Central Staff News

Team members at Young Women’s STEAM Academy at Balch Springs Middle School are gearing up to receive the first freshman class next school year and are making all the preparations. 

Recently, the school had its first signing day where the future ninth graders, many of whom are already students there, committed to attending the district’s second secondary all-girls high school. Students received swag and were happy to be able to stay in the school where they have completed middle school, said principal Rubinna Sanchez.

“The community and the girls are excited about it,” Sanchez said. “So the dream that started when the school first opened in 2016 is now actually coming to fruition.” 

Not only is the surrounding Southeast Dallas community excited about the school adding the high school component, so are the team members, parents, and students. Sanchez said she and her team have been planning and working on a master schedule, and students have been eager to give their feedback.

“Since they are the first freshman class, it’s helping us go back and say maybe we should add or tweak or do something. It’s so exciting to be able to start the high school component of it and expand, and to just see the girls excited about it. Many are asking about it every day,” Sanchez said. 

Assistant principal Sasha Hampton describes the transformation as a whole rebranding and a cultural shift for the campus. 

“We are retraining [employees] and getting them in the mindset of what this vision is and what it means to be a six through 12 campus,” Hampton said. In the summer, when teachers return to campus, there will be a separate onboarding process to really help shift that mindset on what these scholars now will look like and how they will matriculate, she said.

Principal Sanchez described this as a great opportunity within the community because a lot of the students are expected to be first-generation college students. She added that she herself was a first-generation college student and her parents needed support with the college readiness process and things such as how to fill out financial aid applications and the FAFSA. 

The school partners with the Young Women’s Preparatory Network, which Sanchez said comes with a lot of resources that parents are eager to explore. The knowledge and resources will help close gaps for them. 

A parent recently stopped by the school to learn more about the expansion and asked for assistance with the application, Sanchez said.

One of the available resources is having a college success advisor who will not only guide the girls, but provide families with tools such as parent workshops so they’ll know what to do, instead of guessing. 

“It will really help build that first generation,” Sanchez said. 

This new opportunity also will help to prepare the sixth through eighth graders, so they can start to look in a different direction by offering some different courses, said assistant principal Lea Hempstead. 

Most students will be on the engineering track and will have the opportunity to take classes like introduction to engineering design. However, in addition to engineering, STEAM careers include anything in science, technology, arts, and mathematics and are open to those who want to pursue careers in any of those fields. 

“The resources that the Young Women’s Network brings and the dollars that this partnership brings are very important. The investment in our students will open new opportunities for them,” Hampton said.

Hampton added that sometimes students need a little guidance after they transition to high school, but having a program here and inspiring girls to actually dive into those areas is what she’s most excited about. 

The recruitment process for this first cohort of students began in January and seats are still available. To register, parents will have to complete the online registration process by visiting  https://www.dallasisd.org/enroll. 

“And so this is bringing it all together,” Sanchez said. “For the parents whose students have  been with us since sixth grade, and for the parents who are new to our campus, I’m asking them to trust us for the next four years to get their child where they want her to be.” 

Her mission is making sure that students are treated with respect and dignity. And Sherri Cleaver, a social service and community partner coordinator, is doing it every day at the school she graduated from—North Dallas High School.

Cleaver, who has been working for the district for 25 years, has been at North Dallas for the last 10 years. She started working for the district straight out of college as the community liaison at Paul Dunbar Learning Center. She later became a specialist who connected schools to community partners and resources and, after a few years, had the opportunity to go back to working at a school. 

Through Cleaver’s tenure with the district, she has seen four superintendents and various reorganizations and described her experience as happy and wonderful. 

“I want kids to see me on the other side of the desk and for them to see me no different than them,” Cleaver said. “I tell kids all the time that I am you and you are me, and so together we can be successful.” 

Currently providing access to wraparound services for families who are in a housing and food insecurity crisis, Cleaver said she feels privileged and blessed to serve the North Dallas High School community.

Her social work degree from Texas Woman’s University came in handy when she built the program from the ground up, removing  the term homeless. She said she didn’t want to perpetuate a stigma or embarrassment for any of the students or families who needed assistance.

She was hired under a Title I Priority for Schools grant to create a holistic plan to help students who were facing a housing crisis. At one point, North Dallas had the highest homeless population due to the school’s central location, as well as the proximity to city shelters, Cleaver said. 

Her program has included a parent center, food distributions, a clothes closet called the  Bulldog Boutique, a partnership with Upward Bound through SMU, a teen moms program, and 20 partnerships throughout the community like the NDHS alumni and Church of the Incarnation. 

“It’s really important to me that I expose the kids to things that are outside the community, so that they can be comfortable when they get out there in the real world,” she said.

Cleaver said that her mom taught her that people need to be able to feel comfortable when they walk in any room, and she’s taken it to heart, implementing this idea with the students.

She coordinates mentor programs because she wants the students to see themselves as leaders,she said. Mentors from corporate sponsors to religious faith organizations come in weekly to meet with the students. 

“I just don’t want them to feel any more hardship and to know that there’s a light at the end of the tunnel,” Cleaver said. She added that she wants to create a safe place for students, such as teen moms, who are already facing societal stigmas and other obstacles.

Cleaver said that it’s not only about showing students that there’s help to overcome challenges, but it’s important for the parents to know that, as well. It shows them that students have access to necessary resources and support.

By doing these seemingly simple things, Cleaver said she can walk away knowing that she has made a student, a family, a mom, or someone struggling feel better about their situation, because she always keeps in mind poet Maya Angelou’s quote that people will forget what you said, but will never forget how you made them feel.

Among the many students and families who have been able to find that light at the end of the tunnel because of her work is student Yaritza E., a teen mother who will  attend Texas Woman’s University in the fall because it has a program that accommodates students with children. To learn more about the student’s journey, click here. 

While it may seem like Cleaver is a one-woman team, she said that providing support to students is a team effort, and works in collaboration with her colleagues such as counselor Tiffany Brown, who provides students with programming during breakfast, for example. 

“It’s just the little things, but you would be amazed at just what some bacon and eggs can do to help make kids feel comfortable,” Cleaver said. “At the same time, they don’t know it, but I’m checking in with them. I’m checking to see what they need.” 

For Cleaver, her work is not only about the students receiving support and services, but also teaching them to give back to the community so that there will be other generations of North Dallas High School graduates who are helping their community.

“I just want to empower students and let them know no matter where you’re coming from or what your circumstances are you can still do it. It doesn’t define you,” Cleaver said. 

The deadline for central departments to make recommendations to hire campus-based employees is Thursday, June 27.

This deadline ensures that Dallas ISD team members have access to growth opportunities, central teams have a robust candidate pool, and the district honors its commitment to provide high-quality educators in every classroom at the start of the 2024-2025 school year.

Full processing does not have to occur by that date, but recommendations must be submitted in the Talent Management System and be received by HCM prior to June 27. Central hiring managers should collaborate with principals to obtain a reference and discuss the transition timeline.

To ensure principals have ample time to hire for any vacancies, campus-based team members who have been recommended prior to the cut off deadline can be required by the principal to stay on campus until Aug. 30. If a principal is able to find a suitable replacement before then, the principal may elect to release the employee earlier. Campus-based team members will transition to their new central roles no later than Monday, Sept. 2. 

Teresa Estudillo, a fourth-grade bilingual teacher at Obadiah Knight Elementary School for the past two years, has created a dynamic learning environment by integrating real-life scenarios into her lessons, connecting academic learning and real-life practice. 

Recently, this led to hosting Sam Vazquez, a radio host from EXA FM Mexico, through a Zoom session. Vazquez demonstrated students various forms of figurative language, such as similes, hyperbole, and personification that she had used in her work, giving the students a deeper understanding of how these literary devices can enhance communication and storytelling. 

“The virtual visit from Sam Vazquez was a valuable learning experience for the fourth-grade students, allowing them to see firsthand how the skills they were developing in class could be applied in the real-world,” Estudillo said. “Providing real-world examples can help students make connections between the theoretical concepts they are learning and how they can be applied in real-life.”

Her passion for teaching was inspired by the influence of her own past educators, combined with the idea that education is the foundation of all careers. In addition, the influence of her parents, who are educators themselves, solidified her passion for teaching.

“The impact that good teachers had on my life motivated me to pursue a career in education. I saw education as the profession that makes all other professions possible.” Estudillo said. 

Estudillo’s favorite aspect of being a teacher is witnessing the joy of students. She is also inspired by the district’s commitment to ensuring students have access to the necessary resources for a successful education.  

“When my students enter the class with a smile on their face and say they are happy to come to my class. It feels great!” Estudillo said. 

Inspired by the Rev. Martin Luther King Jr., Estudillo shares a quote with her students to create motivation: ”If you can’t fly, then run. If you can’t run, then walk. If you can’t walk, then crawl, but whatever you do, you have to keep moving forward.”

Dallas ISD has begun taking steps to upgrade the legacy phone system and voice network. The transition involves moving to a modernized Microsoft Teams solution.

What does this entail?

• Upgrading physical phones to run Microsoft Teams
• Replacing Skype application with Microsoft Teams application

When will this take place?

• May-August 2024

Who is affected by this?

• Central departments and campuses

Will the change happen at once?

• No. Central departments will be notified, and campuses will be provided a schedule of when their phones will transition. Additional information to be provided.

Are there resources for using Microsoft Teams?

• Get Started with Microsoft Teams
• Video Conferencing Support Hub

Chapter 21 employees are reminded of statutory guidelines related to contract resignations. Specifically, under Chapter 21 of the Texas Education Code, educators have a penalty-free resignation deadline that falls on the 45th day before the first day of instruction of the upcoming school year. 

The resignation deadline for the 2024-2025 school year is June 28, 2024. Resignations are generally accepted via the electronic submission process (S-54), using the Oracle log-in, and must be submitted by 11:59 p.m. on June 28. 

Additional information, frequently asked questions, and instructions may be found on the contracts home page at www.dallasisd.org/contracts.

If you have any questions, please contact the HCM Staffing Department at staffing@dallasisd.org.

One of the aspects of Korean culture that William Song, a Korean language teacher at Irma Lerma Rangel Young Women’s Leadership School, deeply cherishes is the concept of ‘정‘ (pronounced as “jung”). According to Song, it’s a nuanced idea that doesn’t have a direct translation in English, but it has meaning for him as a teacher.

“Think about the relationship between the Little Prince and the Fox from Antoine de Saint-Exupéry’s ‘Little Prince.’ That’s sort of like what ‘정‘ is all about,” Song said. “It’s about forming deep connections, bonds, and affection with others over time, and I believe it’s really important to focus on building those kinds of strong relationships,  which is something I strive to cultivate while working in the district.” 

Song, who has been working for the district for three years, grew up in South Korea before his family immigrated to Canada when he was 16. At Rangel, Song has established a rapport with his students and is making an impact. 

What drew you to the field of education?

I initially planned to pursue a career in the field of science, but during my senior year in college, I realized that it was too theoretical and lacked practicality, which didn’t resonate with me. This led me to explore teaching, a profession I found to be incredibly rewarding. Additionally, my mother, who was a high school teacher in South Korea, played a significant role in encouraging me to pursue a career in education.  

What accomplishments are you proudest of?

As a high school Korean language teacher, I find great satisfaction in witnessing my students master the language, excel in classroom projects, and grow in confidence in their speaking abilities. Moreover, I take pride in cultivating a supportive and inclusive classroom atmosphere where every student feels esteemed and motivated to fulfill their academic potential. 

What helps you persevere during hard moments?

In difficult moments of teaching, I find strength in God’s word and my belief in my students’ potential for growth. The support of my colleagues, the resilience of my students… provide me with the motivation to persevere.

What is a favorite memory at Dallas ISD?

One of my cherished memories at Dallas ISD, particularly at Irma Rangel where I’ve been teaching for the past three years, is the opportunity to immerse myself in the vibrant Hispanic culture. Despite being new to the district and experiencing various challenges, I’ve found joy in sharing diverse foods and cultural traditions with my students. It’s moments like these, where we exchange our authentic dishes and learn from each other, that truly make teaching here special for me.

 In your time in the district, what change has impacted you the most?

Throughout my time in the district, the most significant impact on me has been the continuous adjustment to the evolving educational system. With each passing semester, I find myself immersed in the process of learning and adapting to new methodologies and practices, which has been both challenging and enriching.

Miosha McCann, assistant principal at Harry C. Withers Elementary School, has dedicated her 23 years at Dallas ISD to inspiring students. Her work with students throughout her career recently led to being recognized as a fan favorite assistant principal in the district. 

McCann, who has worked 27 years in education, takes pride in the influence she has had on her students, the messages she receives from former students, and the affection they show her.  

“It is very rewarding to receive endearing Facebook messages and emails from former students,” she said. “I’ve even had students who have shared that they have become teachers because of my influence. One even referred to me as her ‘Forever Favorite.’ It doesn’t get any better than that!”

McCann’s passion for education was deeply influenced by her family background. Her mother was her fifth-grade teacher and her sister did her student teaching internship in her fourth-grade class.

“At last count, there were 26 educators in the family. It’s in the DNA.” McCann said. 

Looking back on her career, McCann remembers with pride being recognized as Teacher of the Year and achieving the honor of becoming a semi-finalist for district Teacher of the Year in 2005. Her recent recognition as the 2024 Fan Favorite Assistant Principal shows her commitment to students and staff. 

McCann has encountered numerous transformations in her years with the district. She appreciates the advancements in technology and how they have simplified her life. 

“I remember using an overhead projector,” she said. 

Driven by her mantra, “Every day above ground is a good day,” McCann highlights the importance of embracing the smallest gestures in shaping young minds. 

“Sometimes the smallest gestures leave an indelible imprint on the heart of a child,” she said. “I never refuse a hug from a youngster… even if it means issuing 100 in a day. Making them feel better always makes me feel better. It’s the boomerang effect.”

Your physical health affects the mind, just as the mind influences the body. And while this creates a chicken-egg conundrum—which came first, the chronic back pain or the depression?—there is good news. By connecting the dots and taking steps to improve your physical health, your mind will also reap the rewards and vice versa. Here are some tips to find the best balance for you.

Tied up in knots: Stress, anxiety and the body

Long-term exposure to stress and anxiety can put your brain chemistry and body into overdrive, or a state of distress, disrupting their natural balance. This can lead to a weakened immune system, aggravated arthritis, trouble concentrating, fatigue, headaches, muscle tension, insomnia, chest pain, high blood pressure or even worse. Science has linked long-term exposure to stress to certain cancers, heart disease, and an increased likelihood of accidents.

The pain of depression

Many studies point to the link between depression and physical ailments. It can increase the risk of Type 2 diabetes, heart disease, cancer and worsen chronic conditions like asthma. Recent research also shows depression disrupts the brain’s production of serotonin and norepinephrine, chemicals that influence the way the brain perceives pain. This means that a person with depression may feel physical pain more acutely.

Finding equilibrium

You can improve the health of your body and mind by tipping the scales towards complete well-being and away from anxiety, stress, and depression by:

• Squeezing calm into your everyday routine. Rather than cramming relaxation time into a two-week vacation or a one-hour yoga class, only to instantly forget about it once back in the real world, instill moments of calm into your day. Go for a walk, take a five-minute time out to stretch, meditate, or connect with a friend.
• Moving. Physical activity is one of the quickest and healthiest ways to shed excess stress and anxiety—not to mention excess pounds—and infuse your brain with mood-enhancing endorphins. Just 30 minutes of moderate exercise at least three times a week is often enough to take a load of stress off and lift the spirits.
• Laughing or crying. Laughter increases your heart rate, improves circulation, and releases mood-boosting chemicals in the brain. If your predicament is no laughing matter, crying can equally help, eliminating the build-up of stress hormones in the body, and reducing muscle tension and blood pressure.
• Sleeping soundly. A good night’s sleep will help recharge your body and mind, improving your focus, mood and immune system. Trouble sleeping? Exercise early in the day and avoid caffeine and late-night snacking to ensure a restful slumber.
• Eating well. “You are what you eat” isn’t far from the truth. Treat your body to a well-balanced diet low in saturated fats and rich in vegetables, fruit, whole grains and lean proteins and feel your spirits soar. Limit consumption of alcohol, caffeine, and junk foods which drag you down physically and mentally.

Maintaining both a healthy body and mind can help to increase your energy and mental focus. By implementing the strategies above, you can begin to feel connected and balanced in all aspects of your life.

You can find resources by visiting the Mental Health Services Department website at https://www.dallasisd.org/mentalhealth. 

If you need help, the district’s Employee Assistance Program provides short-term counseling for you, your spouse/partner, and any dependent family members. Counseling sessions can assist with a wide range of concerns, including stress, anxiety, depression, grief, and more. And, as always, you can reach TELUS Health EAP 24/7 at 972-925-4000 Option 3. For additional questions, employees may contact the Human Capital Management Benefits Department at 972-925-4300, email benefits@dallasisd.org, or click here for information on the Benefits Website.

Source: LifeWorks

As a bilingual teacher and as an immigrant herself, Vinola Martinez knows firsthand the needs of her students, and in her 23 years as a teacher she has become a model of what can be achieved through hard work and perseverance. 

A fourth-grade self-contained bilingual teacher at George W. Truett Elementary School, Martinez was born in South Africa to a family of East Indian descent but came to the Dallas area when she was a baby. She didn’t grow up speaking Spanish as her students have, but knows the struggles they experience and teaches them how if you really want to achieve something you must work hard, be tenacious, and have determination. She sometimes shares stories of her journey with students. Many of them can relate to her experiences. Before moving to Truett Elementary, Martinez  worked at Charles Gill Elementary School for 22 years. 

“My parents were immigrants to this country, and they had to start over and start from scratch,” she said. “My mom never had the opportunity to become a nurse in South Africa but was able to get her nursing degree several years after we moved to the United States. My dad had to change his career once we moved here. He went from working for a government agency in South Africa to becoming a risk manager.”

“I saw how hard my parents worked, and it inspired me in my career,” she said. “They taught me to keep going and to not give up because there are going to be challenges in life—but you have to persevere.” 

Empathy and understanding are things Martinez practices in her classroom, acknowledging that many of her students, although they are young, understand that life can be tough.. 

Last semester, Martinez was selected to serve on a TEA committee with other educators statewide to provide their expertise on assessments such as STAAR, STAAR Alternative 2, and TELPAS. This summer, she has been invited back to serve on the committee and will provide feedback specifically on TELPAS, which is an exam that measures the level of English language fluency in reading, writing, speaking, and listening. 

It’s important for educators like her, who are actively working with students in the classroom, to serve on committees like these, she said. There’s much to take into consideration, as many of her students have parents who didn’t finish school and the demands of the academic language of the tests are challenging for them, she said.

“There are these academic gaps that our students come to us with, and we as educators have to fill in those gaps,” Martinez said. “We have to see it from a student’s perspective, as well. They may not write an eloquent essay because they don’t have the age or the cognitive level yet, but that’s what we strive for, to get them there.”

One of the things she enjoys the most is seeing her students grow—many of them returning to visit or contacting her to show their gratitude. 

“I received an email from a former student, 16 years after she was in my class,” Martinez said. “She wanted me to know that she is a teacher now and that she said she will never forget how I encouraged her when she first came to school here.” 

A student Martinez taught in second and third grades is one she will never forget. She would visit and tell her she was going to invite her former teacher to her wedding. She did, and Martinez made sure to attend. 

“I was overwhelmed with emotion to  be able to share that special moment with her and her family,” she said. In time, Martinez also taught the former student’s son in fifth grade. It’s these full circle moments, she said, that are among the many reasons she loves being an educator.

Martinez has celebrated the students who have come back and shared with her the good things they are doing in life and has felt the pain of their losses, as well. 

“I care for each one of them as if they were one of my own children,” Martinez said.

She recognizes that education is constantly evolving and remembers how much technology has changed. She remembers making transparencies to present information to the class on a projector, and now she is using Google Slide.

“You’re always learning in this profession because education is constantly evolving due to technology and societal factors,” she said. “I think the only thing that stays the same is the love you have for your students and the passion you have for this profession.” 

Martinez hopes to inspire students with her mindset to continue learning even as adults and to know that no matter what challenges they face in life, they can overcome them.