Staff News

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. 

John Fore, a functional living skills teacher at Young Women’s STEAM Academy at Balch Springs Middle School, can boast of many accomplishments, from being named a master teacher to being a two-time finalist for Dallas ISD’s Teacher of the Year. Now, he has added another accolade to the list: receiving the Association of Texas Professional Educators’ Special Services Educator of the Year award. 

The ATPE is the largest teacher association in the state. Each year, the organization recognizes educators in several categories for going above and beyond for student success. 

Fore’s award, which falls under the Charles Pickitt Educator of the Year Award category, recognizes ATPE members who demonstrate exceptional or innovative capabilities in their respective educational fields, and Fore said he is proud to be among this year’s recipients.

He has spent the past 20 years teaching in Dallas ISD and has another decade of teaching experience in other school communities. As a functional living skills teacher, he wears many hats, instructing his students in adaptive robotics, gardening, operating a campus cafe, connecting with international pen pals, cleaning, and more. 

“We give them all the skills that are needed for them to be successful,” Fore said. “The goal is to teach them independence. We try to think outside the box because our kids sometimes feel low social value and self-worth, so we also work hard to empower them and value them for who they are.”

The result is a classroom environment that Fore said feels like a “big family.” They even have an annual Thanksgiving dinner where they sit down and enjoy each other’s company, and Fore helps bake his students cakes to celebrate their birthdays. 

“It’s amazing to see my students come out of their shells each year and for them to feel successful in themselves,” Fore said. “When I do lessons, it’s all about how I can engage them and how I can build scaffolding to bridge to new learning.”

Fore and the other ATPE award recipients will be recognized at the 2023 ATPE Summit in Round Rock in July. To learn more about the awards or the ATPE, visit https://www.atpe.org/News-Media/ATPE-Blog/Announcing-ATPE-2023-award-recipients. 

W.H. Adamson High School Principal Stephanie Amaya has called Dallas ISD home for many years. Not only is she from Dallas and a proud product of Dallas ISD, but she has also been working in education since 2009 and has spent her entire career with the district, with the exception of one year.

She began her career at Stevens Park Elementary School as a bilingual kindergarten teacher and soon moved into leadership positions to continue transforming student lives. Prior to serving the community at W.H. Adamson High School, she served as principal at John Neely Bryan Elementary and the renamed Sylvia Mendez CREW Leadership Academy due to her track record with turnaround schools and increasing academic achievement.

Her deep commitment and dedication to the people and communities she is a part of contributed to her being awarded the Master Principal designation for the 2022-2023 school year. These designations are awarded annually to the top 10 percent of Dallas ISD principals, and Amaya said it is an honor to be among them.

What drew you to education? 

I grew up in poverty as an emergent bilingual, and through teachers who believed in me, I knew education was a way to live bigger dreams than I ever thought possible. 

What qualities make a great principal? 

Compassion, empathy, and support are crucial to a principal’s effectiveness and success. 

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

I believe in the words of Dr. Martin Luther King Jr., “The function of education is to teach one to think intensively and to think critically. Intelligence plus character—that is the goal of true education.” 

What inspires you about your position? 

Our teachers inspire me. They take so much on to help support our students. Seeing them give it all they have makes the rest of us work harder! 

Iván Medina is a fifth-grade math and science dual language teacher at Marcus Leadership Academy. A second-generation American whose parents emigrated from the small, rural town of Arroyo Seco, Queretaro, Mexico, Medina was born and reared in the Dallas area. He is the first member of his family to graduate from both high school and college. 

Medina holds a bachelor’s degree in business administration and a master of public affairs in education policy from The University of Texas at Austin. Medina is a highly effective, sixth-year veteran who has earned both the TEI Distinguished Teacher and Teacher Incentive Allotment Exemplary Teacher designations. 

Medina’s personal mission is to leave the world a better place and to empower others to dream the unimaginable.

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

Do not let work consume you because if you are running on empty, you will not be at your best to serve your students. Cherish your time outside of work, and seek out passions that provide you personal nourishment.

What is your best tip for classroom management?  

During the first week of school—or on the very first day, if you are feeling bold—develop a respect agreement in conjunction with your students in order to outline the expectations of all parties in relation to the learning environment. Not only does this process empower students, but it lays the foundation for a culture of accountability that will govern your classroom throughout the rest of the year. 

How do you build strong connections with students?  

I build strong connections with my students by learning all of their names on the first day of school, greeting them at the door, developing “secret” handshakes, attending their extracurricular events, and sharing my family’s backstory. I want my students to feel special, but I also want them to know that I have high behavioral and academic expectations of them. I’ve found that students really appreciate both. I also want them to be aware that I was once in their shoes and that my family experienced many of the struggles that their families go through on a daily basis. This transparency has always served to create a genuine connection not only with my students but also with the families that I have served in Dallas ISD.

What are your hopes for your students in the future?  

I hope my students have learned the importance of advocating for themselves and for those whose voices are suppressed in our society. Whether my students decide to continue their education at an institution of higher learning or enter the workforce immediately upon high school graduation, I hope that they do not settle and that they ultimately decide to pursue a path which fulfills them.

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

If I were not a teacher, I would be a small forward specializing in defense and three-point shooting for the Dallas Mavericks. I hear they could use one of those!

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

My superpower has to be my willingness to run through walls for my students. There isn’t a task that I am unwilling to tackle in order to ensure that my students receive the best service possible at my campus. Our schools and the systems that govern them are not perfect and they often present roadblocks that strain the relationship between our families and our education system. Our families deserve a school system that serves its diverse constituents with an equity-based mindset. But, when our systems fail our families, I have no problem exhausting all of my options in order to rectify the circumstances.

When Veronica Allen, director of Section 504 and Dyslexia Services, first became a dyslexia bilingual evaluator in Dallas ISD 15 years ago, the district did not have any dyslexia interventionists. Now, Allen is proud to say the department includes over 200 dyslexia interventionists and dyslexia evaluators thanks to their drive to develop leaders in the district. 

The entire team recently came together to celebrate the department’s growth and team members’ many accomplishments, including 149 currently employed certified Wilson dyslexia practitioners and 49 currently employed certified Wilson dyslexia therapists who have earned their certifications over the past few years due to the dyslexia interventionist expansion.

Allen said their impact on student success is clear, with about 6,300 students served by a dyslexia interventionist during the 2022-2023 school year.

“It’s very hard to find certified practitioners—therapists—when it comes to dyslexia,” Allen said. “That’s why we decided we were going to have to grow our own.”

Dallas ISD has also supported Dyslexia Services by the continuous partnership with SMU with the Learning Therapy Cohort to encourage team members to pursue their academic language practitioner certification. Due to the success of this partnership, Certified Academic Language Practitioners (CALPs) and Certified Academic Language Therapists (CALTs) were also individually recognized.

At the same time, Dyslexia Services has been creating a pipeline of in-house Wilson dyslexia trainers who are trained by Wilson Reading System, which Allen said is significant because they are experiencing less program turnover and more consistent outcomes. The team has also grown several educational diagnosticians on the dyslexia evaluation side to support Single Pathway dyslexia evaluations. 

“The growth all around has just been unbelievable,” Allen said. “Our students receive intense intervention for 180 minutes a week, and it’s because of that intervention and teaching students an Orton-Gillingham approach that we are seeing improvement.”

The department’s push to develop individual skill sets and pursue team member certifications has resulted in more employees being able to step into supervisory roles and earn promotions, which has contributed to the improved student support and outcomes. 

“We went all out to celebrate these years of progress,” Allen said. “It’s hard work, especially at the practitioner level and the therapist level. We wanted them to be recognized and to know that their hard work is visible and appreciated.”

Betty Glover, a talented and gifted teacher at Clara Oliver Elementary School, has dedicated 55 years to teaching in Dallas ISD, and she said she has loved every minute of transforming student lives and making memorable moments.  

Glover, who is originally from Marlin, Texas, and graduated from Texas Southern University in  Houston, moved to Dallas in the spring and got her first job in education as a substitute teacher. She worked as a fourth-grade teacher for about 12 years, and later became one of the first teachers in the Talented and Gifted Program in Dallas ISD. She even retired one month, only to return to teaching TAG at Judge Louis A. Bedford, Jr. Law Academy (previously Atwell), Lenore Kirk Hall Personalized Learning Academy in Oak Cliff, and at Oliver once again.

“My favorite memories are when I get a chance to see my students,” Glover said. “I have students from my first year teaching who still keep up with me and many from the TAG classes who call me often. I know about their successes and their families. Some of them are doctors and lawyers, and some became educators working here in the district.”

Over the years, Glover has seen many changes in Dallas ISD, including curriculum shifts and a focus on supporting students in small group settings. She has adapted to every change, leaving a legacy in her wake by mentoring countless teachers and even winning the district’s Teacher of the Year award in 1999. 

She also has a long history of volunteering service hours, including supporting an award-winning Elementary United Nations Program. The program’s goal was to take students to the next level through researching different resources, writing resolutions, and generally advancing their academic levels. She has volunteered as the sponsor of Odyssey of the Mind, Destination Imagination, the MLK Jr. Oratory Competition co-sponsored by Foley & Lardner LLP,  math contests, UIL, student council, and many more student programs for many years when  stipends were not given. It is her philosophy that education includes more than just reading, math, and writing. 

“The majority of those kids looked like me,” Glover said. “I think some people were surprised to see that when you push students to the best of their ability, they will excel way beyond their own expectations.” 

During her formative years, she credits Dallas ISD with providing excellent training to incoming teachers with an emphasis on curriculum mastery and teaching reading, which enabled Glover and other educators to accelerate their students’ learning. 

Her advice for new teachers is simple: “Take what you already know and add to it, and don’t be afraid to ask for help. If you see someone who knows something you cannot do, ask them for help, and find the people on campus that you admire for their successes in teaching and let that be your goal.”

While Glover understands that teaching can be challenging and requires dedication, patience, and passion, she wants everyone to know that it is all worthwhile.  

“I just love helping people, I really do,” Glover said. “I have a love for children and a passion for service, so that’s the number one thing. I really believe in giving people the best that I have to offer. The joy of my profession is that my daughter, Stephanie Smith, is also a career teacher with Dallas ISD.”

Scott Tatum, the principal at Henry W. Longfellow Career Exploration Academy, has spent 19 years in formal education, but he said his informal career has spanned over 26 years as a camp counselor, scout leader, and more.

Originally from Austin, he served as the head of theater at the McCallum Fine Arts Academy, an Austin ISD arts magnet high school, and as the executive director and head of school for AHB Community School, an independent K-8 school. 

Tatum’s graduate and doctoral research focused on gifted and talented arts education in selective admissions schools, and he said Dallas ISD’s choice school options, including Booker T. and Longfellow, have been great proving grounds for some of the most innovative school strategies in the country.

He transitioned to Dallas ISD when he was recruited to become the dean of arts at Booker T. Washington High School for the Performing and Visual Arts. This year marks his eighth year in Dallas ISD, during which he was awarded a Master Principal designation, which is given to the top 10 percent of Dallas ISD principals.

What drew you to education? 

Curiosity, helping others learn how to write and tell their story, and the endless energy of young people drew me to education. The ability for our work to change the lives and communities we inhabit keeps me in education.

What qualities make a great principal? 

Empathy for others. Curiosity on how to continuously improve. Trusting great teachers and professional team members to do the amazing work. The ability to build quick working relationships and partnerships with all types of families, employees, and community stakeholders.

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

Do what is right, not what is easy! I am also inspired by the Pablo Picasso quote, “All children are born artists, the problem is to remain an artist as we grow up.” 

What inspires you about your position? 

Dallas ISD sees a future where every child finds their best-fit educational scenario. Being a part of the work of creating these opportunities for students and communities is challenging, fulfilling, and creative work that reminds me of all the joy I found during my time as a student. A life of joyous learning and growth while focusing on a worthwhile mission is of utmost importance to me.

Libraries bring endless possibilities to enhance students’ lives. With that in mind, the Library and Media Services Department recently launched Project R.E.A.D, a library redesign initiative that incorporates research, exploration, application and design. 

This redesign initiative focuses on four student-centered zones tailored to campus focus and choice including print, audio, and digital formats. Over 80 school libraries are undergoing this redesign process. 

Students will be able to use library space to expand their interest in areas such as the arts and design, coding, using tools for digital broadcasts (such as podcasts), and to increase critical thinking skills through research and collaboration. 

This initiative will not replace libraries, as the intention is to enhance the services being offered.

“We are offering our students, staff and families the opportunity to adopt a future ready-minded program, in addition to the reading programs that we offer at Dallas ISD,” said Patricia Alvarado, director of Library Media Services. 

The library at the Yvonne A. Ewell Townview Center, where the Project R.E.A.D. launch was held last month, is already benefiting from a newly redesigned space. 

Brianna Martinez, an 11th grade student at Townview, said that the library provides her good material for her Advanced Placement classes that she’s able to use with her AP exams, and believes these resources will help her get into a top notch college. 

“We love the culture that has been created here and we look forward to many years of student learning in our schools and in our libraries,” Alvarado said. 

Among the supporters attending the launch was Chief Academic Officer Shannon Trejo, who said school libraries play pivotal roles in fostering literacy. 

“The evolving role of the school library has led us to become this central place for our school’s culture,” Trejo said. “By fostering a culture of literacy, supporting literacy instruction, promoting and creating and innovation and engaging families, we are empowering students to be successful academically.”

One of the key factors for school libraries is collaborating with teachers to be instructional partners in this work. This is something that Ida Escobedo, principal at Margaret B. Henderson Elementary School implements at her school.

Escobedo, who spoke at the launch, gave examples of how her school’s library not only promotes literacy, but it serves as a space to teach students things such as coding and robotics. 

For example, her school library opens at 7:30 a.m. and students from kinder to second grade use the space to work with Legos, which was grant funded. She describes it as opening a whole new world for the students.

Third and fourth graders at Henderson know how to use a 3D printer and children as young as pre-K learn coding skills, which prepares them to join the school’s robotics team when they are older. Henderson Elementary is part of the cohort of schools undergoing the redesign process. 

Another speaker at the launch was Sukhmani Nijjar, a 10th-grade student at Townview, who made a call to action on the importance of libraries.

“School libraries are not just a luxury but a necessity for the academic success of students,” said Nijjar.

Nijjar cited a study by the Colorado Department of Education that stated that students who have better funded libraries and access to librarians have high standardized reading test scores and a higher attendance rate. 

“Every Dallas ISD school deserves equitable access to libraries,” said Nijjar. “I urge all educational stakeholders to continue to prioritize the funding towards libraries so that every student can benefit from the valuable resources.” 

For more information about the Project R.E.A.D. initiative, visit www.dallasisd.org/projectread.

Working toward goals is an important part of life, personally and professionally, but achieving those goals can be challenging. Oftentimes, people focus on the end goal and try to power their way through to the finish line, but when milestones are missed or old habits prove hard to break, they find themselves moving backward instead of forward. 

According to the Mayo Clinic, long term success requires changing your focus from mustering up willpower to setting clear goals, practicing positivity, appreciating the journey, adopting a growth mindset and celebrating along the way. 

Set clear goals. Lasting change does not happen overnight, so start with smaller daily goals and build your way up from there. For example, if you want to be more active, park farther away from your office or the grocery store, or if you want to eat healthier, aim to pack a lunch one day a week. Adjust your goals as needed, and aim to incorporate activities you enjoy to increase your motivation.

Practice positivity. Your mind has a powerful effect on your behavior, so pay attention to how you are thinking and talking to yourself about your goals. Encourage and affirm yourself, and ensure that you believe in your ability to reach your goals. If you doubt that you can achieve a goal, set a smaller one and boost your confidence before moving to a more challenging milestone. 

Appreciate the journey. What is it you enjoy about your new habit or behavior? Be mindful and take time to notice the beauty of the sky when you get up each morning or how much you benefited from a conversation with your exercise partner. As you find a renewed appreciation for your habits, layer those moments that bring you joy into your future plans to keep you motivated.

Adopt a growth mindset. Mastery begins with setbacks and failures, so when you inevitably face challenges, look at them as opportunities to grow and adapt. Instead of beating yourself up when something goes wrong, ask yourself what that moment taught you or how you could be flexible and do better next time. 

Celebrate along the way. Success creates momentum, so be intentional about honoring each step forward, no matter how big or small it may be. By doing so, you will feel more empowered, purposeful and proud when approaching your next obstacle.

If you need additional support, help is available through Dallas ISD’s Employee Assistance Program by LifeWorks. The confidential, secure platform has countless resources available online for free. From 24/7 on-call counselors to practical tips on subjects like managing your budget, identifying anxiety in children and pursuing work-life balance, team members can find what they need, when they need it. 

Reach out to LifeWorks at (972) 925-4000, or visit www.dallasisd.org/benefits and click on Benefits Resources to access online EAP information. Positive change is available to everyone, so do not hesitate to get the resources you need.

Source: Mayo Clinic

Ebony Garrett is a third-grade math and science teacher at Umphrey Lee Elementary School. She believes educating students, colleagues, and families is essential to establish a community of support for students so they can succeed inside and outside the classroom. 

She has a bachelor’s degree from Texas Woman’s University and recently earned her master’s degree in public administration from the University of North Texas at Dallas. Earning the Distinguished Teacher designation was a significant accomplishment, and she is proud to serve her community and the school that she attended as a child. Her education, exposure, and experience at Umphrey Lee shaped her into the educator she is today.  

Garrett has nearly 13 years of teaching experience and ignites learning through a rich and engaging classroom culture. Her goal is to build relationships and ensure that learning is rewarding, rigorous, and connected to real-world experiences.

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

Building lifelong learners starts with creating a safe place for them to learn and make mistakes free from judgment. 

What is your best tip for classroom management?  

Establishing relationships with the students and parents while also ensuring all expectations are clear is an essential part of classroom management. 

How do you build strong connections with students?  

I build strong connections with the students I serve through finding shared interests and turning our interests into an engaging academic lesson.  

What are your hopes for your students in the future?  

My hope is that I’m creating lifelong learners who can problem solve, lead by example, and be change agents for those coming behind them!

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

I would have my own student center for students who need extra help outside of the school setting. 

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

I would say that my superpower is being able to find a way to connect almost any of my students’ interests to an academic lesson that is engaging.