Staff News

Bobby Bailey, instructional lead teacher and sixth-grade math teacher at Billy Earl Dade Middle School, joined Dallas ISD in 2011. A “proud product of Dallas ISD,” he was born and raised in Dallas and attended Dallas ISD schools from kindergarten through 12th grade, graduating from David W. Carter High School. Bailey earned his bachelor of arts degree from Huston-Tillotson University in Austin.

As a 12-year veteran teacher, he has served at four elementary and middle schools in various leadership roles. He holds the responsibilities of sixth-grade math lead, instructional lead teacher, mentor teacher, sixth-grade representative on the Discipline Committee, head football coach, head basketball coach, and TEI campus expert. 

His goal is to foster productive citizens and allow God to guide his steps. He is grateful to give back to the students, schools, and district. Above all, his greatest return is to invest in Dallas ISD, the district that cultivated who he is today!

What is some advice you wish you had received when you were starting out as a teacher?  

The advice I wish someone would have told me is to measure a successful school year not based on test scores but the growth of my students’ character and academics.

What is your best tip for classroom management?  

The best tip I have for classroom management is to establish class rules, expectations, and allow for student leadership in your class. Once students feel a sense of responsibility they also help manage the class.

How do you build strong connections with students?  

I build strong connections with students by speaking to them every day, hosting circle time with my class where we share stories about things outside of school, and attending students’ extracurricular activities outside of school hours. I always try to make myself relatable to my students. I take myself back to their age so I can see things from their point of view.

What are your hopes for your students in the future?  

My hope is that my students in the future are able to live a productive life with a healthy balance based on the education they received. My hope is that they are able to show good character and make a difference in this world. I want my students to be culturally diverse. 

If you were not a teacher, what would you be doing instead?  

If I was not a teacher, I would be working for the Dallas Mavericks as a front office executive. 

What do you consider to be your superpower as a teacher? 

My superpower as a teacher would be having the ability to prick the hearts and minds of the toughest students to teach and giving them the confidence to work hard each day in class.

Annual Benefits Enrollment for 2023-2024 starts July 10 and runs through Aug. 17 and the Benefits Overview Guide with details on the benefits you’ll be able to choose from is now available. 

To find the guide, click here, and to get additional information about benefits, visit dallasisd.org/benefits. Look for more information coming soon.

In addition to these tools, the Benefits Department will hold virtual meetings to go over the 2023-2024 benefits and answer questions. Register for one or more of these sessions by using this form. A meeting link will be sent to you prior to the meeting. 

If you need some help or have any questions about your benefits please book an appointment with the Benefits Department by clicking here.

Questions or need help? If you have questions or need assistance, call the Benefits Call Center at (972) 925-4000. English- and Spanish-speaking representatives can assist you on weekdays from 7:30 a.m. to 5:30 p.m.

Thousands of team members have called Dallas ISD home for years, even decades, and the district is recognizing their commitment to the community through the Service Recognition Award program. Skyline High School’s Diane Johnson is among the recipients, proudly celebrating her 53rd year of service with Dallas ISD. 

Johnson started her teaching career in 1968 with a third-grade class at James A. Garfield Elementary School in Washington, D.C. After her husband completed his military duty, he returned to Bishop College in Dallas to finish his college career, and she moved with him. While working at Bishop College in accounts payable, she was encouraged by a professor at the college to apply for a teaching position in Dallas ISD.

In 1969, she began teaching at Boude Storey Middle School and was later transferred to W.W. Samuell High School. In 1971, she was required to resign because she was pregnant, but she returned to teaching at Dr. L.G. Pinkston Sr. High School in August 1972 as a teacher, coach, and sponsor of many other activities for 33 years. 

How have you seen the district change from when you started until now?  

I witnessed the deaths of Martin Luther King Jr. and Robert Kennedy and all the historical events of D.C. during this period. I personally met Robert Kennedy and some of his children. The events of this period shaped my passion for teaching, and to this day, I try to give my students the best that I have.

What has inspired you to continue calling Dallas ISD home? 

I start each year with this message, “If you want to make a difference, start with the man in the mirror,” and end the year with, “Each one, teach one!” They are old cliches, but they work for me.

What is one of your favorite memories from your time in the district? 

While I was teaching at L.G. Pinkston, I met a student who was in my homeroom for four years. After the student graduated in 1976, the student started sending me a Mother’s Day card until 2004, when the student started sending a bouquet of flowers and has kept sending flowers to this day. 

I never knew why or what I did or said that was worthy of these accolades. But it reminds me, as a teacher, I must always be careful about what I say or do in the presence of students. As a teacher, you can never know what may touch the life of a student.

Laura Trevino teaches eighth-grade English language arts at W.E. Greiner Exploratory Arts Academy. She is an educator by accident and a writer by trade. Through an education posting in Kazakhstan with the Peace Corps, Trevino learned what teaching was all about and fell in love with the transformative power of education. 

After her tour in the Peace Corps, Trevino worked with AmeriCorps to train Texas teaching fellows to impact their students with the nonprofit Citizen Schools. Trevino knew she belonged in the classroom and became a certified Texas teacher. 

Eight years later, she has no plans to leave teaching behind but extends her reach beyond the classroom, including educator assessment writing with the Texas Education Agency and Pearson. She holds a bachelor of arts degree from Madonna University and a master of curriculum and instruction from The University of Texas at Arlington.

What is some advice you wish you had received when you were starting out as a teacher?  

This isn’t a job where perfection is possible. Doing this work well requires flexibility, reflection, and the ability to refine what you are doing. Let go of the idea of perfection and embrace the idea of being a lifelong learner.

What is your best tip for classroom management?  

Get them out of their seats! Remember, their brains aren’t fully developed until well after their formal public education ends. It’s hard for adults to sit in seats all day—so we should plan intentionally to have rigorous work and high expectations, all while ensuring students have opportunities to talk to one another and engage with materials in ways that require movement.

How do you build strong connections with students?  

It’s all about striking a balance between humor and humility. Laugh with your students, including at your own imperfections. By modeling mistakes and adjustments in real-time, you empower them to do the same. Additionally, let your students be their authentic selves, use nicknames, show interest in their hobbies, and attend their concerts occasionally. Teenagers thrive when they feel seen and truly known.

What are your hopes for your students in the future?  

My incredible students are unique individuals, and I don’t want to burden them with specific expectations. Instead, I hope they remain curious about the world and continue pursuing their passions. In my opinion, the true key to success lies in perpetual learning and growth in the direction that inspires them. I am genuinely excited to witness their future accomplishments!

If you were not a teacher, what would you be doing instead?  

If I weren’t teaching, I can’t imagine a career that wouldn’t involve working with students in some capacity. They are the reason I adore this profession, and any other path I might have chosen would have to allow me to make a positive impact on our youth.

What do you consider to be your superpower as a teacher? 

If I had to choose a superpower, I would say that I have the ability to distill complex concepts and provide powerful rationales that resonate with my students. Whether it’s explaining why Frederick Douglass’ legacy still matters today or why the bell schedule had to be extended on C days, I excel at giving my students meaningful insights and sparking their curiosity about the world around them.

Some Dallas ISD students recently got a big surprise of new shoes and socks thanks to a donation from Nashville-based Soles4Souls, and several district team members who have been heroes to the Homeless Education Program got a big surprise thank you also thanks to the organization. 

Soles4Souls donated 1,500 pairs of shoes and 3,000 pairs of socks for homeless students. Thanks to their partnership with the Coach brand, the organization also brought a donation of hundreds of new Coach purses, wallets, backpacks, passport holders and other items for an appreciation event to which 500 team members were invited. 

“We were able to invite up to 500 staff members to come and “shop” at a pop-up Coach store at Frazier House for free,” Homeless Education Program Director Ashley Marshall said of the Recognizing Dallas ISD Heroes event.  “The event was to show appreciation to central and campus staff that go above and beyond to help our homeless students.”

Team members were able to choose a large item (purse, backpack, etc.) and a small item (wallet, passport holder, etc.) from tables set up for the event. Those invited to participate went the extra mile for the district’s homeless students and the program by organizing supply and clothing drives, providing services and resources and more. 

“We were super excited to be able to give back to district employees with this partnership,” Marshall said. 

The Homeless Education Program helps students who are considered homeless enroll immediately, receive transportation as appropriate, and refers them to services as needed. If you or someone you know is experiencing a homeless crisis, please call 1-888-411-6802 (Homeless Crisis Hot Line). In the event of an emergency, please call 911.

To learn more about HEP and how you can help, visit the program’s page.

Students at Walnut Hill International Leadership Academy are learning Mandarin Chinese, the most spoken language in the world, thanks to their teacher, Ping Song. Approximately 1.4 billion of the population speak Chinese, and Song says that learning Chinese, along with English and Spanish, will allow her students to connect and collaborate with over half the global population. 

Many of the students taking Chinese, who range in age from 4 to 14, already speak English and Spanish, and are now working on acquiring their third language. Walnut Hill Academy is also the only school in the district that offers Chinese language instruction at the elementary grades. 

Song, who began her teaching journey in the United States in 2019, after pursuing a second master’s degree in teaching a foreign language, describes her work as a calling and a mission to bring people from different cultures together. 

In China, she had worked as an English teacher at a comprehensive medical school, where she had previously volunteered as an English language interpreter for foreign doctors from Israel. 

Through her work and experience, she is not only expanding her students’ horizons, but also making an impact on parents. 

“To teach Chinese to non-Chinese speakers is such an enriching experience,” said Song. “I am very passionate about teaching and about making these connections with my students and their families.”

With students and parents calling her “maestra,” which means teacher in Spanish, Song is also learning words in Spanish through her students. 

Every day, Song’s students take turns being the morning greeter, as their classmates are walking in. They have to say “hello, please come in” in Chinese. Some of the parents have picked up on this and greet her in Chinese, as well, which pleasantly surprises Song. 

“As a teacher, I just feel so motivated, seeing my students with their smiling faces and their genuine curiosity to learn,” Song said. “They might be the first one in their family or even community to have this opportunity to learn Chinese, and they, in turn, could share this knowledge with others.”

“It’s not only about teaching and learning a language, but it’s about building and understanding culture,” said Song. 

Song also shares with her students traditions, such as Chinese New Year or the use of chopsticks and the culture behind them. For example, Song takes out one chopstick and asks the students if it’s easy to bend it, and the students reply “yes.” 

She keeps adding two and then three, demonstrating to the students that it’s getting harder. After she has several chopsticks, she once again asks the students if she can break them easily and they reply “no.” 

“The Chinese use this to teach that unity is strength, and together we are stronger,” she said. Song also believes that this metaphor of unity represents the community at  Walnut Hill that persevered after a tornado destroyed the original school in 2019. 

Earlier this year, a ribbon cutting was held to unveil the new 118,00 square foot campus, which replaced Walnut Hill Elementary and Cary Middle Schools. 

Beyond culture and communication, Song also teaches her students important skills in Chinese. For example, she asks her students what number they would call if there was an emergency, and the students say “911” in Chinese. They learn all the numbers in Chinese and Song applies these lessons to real world experiences. 

Philip Meaker, principal at Walnut Hill, describes Song as a teacher who is passionate about teaching students Chinese and who also makes learning fun for them.

“We put international in our school’s name to show how vital we feel it is for our students to be well rounded and prepared for the next level culturally and linguistically. Ms. Song is critical in making this a reality,” Meaker said. 

For Sandy Peatrowsky, a deaf/hard of hearing itinerant teacher, no day looks the same. She visits up to five schools per day to work with an average of 16 students per week across most grade levels, catering lesson plans and activities to each individual’s needs. 

During her visits, communication is a regular theme, whether it be related to vocabulary, auditory memory, or self-advocacy. 

“For a student who does not have hearing aids or hearing loss, they will hear a word 100 times, but my student might only hear it 50 times,” Peatrowsky said. “We do a lot of work so that when they hear something, they’ll be able to remember it more easily and keep up with their peers.”

In her 10 years of teaching at Dallas ISD, Peatrowsky said she has enjoyed building relationships with her students and their families. Those connections are so positive that she will get calls from them even after they graduate from her roster because they recognize her expertise. 

“I had one student who went to high school and had no schedule,” Peatrowsky said. “He didn’t know what to do, so he contacted me because he knew that I could put him in touch with the people that could fix that.”

She said she also enjoys seeing the daily transformations that her students experience. For example, one student who has multiple disabilities recently received a donated iPad, which gave her access to activities she was not physically able to do otherwise. Peatrowsky watched the student take charge and begin making requests overnight.

“She is amazing and just so bright,” Peatrowsky said. “The iPads given by a school cannot go home with students, but this one was donated, so it goes home with her and comes back. They can use it on the bus, and it has been so much fun to see her engaging more. Being able to do that for her has been awesome.”

While finding individual solutions can be difficult, Peatrowsky said she appreciates the endless opportunities to solve problems that her job brings. Over the years, her students and peers have come to know her not only for her commitment to student success, but also for her positivity and creativity. 

“Since my work is mostly one on one, I get to really focus on what that child’s gaps are because of their hearing loss and figure out how we are going to close those gaps while still having fun,” Peatrowsky said. “I work with the best people, and I love my students, so that makes it really easy to be positive and look forward to my job.” 

Financial stress can have a huge effect on people’s overall health and well-being. Especially during uncertain times, it is important to assess your finances and determine the areas where you have control to ease your overall anxiety. 

Check out the following tips to get started today. 

1. Don’t panic. Take a deep breath and remind yourself that you are capable and resilient. Instead of making impulsive decisions, meet with a trusted financial advisor or planner before making big decisions to sell assets or transfer money to different accounts. If you do not have a financial advisor, make sure to do your research or find an advisor who is a certified financial planner. 
2. Track your spending. If you do not already have a budget, set one up so you can track your spending and cut back as needed. Keep an eye on how much you spend on things like takeout, media subscriptions, or entertainment. Any money you have leftover can go toward building an emergency fund or paying off debt. 
3. Communicate with creditors. If you are struggling to pay bills, do not avoid contacting your creditors to let them know your situation. Ask if they offer alternate payment plans, lowered interest rates, and/or payment deferrals. Most creditors will do their best to work with you. 
4. Rely on your network. Simply expressing your concerns to a friend or family member can help ease your mind. They may even have suggestions or tips to help you manage your financial situation moving forward. If your stress is affecting your focus and productivity, you can also talk with your manager to brainstorm potential solutions and take back more control. 
5. Use all your resources. Government agencies, food pantries, and local community organizations can provide support if you are struggling with housing, food, utility, medical, or other bills. 

Do not hesitate to ask for help. You are not alone, and there are countless resources available to you. Dallas ISD’s Employee Assistance Program by LifeWorks is one of them. The confidential, secure online platform has on-call counselors available 24 hours a day, as well as practical tips on subjects like avoiding family conflict, managing your finances, and more. 

Reach out to LifeWorks at (972) 925-4000, or visit www.dallasisd.org/benefits and click on Benefits Resources to access online EAP information.

*Source: LifeWorks 

Arnoldo Zuñiga, the principal at the School for the Talented and Gifted at Yvonne A. Ewell Townview Center, has worked in education for 19 years. Originally from El Paso, Texas, he decided to apply for Dallas ISD’s Alternative Certification Program in 2004 to fill the need for bilingual teachers and has been in the district ever since. 

Zuñiga has gone above and beyond to transform student lives ever since and recently joined more than 20 Dallas ISD principals in being awarded the Master Principal designation for the 2022-2023 school year. 

The awards are part of the Theory of Action, which governs how Dallas ISD makes decisions that ultimately impact student achievement. The criteria used are the School Effectiveness Index, State of Texas Assessments of Academic Readiness/EOC Domain 1, and campus climate data. Zuñiga said he was honored to be recognized and appreciates the opportunities he has received to help students graduate college and career ready.

What drew you to education? 

I always had the desire to teach, so when I saw the ad for the Dallas ISD Alternative Certification Program, I knew it was time for me to start my career as a teacher to give back and help students that came from the same backgrounds as myself.

What qualities make a great principal? 

Developing relationships with students, parents, team members, and the entire school community is crucial to success. Principals also need a commitment to achieving performance outcomes for all students regardless of background and advocating for student equity.

What is your educational philosophy or a motto by which you work? 

A good leader takes a little more of his share of the blame and a little less of his share of the credit.

What inspires you about your position? 

I have always been inspired by watching students graduate, not only from high school, but from college as well, and knowing I had a small part in their success.

When the University of North Texas began offering free virtual music classes to Dallas ISD, schools like James Madison High School, was one of the schools who saw immediate results.

“I saw leaps and bound with the students,” said Andrea Diggs, choral director at Madison. 

The Virtual Private Music Lessons program began last fall, offering a one-on-one 30-minute session per week to each participating student. The  lessons, taught by UNT graduate students and faculty members, are offered via an online platform and an iPad supplied by the district. 

In Madison High School’s case, the school hadn’t had a choral program in 10 years, and most of the students were new to choir, with the exception of those who had some choir experience in middle school. During the virtual lessons, students either worked on a song assigned by their teacher or on their repertoire. 

Being able to have the private lessons added to the foundation Diggs was laying—having a good singing technique, and teaching the students how to read music, and how to blend within a choir. 

Diggs attributes part of their successful year to the lessons, as they  received superior and excellent ratings in both concert and sight reading during UIL competitions. Four of the nine students who competed advanced to the state level. 

“The voice lessons played an important role in making that happen,” said Diggs. 

According to Casey Goldman, associate director for Community Outreach and Collaboration at the College of Music at UNT, over 10,000 free lessons have been collaboratively provided through the Virtual Private Music Lessons program with Dallas ISD.

“It aligns with the clarion call of educating all students for success while helping to fulfill the UNT College of Music’s mission by serving our diverse musical culture with excellence, integrity, and imagination,” said Goldman. 

Goldman also says that it’s fitting the program supports the ongoing successes of Dallas ISD music students as the district realizes its vision of becoming the best school district in the United States.

In April, UNT hosted a high school showcase, where they invited teachers, parents and students to get a firsthand look about how the program worked. Attendees had the opportunity to ask questions and see performances. 

Marc Cervantes, band director for L.G. Pinkston High School, said students must have the foundation to be able to play an instrument to fully benefit from the program. Whether you’re an experienced musician or just starting out, private lessons can help you become a better musician, he said.

“This program helps our students get the opportunities they wouldn’t have otherwise to receive private lessons at no cost to the school,” said Cervantes. 

Cervantes, who has approximately 30 students in the band program at Pinkston, said that he has seen great improvements in his students due to the lessons.

For example, there was a clarinet player that one could barely hear when she played her instrument, but after some lessons, she was able to project more.

He also said that one of the benefits is that students are able to receive lessons from a specialist in their instrument. For example, trumpet players are taking lessons from a trumpet player. 

Some of Cervantes’ students who were graduating this year, were also able to take what they learned in their lessons and apply it to their audition music for college. 

One of the biggest takeaways, Cervantes said, is that it’s helping the students overcome their fear of asking for help. 

“Not only does the program help them become better musicians, but they also are learning to advocate for themselves—a life skill that will help them in the future,” he said.

The free virtual music lessons will continue next school year. To learn more about the program, email kmccloskey@dallasisd.org.