Thanksgiving Break, team members can still get assistance with their benefits. The HCM Benefits Contact Center will be closed on Thursday, Nov. 28, and Friday, Nov. 29.

For non-emergency assistance, you may reach the Benefits Call Center by calling 972-925-4300, option 2 for wellness. For non-emergency health concerns such as cold and flu, TRS ActiveCare participants can utilize Teladoc at a reduced cost. Call 1-855-Teladoc (835-2362) or visit their main page. If you have never used Teladoc before, you must set up your account before you can access the services. You will need your name, date of birth, and BCBS member ID number to register.

If you have questions regarding your HSA/ FSA, contact Optum at 877-528-9876 or visit www.optum.com. Optum is available 24 hours a day, 365 days a year. When you call, you will need your FSA/HSA card number, name, and date of birth. If you visit the website, you will need your name, date of birth, social security number, or employee ID. Employee

Some employees find the holidays challenging. If you need help navigating this time, please contact the Employee Assistance Program (EAP) by calling 972-925-4000, Option 3 EAP. They are available 24 hours a day, seven days a week. To access the website or the Telus Health One app, you will need your district email address, district username, and password.

• the website Telus Health
• the app: Telus: Health One

For questions regarding leaves of absence, email benefitsleaves@dallasisd.org. During the periods in which the district is closed, the email boxes will be monitored periodically to ensure any critical issues are resolved in a timely manner.