Staff News

Every morning, on screens throughout David G. Burnet Elementary School students can see a live newscast that includes announcements and the Pledge of Allegiance via Zoom presented by their classmates. The newscast is a project that started during the pandemic and has grown into a daily staple at the school. 

During COVID, Sophia Zolezzi, math instructional coordinator at the school, found a creative way for students to still give their morning announcements and Pledge of Allegiance despite being in a virtual setting at that time. 

“I was looking for a way for us to still feel a sense of community, as if they were in-person at the school,” Zolezzi said. 

So on Sundays, she began recording the news for the whole week. She would record the students saying the Pledge of Allegiance for each day of the week, as well as an announcement for every day. Then, the recording would be sent out to students and parents. When the students returned to in-person learning, Zolezzi said the students were ready to lead this initiative and continue to present their segments live at the school. 

A total of 15 students in third through sixth grades are part of the Student Lighthouse Committee, whose motto is to be “the light that is always guiding the student.” The students take turns presenting the news and other duties during the morning. Students who are not part of the committee are still able to participate in the Pledge of Allegiance, as that is open to all students. 

Before the students start with their news segment, music plays for about 10 minutes as part of the pre-show. Different days have different themes. For example, on Fridays it’s Selena music, Wednesdays is disco day, Thursdays is the 80s, and so on. Zolezzi says the biggest take-away from this work is to not underestimate what students can do.

“Even at a young age, they’re ready to take on these roles,” she said. “They have the leadership skills. You just need to help motivate them.”

Recently, pre-K students were the ones who led the Pledge of Allegiance, and the older students had to model for them and lead their younger classmates. 

“One of my favorite things is that we get to be leaders for the smaller kids and to be an example for them and encourage them,” said fifth-grader Xiomara.  

The newscast includes presenting the news of the day, where they share something positive or a learning fact. Zolezzi said the students are always very intentional with the news of the day and are aware that their audience ranges from pre-K to sixth grade. They also present things such as the school menu and make announcements reminding teachers about PTA meetings and other school happenings. 

Burnet is a campus that is a Leader in Me Lighthouse Certified campus, and Zolezzi says that part of this includes having different activities where students are in charge of everything in order to build leadership skills. 

“I like to show my confidence and I like to give people positive vibes when they’re sad. I like to give people confidence in themselves,” said fifth-grader Leilani. 

Some of the students were motivated to join the Student Lighthouse Committee by their older siblings. Fifth-grader Janet’s brother, who is now a student at W.T. White High School, is an alumnus of the program. Janet credits her brother for motivating her to get involved although she was hesitant at first. Now, Janet is one of the student leaders. 

“My brother and my mom started telling me positive things about it, and that I could do it, so I decided to participate,” Janet said. 

In order to participate in the program, students need to fill out an application and explain why they would like to be a part of the program. Gaby, a fifth-grader who is new to the group, said in her application that she wanted her teacher to see her as a leader. Her teacher is her dad. 

“One of the things I like about being in the Student Lighthouse Committee is teaching other people how to be a leader,” said Gaby, who does the news of the day.

Another way in which the student-led committee supports the school and teachers is to check every morning how each classroom’s attendance was and after several weeks, reward those with perfect attendance.

“They get to see the importance of being at school, not just for the teacher,” Zolezzi said. “They also get to see that it’s valuable to be here because if  they’re not here, they’re not learning.” The students’ efforts have worked. According to Zolezzi, attendance rates at the school remain high. 

Besides supporting their school, the committee gives back to the community by participating in a community project twice a year. Last year, they did a pet food drive within the school to donate to Operation Kindness, an organization that rescues homeless animals. The students research charities as well as what areas in the community can they help support. 

“Having high expectations for students is important,” Zolezzi added. “If a student is shy, let’s teach them not to be shy. Let’s give them the tools that they need because we all can be leaders. We just need someone to tap into our genius, and we all have genius.”To watch a behind the scenes video of the students’ work, click here.

February is Black History Month, and this year, Dallas ISD is celebrating African Americans and the Arts with a variety of activities like webinars, videos, guest readers and more.

Join the Racial Equity Office every Wednesday in February for webinars with local artists.

• Derrick Perkins, Tailor & Fashion Designer of Dorretta Lang
• Jess Garland, Musician & Founding Director of Swan Strings
• Akwete Tyehimba, Pan-African Connection Bookstore Art Gallery & Resource Center CEO
• Curtis King, Founder of The Black Academy of Arts and Letters (TBAAL)

REO will also host virtual readings of African American literature every Tuesday at 7 p.m. read by members of the Dallas ISD Community.

The Communications Department has created Black History Month graphics to use as Google Classroom headers, website banners, slide presentations, and social media posts. Students and staff can access these images below.

A featured event of the month is the African American Read-In, which will take place on Feb. 22 at Fellowship Church Dallas and all elementary schools. REO will distribute books and activities to all elementary schools and livestream part of the event at Fellowship Church so all elementary schools can participate in the read-in.

For additional information, events and resources for Black History Month, visit REO’s Black History Month page.

Stephanie Espinoza has been with Dallas ISD for 15 years, and for the last year has been an Accounts Payable specialist. Prior to that, she worked at Bryan Adams High School Leadership Academy as an office manager and at Thomas J. Rusk Middle School as a financial clerk.

What attracted you to education? 

Being able to inspire others and making a difference in someone’s life.

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

The district’s culture tenets are important because they keep everyone focused on what is important, which is helping students succeed.

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

Yes, every day I have a situation where at least one of the Core 4 tenets has made a difference. Providing fast service to others is usually where I find I get the most feedback. If I can avoid prolonging delays, I will. Being fast while paying close attention to detail is a skill that I seek to improve daily.

What is your go-to Core 4 tenet and why? 

Usually, my go to Core 4 tenet is to be friendly. I think it is important to treat others with kindness and respect. I usually strive to treat others how I would like to be treated.

Dallas ISD team members who have opted to receive their W-2s electronically can now access them through Oracle employee self-service.

For those who did not opt to access the form online, paper W-2 forms were scheduled to be mailed on or before Jan. 31, 2024. 

The Internal Revenue Service (IRS) allows the use and distribution of electronic W-2s in lieu of the paper form. To receive their W-2 online, employees must consent to receive their W-2 form in electronic format. If you haven’t consented previously, please follow the steps below.

1. Log into Oracle, click on the HUMAN RESOURCES/PAYROLL EMPLOYEE SELF-SERVICE folder, then click on     EMPLOYEE SELF-SERVICE folder.
2. Click on PAYROLL INFORMATION folder, Employee W-2 Delivery Method.
3. Click the ONLINE box, then update.
4. Click on the box that references this: “I hereby confirm that I have read and understood the implications of this form submission and declare my preferences for my payroll documents”.
5. Last, click APPLY, this will help ensure that you will have access to your W-2 online even if you had paper preference before.

Once an employee has signed up, the consent is valid for all subsequent years unless the employee chooses to withdraw the consent, or upon termination of employment.  No action is necessary for those employees who elect to continue to receive their W-2 form through the mail. Please note that employees who continue to receive their W-2 form through mail will not be able to access or view W-2s online.

Mailing Address Accuracy

W-2s were mailed on or before Jan. 31 to the current address on file in Oracle. Employees are responsible for the accuracy of their addresses and updating them through Oracle employee self-service or Human Capital Management.

While teacher turnover increased from 2021-2022 to 2022-2023 across the state, new data from the Texas Education Agency shows that Dallas ISD retained more teachers than similar urban districts, those in the Dallas-Fort Worth metroplex, and those across Texas.

Each year, via Texas Academic Performance Reports, TEA publishes data on teacher turnover that gives districts a consistent method to benchmark turnover against peers across the state.

“We begin projecting turnover early each fall, but when we received the data over the winter break, we saw that for the first time, the Dallas ISD teacher retention rate was higher than the state and Region 10,” said Human Capital Management Chief Robert Abel. “The data is clear: Dallas ISD is retaining more teachers and at higher rates than comparable districts.”

Of those teachers, TEI data shows that the district continues to retain our most effective teachers at a rate above 90% annually, Abel said.

Abel attributes the lower attrition rate to the district’s comprehensive retention strategy that pairs market-leading compensation under TEI with wrap-around teacher development opportunities and supportive campus leaders that balance high expectations with opportunities for success.

“It’s a whole philosophy of supporting teachers and making sure they have everything they need to help their students succeed,” he said. 

For early career teachers, Dallas ISD’s teacher mentor program has more than doubled the number of teacher mentors to more than 950 this school year, and the program provides targeted support to accelerate professional growth of those new to the district, he said. 

“Dallas ISD is a great place to work that offers a career ladder with leadership opportunities in a variety of roles as well as leadership development within the teacher role,” Abel said.

Comparative Teacher Turnover by District in 2021-2022 and 2022-2023

Source: TEA

Shundanae Pierce, a master teacher at Elisha M. Pease Elementary School first began her journey with the district as a student at Nancy J. Cochran Elementary School. When she was in college, she knew she wanted to complete her student teaching with Dallas ISD, where she has been teaching for the last 17 years. 

What drew you to education?

My elementary years played a pivotal role in this decision. I enjoyed going to school and had great relationships with my teachers. I’ve loved kids since my days of working in a daycare during my summers in high school. I was always good with them and knew I wanted to make the same impact as my teachers did with me. 

How are you creating opportunities for students?

By providing a nurturing environment that fosters growth and success, opportunities for hands-on learning and differentiated instruction, encouraging collaboration amongst peers and the ability to take risks.

What is your best teaching tip?

Strong classroom management will take you far. Develop those relationships early. Remember to be patient and give grace.

What would your students be surprised to learn about you?

I am just as silly and light-hearted as they are. I am a big kid at heart and enjoy some of the same activities they do such as watching movies, swimming and theme parks. 

What inspires you the most about being an educator?

The opportunity to make a positive impact, to watch the growth and development of the  child as a whole, not just academically, but also socially and emotionally, to ignite the love for learning and reading, and to see the joy in a child when they realize they have been successful.

The new Resource Center South is now open and ready for business. Housed at the J.J. Rhoads Elementary School campus, the center supports community members from the Lincoln and James Madison school communities. Essentials such as healthy food, counseling, and medical help are now more accessible for those who need a place of support and respite, thanks to the Bond 2020 program.

“When communities are deprived of access to resources, like grocery stores, health care, job training, recreation, the results are a lower academic achievement in the classroom,” said Pamela Lear, deputy superintendent of Staff and Racial Equity. “Dallas ISD is determined to make a difference. We realized if we want all of our students to excel to the best of their abilities, we need the community’s help in filling those needs. The end result is this beautiful resource center.”

The center aims to provide services that fit the needs of its diverse community, including offering non-traditional working hours and evening programming. Visitors will enjoy safe public spaces with engaging sports and recreational activities, a podcast studio, art classes, summer camps, and academic workshops. To determine the community’s needs, Dallas ISD team members engaged residents through meetings, focus groups, and surveys.

“I’d like to encourage every single family to take full advantage of this incredible resource center because it is a direct response to the things you requested. This center was designed by you, and for you. The reward is great: It’ll be our children’s success, both in school and out of school,” said Sharon Quinn, deputy chief of the Racial Equity Office.

The resource center is located at 4401 S. Second Ave.(Bertrand Ave. Entrance).

School counselors have an enormous impact on students’ success, and their contributions are recognized and celebrated during National School Counseling Week, Feb. 5-9.  Counselors assist students in achieving academic success and career planning. Their roles include not simply guiding students academically, but also assisting them in effecting change and improving their overall well-being.  

A school counselor’s workday is never the same because each student has unique needs. This variety is one of the reasons why the job of a school counselor is one of the most fascinating and fulfilling careers in education. 

Here are a few ways to honor and support your school counselor: 

• Send a thank-you card. 
• Recognize a school counselor who has made an impact in the lives of their students. 
• Have a counselor discuss their experience and explain why they selected that career.

Dallas ISD is home to the largest STEM Expo in Texas and this year, it’s celebrating its 10th anniversary. The STEM Expo is more than simply a science fair, it also allows students to investigate, design, and create real-world science, technology, engineering and math activities and projects and brings together numerous district departments and campuses, as well as industry and academic partners. 

Crystal Alexander has been the woman behind the scene since planning started for the first STEM Expo, which took place in the spring of 2014. Alexander, who has worked for the district for 23 years, graduated from what is now the Marvin E. Robinson School of Business and Management at Yvonne A. Ewell Townview Center. 

She has worked as the STEM manager, STEM EXPO coordinator, and currently leads the math department. As a math manager, she helps develop and oversee the district’s Tier 1 K-12 mathematics curriculum, instructional framework, and assessment plan, as well as professional development for teachers and leaders. 

This year, Dallas ISD anticipates 5,000 to attend the STEM Expo, which began with 500 participants the first year. 

“Our participants often get enthusiastic when they see new exhibitions or get in touch early to volunteer or participate,” Alexander said. “The most positive comment is witnessing families come back year after year with more members.”

This is not only a student-focused event; educators, parents, community members, and other stakeholders can engage in more than 100 exciting activities and network with local academic partners in the area. Also, the Expo provides a showcase for the incredible programs that Dallas ISD offers, including our STEM and STEAM-focused programs, Career Institutes, Collegiate Academies, and Career and Technical Education Pathways, she said. 

Alexander anticipates that this year’s participants will be captivated and interested in STEM-related experiments and activities. 

“For the past 10 years, this has been an amazing opportunity and the greatest accomplishment of my career, being able to coordinate such an amazing event for the DFW community,” Alexander said. “It gives me great pleasure to continue the work and connect with campuses and leaders within the district, industry and academic partners, and DFW community members in providing an academic experience where our participants can create, build, and design while making connections to STEM-focused career fields and/or areas of study.” 

This year’s 2024 Expo will take place in the Kay Bailey Hutchison Convention Center from 9 a.m. to 3 p.m. on Saturday, Feb. 3. For additional information visit  2024 STEM EXPO 

Making sure that gifted and talented students not only have access to the program, but also have access to cutting-edge technology is something that Nahsechay Dipo, a Gifted and Talented program teacher at Julian T. Saldivar Elementary School, feels passionate about. She says that GT students need to be in an environment that not only challenges them, but maximizes their talents. 

She plays several roles in her campus, including being a DTR Ambassador, Student Choice advisor, student activities coach for chess and Destination Imagination, GT teacher mentor for two campuses, and a TEI Exemplary teacher.

Dipo has taken her work and research in the GT field to a national level. She was selected to present at the National Association of Black School Educators (NABSE) in New Orleans, which took place on Nov. 29 through Dec. 3 this past year. Her workshop was on the topic of “Rethinking Gifted Education: Cutting-Edge Technology for Enhanced Learning Acceleration.  

Dipo said she created a portal on the provision of services for gifted students and the inclusion of disruptive technologies such as artificial intelligence, virtual reality, mixed reality and augmented reality in the development and delivery of a curriculum that is futuristic and prepares students for the workplace–ensuring that gifted programs are implemented with fidelity to properly prepare students for the workforce. 

In fact, she is currently writing her doctoral dissertation on the use of cutting-edge technologies in the classroom to help to show growth with students.

Now in her 12th year of teaching for the district, Dipo believes that the things that students can create are endless. One of the benefits of a gifted and talented program is that it  provides that platform for you to be diverse in the projects with the children, according to Dipo. 

“I like them to discover who they are,” she said. 

For example, in her first year teaching GT, students built functional wind turbines. 

“I pushed them for that because that’s an industry that later they will be able to get work in,” Dipo said. “These were fifth-grade students who were struggling with their core classes, but they were given an opportunity to really show who they were and build the turbines.” 

Her students have also built bridges, studied genetically modified organisms (GMO) before they were commonplace in the market, have designed and built websites with avatars, and other projects. She currently has approximately 103 students in her GT program.

Dipo says presenting at the NABSE conference has been a blessing, as she has received numerous responses and positive feedback from attendees, many of whom were superintendents and principals. They shared about how beneficial her workshop was. She also received an out-of-state request to come and observe her classroom. 

One of the things that Dipo addressed in her presentation was about how disproportionate the provision of services are for children of color, throughout the country. Dipo says she thinks that’s part of why the government has instituted the Representation Index (RI), which is  a survey that measures how children of color are being served. She says it’s a significant situation that needs to be addressed within the United States. 

While Dipo says there’s still work to be done as far as equity in serving students of color,  it’s a good thing the conversation is taking place nationwide.

Dipo has some words of advice for parents and educators to help push the needle forward. She says it’s important for parents to be made aware of their rights when their child has been identified–to understand that once their child is identified that they are entitled to services. With regard to schools, Dipo says that GT needs to be a priority and that everyone understands that these services are not optional, and shouldn’t be skipped or overlooked.

She says because her background is Special Education and GT, she has worked at both ends of the spectrum. 

“Sometimes we see the disability but not the other ability of the child,” Dipo said. “And I think it’s the same thing with GT that we see a child who maybe has a  behavior problem in the class. It’s not that the child is a behavioral problem, it’s that he’s not being challenged in a way that’s got him engaged with what’s going on in the classroom.”

“Because there is an interest in what they’re doing and the skills that are innate within them, it is allowed to be manifested in a project based environment,” Dipo said. To learn more about Dipo’s research, click here for a video or to visit her classroom website, click here.