Campus Staff News

Alternative Certification interns could be eligible for reimbursement of their program fees if currently enrolled in an Educator Preparation Program.                                                

The Alternative Certification reimbursement incentive is designed to support teachers during the 2023-2024 school year, and those who are eligible could be reimbursed up to $4,000 contingent on fund availability and approval by Human Capital Management. This reimbursement does not apply to the district’s Alternative Certification program interns, whose tuition and fees have been waived. The deadline to submit for reimbursement is May 31, 2024.

To be eligible for the reimbursement:

• You must be a teacher during the 2023-2024 school year.
• Your intern or probationary certificate must be posted on the Texas Education Agency (TEA) website no earlier than January 2023.
• You must submit an official statement from your Alternative Certification program reflecting fees incurred and paid during the 2023-2024 school year. 

Please click here for instructions on how to submit your official statement and click here to sign up for an Alternative Certification Reimbursement information session.

For additional questions or concerns contact (972) 925-4260 or certification@dallasisd.org. 

The search for Dallas’ new poet laureate is underway, and one of Dallas ISD’s talented wordsmiths could be chosen. You just need to apply. 

Every two years, Dallas chooses a poet laureate to help encourage greater literacy awareness, according to the Dallas Public Library’s website. The current poet laureate, Joaquin Zihuatanejo, is a product of Dallas ISD, having graduated from Woodrow Wilson High School. This next poet laureate will hold the post starting in April 2024 through March 2026.

The Dallas Public Library, the City of Dallas’ Office of Arts and Culture, and Deep Vellum Bookstore & Publishing Company began the program in 2022, which means this is only the second time the search for a poet laureate for the city takes place. 

The Dallas Public Library’s website describes the poet laureate role as one of a liaison, advocate, and leader who inspires the diverse residents of Dallas to read, write, perform and appreciate the written and spoken word. Part of the poet laureate’s duties includes serving as an ambassador by presenting original poems at community events and ceremonies throughout the city of Dallas. The chosen poet will also hold artist-in-residence office hours at the Erik Jonsson Central Library located in downtown Dallas.

Some of the perks of being the poet laureate is receiving an honorarium of $20,000 during the two-year term, as well as a $2,000 advance with Deep Vellum to publish a full-length collection of original poetry. If you’d like to learn more and apply, visit https://dallaslibrary2.org/poetry/poetlaureate_guidelines.php.

As Dallas celebrates America Recycles Day, Nov. 15, the district continues to increase its recycling efforts in schools and other facilities. In the last five years alone, recycling in the district has increased from 12 percent to over 17 percent, according to Bryant Shaw, manager of the Energy and Sustainability Department. Since 2017, the district has also had a 52% decrease in trash going to the landfill. 

In 2015, Dallas ISD replaced the polystyrene trays with compostable plates in the cafeterias, and Shaw said the district hopes to add compostable trash bags and utensils by 2027. 

Dallas ISD is making progress to match national recycling numbers, which, according ot the Environmental Protection Agency, has increased 32 percent from 7 percent in 1960.

Many schools throughout the district get their students engaged by participating in learning activities and clubs that promote recycling. 

“Some schools have a second generation of families participating—the parents participated in recycling when they were in school and taught their children about recycling. Now their kids are practicing this in the schools,” Shaw said. 

If you’re interested in starting a recycling program at your school, you can find that information at the district’s Energy and Sustainability Department page here. It also includes online training, frequently asked questions, a recycling checklist, among other resources. 

The EPA also offers free online tools for schools and parents such as packing a waste free lunch to science fair activities centered around recycling, just to name a few. You can access these resources here. 

Whether at schools or at home, we can all do our part to protect the environment and recycle. If you need a recycling roll cart or need one replaced, you can request one via the City of Dallas’ Department of Sanitation Services, by accessing their page here. 

According to the EPA, some of the things we can do at home include: learning to compost at home; having a yard sale to find homes for clothes, toys, appliances, and books that you no longer need; using old newspapers to wrap fragile materials when moving; and buying reusable mops, rags and sponges when cleaning. 

To learn more about recycling, the EPA has extensive tools online at  https://www.epa.gov/recycle. 

In the more than 20 years Yatta Johnson—a licensed mental health clinician—has worked as a school psychologist, she has played many roles but perhaps none more crucial as the one she has now at Emmett J. Conrad High School. Every day, she connects with students, guides them through difficult times and helps them better understand themselves and others.

Johnson is one of several school psychologists in Dallas ISD, and thousands throughout the country, whose work is celebrated and highlighted through Nov. 10 during National School Psychology Week.

“I’m a non-traditional school psychologist because my degree is in mental health counseling psychology and clinical psychology,” said Johnson, who is originally from Dallas and returned 23 years ago after obtaining her degrees to work in a school setting.

She is proud to be part of Dallas ISD’s Mental Health Services because the district takes an innovative approach to student mental health and is at the forefront of providing services, she said. More traditional school psychologist roles entail evaluating students for special education services or learning disabilities, serving in committees, and sitting in on ARD meetings.

“You might do a little counseling, but you don’t really get to interact with the general student population,” she said. “At Conrad, I get to work with students on anxiety, depression, help offer support, conduct suicide risk assessment, screen for potential risk of violence, assist with identifying student interventions and best ways to help stabilize students in crisis. I also provide resources to parents and assist with safety plans. I focus on helping students make good choices.”

As a school-based clinician first at H. Grady Spruce High School and now at Conrad, Johnson said she works as part of a team with the academic counselor and other team members to make sure students have the tools necessary to be successful. In her second year at Conrad, she also gets referrals from students she has been able to help.

“The need is great,” she said. “We have made mental health services very accessible. Parents can get on the website and indicate a need. Students can talk to a teacher or the school counselor, who then reaches out to me, or students themselves will come to me once they know who I am.”

If the student is under 18, parents are contacted before services are provided, and Johnson works on individual plans to address the issue at school and at home. While she does not provide long-term services, she can refer students and families to one of the district’s 13 Youth and Family Centers or community partners for additional support.

“The benefit of me being in the school all the time is that I can intervene if a student is having a panic attack or help de-escalate a problem,” she said.

She knows that she is making a difference when students tell her that the breathing exercises she taught them to deal with stress or anger are working or when they seek her out to share exciting news or just to talk.

“That’s rewarding,” she said. “I know I have helped my students by giving them the skills to be the best version of themselves, to help them make better choices, and to graduate college, career, and life ready!”

Reading is fundamental is more than a slogan to Marissa Tavallaee, principal at Jesús Moroles Expressive Arts Vanguard. She has made literacy and reading—among students and team members—a central part of the school’s identity.

Not only do teachers in third through eighth grade incorporate novel studies into their TEKS-based lessons to encourage reading and schedule reading time, but Tavallaee sets aside between $7,000 and $8,000 of her school budget to buy each student a grade-appropriate book to take home.

“It’s a unifying feeling because no matter where you come from, you get to take a book home for yourself,” she said and pointed out that studies show children who have their own books at home read at higher levels. “The more kids read, the better off they are in every subject and better at communicating in general.”

She said teachers have embraced the novel studies and incorporate 15-20 minutes a week for independent reading time to the weekly learning schedule so students can read for pleasure, often in the school’s courtyard when the weather is nice. To make their reading time more fun, they are routinely joined by the school’s pet bearded dragon.

In her years as a teacher, assistant principal and principal, Tavallaee has confirmed that reading helps students develop critical thinking skills and helps them understand other people’s perceptions.

“It makes them well-rounded individuals and prepares them to face any challenges they may encounter,” she said.

In addition to reading, Tavallaee also has a passion for leading and working with teachers to help them help students succeed. She found her passion in pushing and supporting students and teachers as an AP chemistry teacher before coming to Dallas ISD. She then joined the district as an assistant principal at Raúl Quintanilla Sr. Middle School before becoming principal at Moroles.

“I think it’s a balance of being lovingly strict and warm and fuzzy while holding them to high expectations,” she said. “I want kids to be pushed and want them to be ready for the future.”

Because of the principal’s support of literacy, the school’s team members are also big into reading, so much so that Tavallaee started a book club for employees last year. With about 10 participating, it was so successful that they continued it this school year. Each person gets to pick a book to read, and the group meets monthly in the library to discuss them.

The book club, along with other activities, have created a sense of camaraderie and make team members excited to come to work, Tavallaee said. Seeing adults excited about reading also shows students that it’s an important activity.

“A mentor told me once, ‘If you don’t have time to read, you don’t have time to lead,’” she said. “It’s true. If you can’t read, you can’t do anything else. Reading in the book club has helped me be a better leader.”

The emphasis on reading throughout the school has paid off in many ways. Results for reading at the tested grade levels surpass those of the district and other schools in the vertical team at the approaches, meets and masters levels.

“We have seen a major decrease in bullying,” she said. “I think it has to do with students being more entertained by books than by social media. If you go to the cafeteria, you can see students reading during lunch. For them, going to the library is a big deal.”

In addition to fewer discipline issues, the school has seen an improvement in student surveys, especially in the areas of trust and enjoyment—70% of students have said they have someone on campus they can trust and feel comfortable to go to, Tavallaee said.

“My passion and my desire to want to help come through,” she said. “I want to make an impact on students and teachers and create an environment where people thrive, enjoy coming to work, and want to come to school.”

Dallas ISD team members deserve to be praised for their Core 4 spirit as they demonstrate what being focused, flexible, fast and friendly means in their everyday interactions. If your central administration department has been doing regular recognitions, please nominate those you celebrated for a central-wide recognition by completing this form. 

A committee will look at the nominations and choose a central administration champion for the quarter for each of the four tenets. We’ll be asking for nominations again in a few months. Those who are recognized will receive a bag with Core 4 items and the opportunity to park in the Core 4 Champions spot at the Linus D. Wright Dallas ISD Administration Building. 

Recognizing team members in your department is part of the Core 4 experience.

For Brandi Epps, a lead instructional specialist, creating student opportunities means being fast, focused, flexible, and friendly every day. She and her team of five specialists serve kindergarten through second-grade classrooms in the South Oak Cliff area, and together, they are making a lasting impact on teachers and students alike.

Being an instructional specialist means providing teachers with the tools they need to increase their classroom efficacy, whether that is through coaching, lesson modeling, or curriculum implementation. Since January 2023, it has also meant bringing additional small group instruction to students.

Epps said her team’s responsibilities were expanded in response to district goals to help second-grade students who “were falling significantly behind their peers” according to their MAP data. They were able to work with those students from January through the end of the 2022-2023 school year, and Epps said the results spoke for themselves.

“We could see just how integral our roles were when it came to the students’ increased success,” Epps said. “Our roles have now been reimagined to include small group support to Tier 2 students as the district intends to keep moving the needle with these students. I’m glad I get to have a direct hand in the success of our second-grade students in addition to supporting our teachers.” 

Epps’ passion for making memorable moments and transforming students’ lives started early, as she grew up watching her grandmother teach in Dallas ISD for over 30 years. Epps went on to receive her degree in education and then to serve as a teacher and an instructional coach in other districts before returning home to Dallas. 

Her dedication to the district’s mission of educating all students for success as well as her commitment to delivering unwavering Core 4 customer service have been applauded by district leaders, including Shanieka Christmas-McDonald, principal at H.I. Holland Elementary School at Lisbon. 

“Ms. Epps exemplifies the Core 4 tenets every day at Holland,” Christmas-McDonald said. “She is always focused on improving the quality of instruction for our students. Her turnaround time for requests and supporting areas of opportunity is 24 hours or less. Ms. Epps differentiates her approach based on the request and need of each individual teacher, and she provides rationale for all feedback and the impact it will have for the scholar and the teacher. She is an effective communicator who is always friendly and professional in her delivery. Ms. Epps is a pleasure to work with and is truly positively impacting the educational experience for our students and teachers at Holland.”

The Beat has interviewed Master Teachers across the district to share their stories and introspections about their careers, including tips for teaching. Meet Master Teacher Brent Voorhees.

Brent Voorhees, a Master Teacher at Skyline High School, first came to Dallas ISD for the 2013-2014 school year. Originally from Abilene, Texas, he said he has a “competitive nature,” and wanted to take on a challenge. With the belief that “kids are kids” and “each will rise to the expectation you set,” he decided to test those theories in the classroom. 

Voorhees, who has 26 years in education, said he is glad he followed his personal challenge and has been “thrilled” to work in Dallas the last 11 years and be a part of the upturn in the district. 

“The students have risen to every expectation,” as have his colleagues with their passion for creating student opportunities, he said.

What drew you to education? 

While playing college athletics, I was injured heading into the summer between my freshman and sophomore years. Instead of competing during the summer, I had surgery to repair my knee. A local high school reached out and asked if I would be interested in coaching their team. This seemed like a neat opportunity to compete in a different form. Once coaching, I realized I really enjoyed working with kids. So whenever I returned to college, I changed my major from business to education (and later directly to mathematics) in hopes of educating children. 

How are you creating opportunities for students?

This is a question I reflect on frequently. Often we can simplify “creating opportunities” by making sure our classrooms are accepting of all students, having a project-based learning style, etc. We may also oversimplify “creating opportunities” to say, “If I teach my students my curriculum well, they will be better prepared to go to college and major in my field related to my subject.”

While all those things are good and proper, I try to consider how I am helping the student find greater success 5-10 years from now—regardless of their future goals. Are they leaving my math class understanding how interest works in finances? Do they understand how assets may grow in value over time due to demand and production? 

I often doubt the students will remember a formula 10 years from now, but if I can instill the principle that most assets grow in value over time, liabilities never cost what the price tag shows, and drill in how algebra operates, my hope is that students will be better equipped and prepared to make wise decisions and enjoy as much financial freedom as possible.

What is your best teaching tip? 

1. Focus on the things that matter and don’t sweat the small stuff. 
2. Have realistic expectations. Students will have bad days and sometimes say things that are unfair. Let it go, and follow up the next day (assuming this is something that will not directly affect your classroom management with the entire class). Usually it’s not you; usually it’s something else going on in their life. Give them a day to process, and oftentimes they will open up and you’ll truly be able to help.
3. Have a long-term view. Consider the farmer: I would assume they do not consider their value or abilities day by day by measuring the growth of their wheat or corn. Nor do they feel the need to quit because of a rainstorm or a delay to their plan. The farmer plows, they plant, they water, and they let nature develop. The farmer considers what they can control and makes the most of their opportunities. Then they trust that the seed and nature will do its part. So with teaching. There are good days, there are bad days. But view the entire season. Don’t get lost in the “rainstorms.” Keep focused on the long-term goal. 

What would your students be surprised to find out about you?

That I played baseball in college! They always think I’m just a “math geek” (it doesn’t help that I wear Skyline math cluster’s “mathlete” T-shirt on spirit days), but whenever I hear a student may be considering playing athletics at my school, I mention it, and the classroom always responds by being totally surprised and thrown off. 

What inspires you the most about being an educator?  

The letters from students at the end of the school year! I really appreciate the letters that say something about “never enjoying math before” or “not being able to see the purpose for algebra in today’s world” but now having a different perspective and having really enjoyed the class. Precalculus is difficult. If students come out of the class feeling like they now enjoy math and see its purpose, I know I accomplished my job.

Dallas ISD is giving breast cancer the boot by bringing awareness to prevention and treatment. Be part of the effort by wearing pink and jeans on Friday, Oct. 20, during the district’s Pink Out day. If you do wear pink either on Thursday, Oct. 19, or Friday, Oct. 20, share a picture on social media using the hashtag #DallasISDPinkOut and tagging @TeamDallasISD. 

Your stories

Kailyn Ford
ELA/Dual Credit Instructor at H. Grady Spruce High School

Jan. 20, 2022, was the day my life forever changed. I was in class teaching when the call from my doctor came. I excused myself from class and stepped into the hall to speak with her. I felt like my world had just blown up after she told me that I had stage I cancer in my left breast. Even though she explained to me that the tumor was small and could likely be removed through a lumpectomy, I was still numb and in shock. A few weeks after my diagnosis, I began having endless rounds of biopsies, MRI’s, sonograms and ultrasounds.

These procedures discovered and confirmed more tumors in my left breast and suspicious findings in my right breast. The option to have a lumpectomy was no longer available, and instead, I would have to have a mastectomy because one of the tumors was unreachable. With this information that I had been given, I made the gut-wrenching decision to have a double mastectomy because I didn’t want to have to face this situation again down the road.

I am truly thankful that I was strong enough to make the decision that I made because two days after my surgery on June 14, 2022, my surgeon called to confirm that the suspicious findings in my right breast were biopsied and confirmed to be cancerous. Though it doesn’t feel like it, it’s been a long journey from Jan. 20, 2022. I feel like I am truly blessed because my UT Southwestern family was with me the whole time and are still with me for the long haul. I’m even more grateful for my Spruce family and administrators who wrapped their arms around me during my journey and are still supportive to this very day!

What advice would you give others?

I have had to learn that this journey is a process, and you must allow yourself to have grace. On those days that were challenging for me, I had to learn to not see them as a setback, but as an opportunity to love and accept the “me” that I had become. My struggles are not gone, but I realize daily, that I’m much stronger than what I thought I could ever be. 

Liliana Valadez
Resource Centers

In 2007, I heard the words, “You have breast cancer.” What a shock! After the initial cry, I made up my mind to be positive and get into “fight mode.” I met with my family that evening to share the news and explain their role as my “army” of supporters. After the series of testing and advice from friends/colleagues, I chose to undergo a bilateral mastectomy even though only one breast was affected. I knew that my journey would include being caregiver for my parents, so I wanted to minimize a recurrence. On Oct. 15, a day I celebrate as another birthday—a new beginning—I had my initial surgery. After seven weeks, I had implant surgery. I was blessed since I did not need radiation or chemotherapy treatment. Over the years, I have had several other surgeries, two sets of implants, to address various issues, culminating in a Diep-Flap reconstruction. Although physically challenging, the last 16 years have given me the opportunity to coach others through the process and be the cheerleader, advocate, and fighter for others.

Together with a team of friends, I have participated in three Susan G. Komen “3-Day” walks to raise awareness and funds for breast cancer research. For me, breast cancer is an opportunity to help others and that has become one goal of my life’s mission.

What advice would you give others?

Stay positive! Have the attitude that you will “beat it!” Surround yourself with people who will keep sending the positive thoughts, prayers and words of encouragement. Create a text group to provide everyone updates, but that can also be used for them to send you daily inspiration and motivation to keep the positive energy going. And lastly, when you can, support others who are going through the “fight” as well. Share your “lessons learned” to ease their journey. 

Gwen Montero
Stevens Park Elementary School

I am writing about a friend/co-worker. She works here at the same school as I do. Unfortunately, her mom passed away several years ago due to breast cancer. She has been the most courageous, spunky, loving survivor that I have ever known. She has been a powerful advocate in school as much as out of school showing her ongoing support of the cause. Every year without fault she wears these crazy ALL PINK outfits and wig to “Pink out” and to talk to the kids and teach about breast cancer. She doesn’t talk much about her mother; however, I know that she is who and what motivated her to keep moving forward to be an advocate and a voice in our little school.

What advice would you give others?

I am a cancer survivor; however, mine was the thyroid and all I can say, is never give up hope!

Anjanette Wallace-Sela
Zan Wesley Holmes Jr Middle School

My close friend and former principal is a thriving breast cancer survivor, diagnosed with a rare form of breast cancer two years ago. My cousin, who underwent the BRCA test and discovered her susceptibility to breast cancer, chose a double mastectomy due to her family history. In my own life, October signifies not only Breast Cancer Awareness Month but also Cancer Awareness Month. My son, Andre, diagnosed with Stage 4 Metastatic Colon Cancer in November 2022, is progressing positively after nearly a year of treatment, with declining CAE numbers and effective chemo and radiation therapy.

What advice would you give others?

Refuse to accept “no” as the final answer; insist on getting tested. In my son’s situation, they claimed he was too young for a colonoscopy. Don’t allow anyone to dictate your health decisions and what’s appropriate for your body.

Christine Martinez
Early Learning

I was 48 and had never had a mammogram in my life. That year was different—my doctor would not refill any of my prescriptions unless I went to get one this time. After my mammogram, I was informed that I had three “spots” of concern. A week later, I was diagnosed with Stage 1 Ductal Carcinoma. I had no symptoms whatsoever. Never thought in a million years this would happen to me. Unfortunately, the type of cancer I had was aggressive and underwent a series of surgeries. I also had to complete 12 rounds chemotherapy all while working. As of July this year, I am cancer free. Thank you to my doctor for standing her ground and making me get a mammogram.

What advice would you give others?

Stay strong, stay positive, and never give up.

Tamara Teresa Thomas
D.A. Hulcy STEAM Middle School

I was diagnosed in February 2009 with breast cancer at the age of 35. I found the lump myself by doing at home breast exams. I endured six rounds of chemotherapy and radiation. Texas Oncology Plano introduced us to culinary classes, free wigs, exercise classes, and new life-long friends.

What advice would you give others?

The fight may be hard but remember WHY you are fighting. Live life to the fullest!

Are you new to the district, haven’t had your headshot taken before, or simply in need of an updated headshot? Now is your opportunity. Signups for the fourth-quarter headshot session are now open. 

In an effort to meet the growing photography needs of the district, our district photographer will offer a professional headshot week with two dates available once per calendar quarter. The quarterly sessions will be the only times available for headshots, so don’t miss your chance.

Dallas ISD team members are invited to sign up for the next professional headshot session on Monday, Dec. 4, or Wednesday, Dec. 6. Hurry, as spots are limited and are filling up fast. 

The photo sessions will take place at the Linus D. Wright Dallas ISD Administration Building, 9400 N. Central Expressway, on the 12th floor in studio suite 1200. Each photo will only take a few minutes.

Who can sign up:

• Central team members
• Campus principals 
• Executive directors
• Associate superintendents
• Chiefs and deputy chiefs
• Board of Trustees 

The district photographer is unable to photograph team members in group photos or accommodate any on-location requests of headshots outside of the central administration building.

Having a photo taken can be stressful for some. The district photographer will take great care to help you look your best by helping you pose, selecting your best headshot, and providing basic retouching on the finished image. 

Reserve your spot for the quarter three session by 5 p.m., Friday, Dec. 1. Additional instructions will be emailed to those who sign up a few days ahead of their session.