Central Staff News

Dallas ISD’s biggest event to showcase the myriad of opportunities available to families is just a day away, and below is all the information schools need to make sure Discover is successful, including how to be ready to welcome families at 9 a.m. this Saturday.

Team members who arrive between 6:30 and 7:30 a.m. will have access to VIP curbside service at the Automobile Building in Fair Park. This service includes escorting them to their designated space and assisting with transporting decorations and props. All schools are expected to be expo ready by 8:35 a.m.

As school team members arrive through Gate 3 to park, they should  display the staff parking permit on their dashboards. The parking pass is available for print. Arrive early and pay close attention to VIP loading signs. 

Loading areas are different for elementary, middle, and high schools. Those who have materials for their tables to unload can get close to the unloading area and then park. The loading areas can be found here for each level: Elementary & Middle School, High School.

Parking for Dallas ISD staff, volunteers, and vendors is located off of Parry and Washington Avenue, in Lots 3D and 3E, with overflow parking available in Lots 2A and 2B. Lot 3C is available for buses only. Please note that the earlier you arrive, the closer you’ll be to the venue.

Each campus’ marketing informational sheets will be placed on the assigned table the morning of the event. Schools are encouraged to bring additional materials to decorate their tables or share with families. Principals are encouraged to promote the event on their social media pages utilizing the marketing tools provided here in the DallasISD.org/toolkits.

Warm coffee, light bites, and a box lunch (two person maximum per table) will be provided for team members. If additional team members are expected to be at the table, they should be encouraged to bring their own snacks and lunch.

For additional information please contact Veronica Johannsen, director of Branding & Marketing, at vjohannsen@dallasisd.org.

For two weeks in September, students at Seagoville High School participated in a different kind of physical education: they rowed. During class, they slid back and forth on rowing machines, their hands gripping contoured handles, their feet strapped into foot pedals. Some of them were students who had, until then, refused to participate in physical education activities.  

Twenty rowers—which had been installed in rows of two down the middle of the basketball court—managed to attract even students who, at the beginning of the school year, had refused to participate in PE classes, said Head Basketball Coach Victor Cortez. 

“The kids are gravitating toward what’s going on in the gym, which is completely different for most of them since they’ve never been on a boat or on the water unless they’re swimming,” he said. 

Students rowing at Thomas Jefferson High School

In partnership with Bachman ROC Rowing Club, Dallas ISD started the rowing pilot program at Thomas Jefferson High School in 2024. Flo Elkins and Patrick Hamner, co-founders of the club, transported twenty rowing machines to participating high schools and trained the school’s PE coaches on ERG ED®, a classroom-based indoor rowing program. 

“Coach Brandi Elder was the first person to launch it, and Thomas Jefferson paved the way for everyone else to participate,” said Lisa Whitaker, director of Electives and Enrichment. “And from there, we surveyed the students, and they thought it was great.”

Encouraged by the positive responses, Whitaker integrated the ERG ED® unit into the PE curriculum of 13 other high schools, including Wilmer Hutchins and H. Grady Spruce high schools and Kathlyn Joy Gilliam Collegiate Academy.

“This year, we’re going to be at each school for two weeks. The goal is for each student to have at least five days on the rowing machines,” said Elkins. “From there, if students really want to pursue it further, there’s an opportunity for them to row in our Bachman ROC Rowing Club. This club, which is on Bachman Lake, allows them to participate in an on-the-water program.”

Flo Elkins also said that rowing has been often viewed as an elite sport. By bringing it to communities where rowing is not as popular a sport, she and Hamner hope to give students access to the advantages the sport offers, including potential college scholarships.

“There are lots and lots of rowing scholarships, especially for girls to go to college,” she said. “It’s definitely a pathway to college.”

But beyond scholarships and the opportunity to compete professionally, rowing is a low-impact, full-body workout that develops character and discipline.

“I love that you can row at any age. It’s a non-impact sport, which means it’s not hard on the joints,” Elkins said. “And just like any other sport, rowing teaches character and resilience. It also teaches discipline, time management skills, and how to push your body past where your mind might think you can go.”

Whitaker said that after students learn the mechanics of rowing, they go on a field trip to either Bachman Lake or White Rock Lake where they can experience actual rowing on the water.

“The main thing is for students to get exposure to recreational activities outdoors,” Whitaker said. “We want them to apply what they’ve learned in a real-world setting.”

In the spring, students will receive swimming lessons to bring the program full circle. This essential step, according to Whitaker, addresses a critical need identified by the district.

“We found a gap in students not knowing how to swim. Even though they know how to row on land, they would not be able to row on water,” she said. “That’s why we’ve partnered with the YMCA to give students the option to earn either a rowing certification or a lifeguard certification with the City of Dallas.” 

Students rowing at Justin F. Kimball High School

On the last day of the rowing program at Seagoville, Coach Genesis Cole remarked that students truly enjoyed rowing and that some have expressed interest in pursuing it further.

“I have some students who have really thrived in it, and I have several young ladies who indicated that they want to find a way to get more experience,” he said. “I do believe that kids need to have a way of finding a positive outlet to do something for themselves, for their future, so this actually is a big deal.”

Cortez admitted that he would love to continue the rowing program yearly, because “it’s something the kids aren’t used to—it’s something fresh. It’s something new,” he said.

Ultimately, for Whitaker, the program is a testament to the district’s mission to bring experiences to campuses, cultivate community partnerships, and invest in the success and growth of all students.

“I just think that the program is representative of all that Dallas ISD is—we look for unique opportunities for kids to create pathways for them to continue their learning beyond the classroom,” she said. “We’re not trying to prepare students just for school; we’re trying to prepare them for life. This means we sometimes have to bring those experiences to the campus, and then from there, bring the students to the location.”

The Bachman ROC Rowing Club will continue to provide rowing machines and curriculum instruction to participating high schools throughout the 2025-2026 academic year. This commitment is part of a five-year contract the club has with the district.

October is National Principals Month, and The Beat is sharing profiles of some of Dallas ISD’s outstanding principals to recognize the work they do in leading their schools and students to success.

In his 13th year with Dallas ISD, Joseph Francis’ passion for education has not dwindled. Now, as principal of Anson Jones Elementary School, he has stepped confidently into the new role of guiding the campus with a focus on safety, community, and academic success. 

“I love my students at Anson Jones,” Francis said. “They are such good humans and are already genuinely good people.” 

He takes a holistic approach to learning, focusing on students’ academic, social, and emotional wellbeing while building their character, so they are prepared for the world beyond the classroom. He hopes to see students grow not just in academics, but in empathy and curiosity as well.  

“I want our students to understand the importance of being curious about other people,” he said. “To take interest in people who may come from different regions, speak different languages, or enjoy different cuisines.” 

Francis began his journey as an educator through the Teach for America program where he supported students in South Oak Cliff for five years, before joining Dallas ISD as a teacher at Clara Oliver Elementary School. He earned a bachelor’s degree in history and Spanish from Bucknell University and later completed a Master of Education in Urban Educational Leadership at Southern Methodist University. 

During his graduate studies, Francis was selected for the Teaching Trust Program, which prepared future school leaders to make a meaningful, lasting impact in urban education. 

He went on to serve as assistant principal at Annie Webb Blanton Elementary, where he played a key role in helping the school earn a B rating from the Texas Education Agency.  

From the beginning of his career, Francis has demonstrated strong leadership qualities that have led him to new opportunities, including his current role as principal. 

“It is such a blessing to have an impact,” he said. “And to be able to help and mentor teachers. That is the reason why I do this work.” 

During his first year, Francis is building on the school’s existing strengths, such as fostering strong teacher-student relationships, increasing community and parent involvement, and maintaining a safe, welcoming environment. Since August, he said he has already noticed a rise in parent engagement, crediting the PTO president and the school’s parent liaison for their commitment to the school’s culture.  

Francis prioritizes meaningful interactions with students and strong connections with families. He also supports teachers by visiting classrooms and sharing in celebrating student growth. 

“Our teachers here are very flexible and eager to help one another,” Francis said. “From the custodial staff to the cafeteria staff to the teacher, you can tell that everyone is in this work for the right reasons. It makes a difference when you’re on campus.” 

Jones Elementary School has a culture of ensuring each teacher feels supported. With the help of veteran teachers, Francis is developing new teachers’ capacity for their workload and leadership through the school’s Teacher Mentor Program. 

“The students want to talk to us and show us what they’re learning. Those things keep me motivated,” he said. “It’s rewarding to see a kid begin to sound out letters and blend words, or to see a student that was struggling with math and division, mastering new strategies in the classroom.” 

Francis said he feels valued, knowing that his students and teachers care about him, one another and their school. This is a testament to the tight-knit community that surrounds the school, one that spans generations. On a personal level, he finds motivation to continue his work in education through his supportive family, and the new school community he has built at Jones Elementary School. 

 “I learned quickly that there are a lot of teachers here at Anson that have been here for a long time, longer than I’ve been in education.” Francis said. “There are a handful of teachers that went to Anson Jones when they were kids, and they’re teaching here now. To me, that just speaks to the type of people that are here. Many of our students’ siblings, and even their parents, went to Anson Jones. That is what makes us special.” 

Rockell Williams Stewart once walked the halls of Lincoln High School as class president and Student Council leader. Today, she walks those same halls and others in the Lincoln-Madison vertical team, as another kind of leader—an executive director. She is the living embodiment of dreams achieved while propelling a community forward.  

From a young age, Stewart knew she wanted to be a teacher, and one day, a principal. Even as a student at John Henry Brown Elementary School, later renamed Billy E. Dade Elementary School, her leadership potential was clear to teachers and peers. 

At Brown Elementary, she discovered a love for motivational speaking, sparked by reciting Honey I Love and Other Poems by Elise Greenfield, a book celebrating the simple joys of everyday life through the eyes of a child. Her principal, Wilber Williams, would select her to recite the poem for campus guests.

“Everything has come full circle,” she said. “I can think back to principals who have influenced my life, starting with Selena Dorsey, former principal of John Henry Elementary, who would always remind us: ‘Don’t let your circumstances define you. You define your circumstances.’”  

Those uplifting words, Stewart said, guided her toward a life of impact. As a student at Lincoln High School, her principal prepared her and her classmates to be high achievers.  

“I am often reminded of the ways I never grew up feeling the reality that my zip code had one of the highest crime and poverty rates in the city of Dallas,” she said. “I never really felt that because I grew up rich in family and in community.” 

Her personal drive, paired with that strong foundation of support, has led her to more than 20 years as an educator. Holding close to the lessons from principals and teachers before her, Stewart is carrying on their invaluable influence. 

Stewart began her career as a reading teacher at Pearl C. Anderson Elementary School, where she taught for 12 years. Her ability to improve student reading levels and inspire growth set her on a path to school leadership.  

After the school closed, Stewart became an academic facilitator, and later, assistant principal, at Billy E. Dade Middle School. She also served as principal of what is now Martin Luther King Jr. Arts Academy and returned to Dade in 2018, helping both schools achieve B ratings from the Texas Education Agency. 

At both schools, she maintained the district’s number one ranked campus for positive climate and culture.

“ED Stewart leads with love,” said Ellyn Favors, parent specialist at Lincoln High School. “One thing that has stuck with me about her leadership is that she would always say: everyone is essential.” 

As a principal, Stewart implemented house systems, celebrated student success, and created structures that built unity and pride across the campus. 

These improvements were only the beginning of a series of campus turnarounds that she and other educators and administrators would help lead, culminating in today’s success, with all seven schools in the Lincoln-Madison vertical team earning B ratings and focusing on future As.  

“I was a teacher when she was an assistant principal at Dade Middle School,” said Lance Williams, principal of Lincoln High School. “Being under Stewart’s leadership inspired me to be a better teacher. Now, she’s an executive director, and I’m a principal. Things continue to come full circle for all of us.” 

In her current post, Stewart maintains high visibility in each of the schools across the vertical team by visiting classrooms, celebrating teachers, setting yearly themes, and creating fun affirmative chants that motivate students. 

With a vital presence in the South Dallas community, she continues to build relationships, foster partnerships, and guide her team of principals with intention and care.  

Stewart, who has earned both a bachelor’s and master’s degree from Prairie View A&M University, is not stopping in her own educational journey and is now pursuing a doctoral degree at Southern Methodist University. 

From early memories of teachers who instilled professionalism and confidence to now leading with those same values, Stewart embodies the meaning of a Dallas ISD living legacy.  

“She has had an impact across every level,” said Williams. “But for her, it started as a student in this very community.” 

For the 2025–2026 school year, the district rolled out the School Counselor Excellence Initiative, which lays out clear guidelines for best practices and strengthens the district’s foundation for years to come.

“We have excellence initiatives for teachers, assistant principals, principals, and executive directors. We hold counselors to the same standard of excellence we require from others,” said Joann Jackson, director of Counseling Services.

The SCEI is part of the district’s ongoing effort to set a standard that others can follow.

Through goal setting, annual reviews, and clear ways to track progress, it empowers counselors to build upon their professional growth while keeping open communication with campus leaders.

“Counselors sit in a unique space because they are quasi-administrators, but at the end of the day, the focus is to make sure students are taken care of, whether that’s academically, socially, and of course, overall well-being,” Jackson said.

From individual sessions with students to parent workshops and guiding high schoolers as they plan for life after graduation, a counselor’s day-to-day varies from campus to campus. The SCEI helps ensure that no matter where a student attends school, they receive the same high-quality support.

The counselors’ performance rubric contains four domains for performance criteria, including:

• Focus and Planning
• Program Delivery
• College, Career, and Military Readiness
• Professional Responsibilities

Each domain connects to professional development opportunities that help counselors continue to grow and refine their craft, said Stacy Owens, an administrative coordinator for Counseling Services.

“Everything ties back to the SCEI, so counselors understand the rationale behind it,” she said.

District leadership hopes the rubric will help administrators better understand the vital roles counselors play on campus, while also giving counselors a framework to align their goals with those of the district.

“We want to be intentional about matching goals so when counselors talk to their administrators, they are on the same page,” Owens said.

Even in its early months of implementation, the SCEI is leaving its mark: helping counselors balance caseloads and better serve students across every campus

“It’s all about supporting the counselor and helping administrators understand the scope of work they do,” Jackson said. “This rubric shows what excellence in counseling looks like.”

To learn more, click here.

At Cedar Crest Elementary School, keeping teachers and students together year after year has proven a winning strategy. 

Known as looping, the practice of keeping students with the same teacher for consecutive years, has become a powerful driver of growth on the campus. For Principal Stacy Ray, it’s not just a strategy, it’s a culture shift.

“Looping allows teachers to know their students deeply, track their progress more closely, and personalize learning in ways that build both confidence and consistency,” Ray said. “It’s that connection, year over year, that makes such a difference.”

The difference is clear in state accountability ratings. Cedar Crest Elementary earned an A this year, with gains in mathematics, science, post-secondary readiness, and closing opportunity gaps. Overall, student achievement continues to climb steadily each year. 

“I’m incredibly proud and energized by this year’s STAAR results,” Ray said. “Cedar Crest met our goal, and we’ve surpassed it by reaching a higher destination.”

Third-grade reading scores also showed significant gains under exemplary teachers, while sixth-grade math students demonstrated exceptional performance. Beyond strong teaching, strategies such as goal-setting, analyzing student work, and celebrating progress created momentum that kept students engaged and confident, she said.
Ray is determined to build on the school’s accomplishments by pushing for even stronger performance in math, reading, and science, while closing opportunity gaps across student groups.

“Cedar Crest is more than a place; it’s a purpose-driven community built on love, family, and a shared commitment to excellence,” Ray said. “We believe every person who walks through our doors deserves an experience like no other. Whether it’s a student stepping into a classroom, or a neighbor joining a community event, they’re met with warmth, encouragement, and a belief in their potential.”

Alessio Giudice, Italian teacher at Skyline High School, said there is nothing more Italian than making orecchiette pasta while watching Pope Leo XIV address the crowd on St. Peter Square in Rome. This is precisely what Giudice did with his junior class this past spring.

As students pinched the pasta into small ear shapes, and others stirred the sauce, the newly chosen and first American Pope appeared on television, a moment which Giudice called historical. The Vatican is located in the heart of Rome and what happens there is an intrinsic part of the culture of the city. 

“We were not watching this because it’s religious,” said Giudice. “We watched it because we were experiencing a historical moment. This man, whether he wanted to or not, is going to be part of history from this moment.”

This is representative of the way Giudice teaches Italian. He helps his students master the language but also navigate the subtleties of the country’s culture and history.

“I try to adapt the curriculum to my teaching style and to share the valuable cultural knowledge I want to give the students,” he said. 

Born in a small Tuscan town, Giudice studied archaeology in Italy but found jobs were scarce in that field. At his wife’s encouragement, he moved to Dallas in 2010 to pursue educational opportunities. Newly arrived and with limited English proficiency, Giudice enrolled in the ESOL program at Dallas College. His memories of the culture shock he went through the first months in Dallas—navigating public transportation, tipping, sales taxes, and such—are a reason why he feels strongly about including cultural aspects in his language lessons. 

Once he mastered English, he obtained a master’s degree in world cultures and literatures at the University of Houston and began a doctoral program at The University of Texas at Austin, which he did not finish. After teaching classes there and other universities, Giudice realized that was not his calling. 

However, teaching high school Italian in Wisconsin was a better experience, so when Dallas ISD called him to restart the Italian program at Skyline High School in 2016, he said yes.

“When I arrived at Skyline, the Italian program was inactive,” he said. “While Skyline has historically taught more languages than other Dallas ISD schools, Italian hadn’t been offered for several years.”

To revive it, Giudice built the curriculum progressively, starting with level one and expanding to level two, three, and eventually AP and dual credit courses. He sought support from the Italian consulate and the Italian Club of Dallas and even invested his own money in materials and resources. 

“For eight years, I was the only Italian teacher in the district,” Giudice said.

For almost a decade now, Giudice has been working tirelessly to enrich the Italian program at Skyline. He started a chapter of the Italian National Honor Society, oversees the Italian Club, sponsors the World Language Cluster, and organizes trips to Italy and Greece. 

He even encourages his class to participate in the Week of Italian Language in the World contest organized by the Italian consulate and Italian embassy. In 2022, Skyline placed top three in a scratch poetry contest involving 800 schools. The contest involved creating “scratch poetry” where students choose a book page, scratch out words, and leave meaningful words, creating an original poem.

“We went up against the 800 schools, and we were among the three victorious ones,” he said.

Last year, Skyline students created a video and competed at the state level in Houston, placing first, third, and eighth against other high schools, Giudice said.

He notes these contests are opportunities for students to engage with Italian culture and language beyond traditional classroom learning and sees them as a way to showcase his students’ talents and creativity.

Currently, he is also working to create a study abroad program that would allow Skyline students to spend time studying at Giudeci’s old high school—Liceo Scientifico Statale Galileo Galilei di Alessandria. 

“I’m trying to launch a project that will take our seniors to Italy for a couple of weeks around spring break. They’ll have a fully immersive experience, living there and attending school,” he said.

The trips abroad already have yielded some of the cultural experience Giudice hoped for, he said. Students often become so enamored with the Italian language and culture that they consider moving to Italy for college. In fact, four students were accepted to the American University of Rome last year.

“My goal is to get them interested, to let them see the world and the real-life results. One day, they can just go, get lost in a small town, and use their skills to speak with the locals,” he said.

Giudice’s passion for cultural exchange, personal connection with students, and a desire to broaden their worldview is at the core of his teaching philosophy. 

“Sometimes there are different ways to reach students,” he said. “The United States is a great nation, and they have a lot of opportunity, but the world is bigger than this. I want to teach them to look outside.”

But whether they decide to explore the world or remain local, Giudice treats his students like family, viewing the concept of strong personal connection as an essential part of Italian culture.

“I’ll start by saying this: I love Skyline. It’s become a home and a family to me,” he said. “After 10 years, I know almost everybody and have built great relationships. My legacy will be to bring cultural enrichment, not just for Italian students but to the Skyline spirit.”

One middle school in Pleasant Grove has been proving what girl power can really accomplish since 2016, as Young Women’s STEAM Academy at Balch Springs, an all-girls school, has been accumulating improved ratings and accolades. 

The change to an all-girls school was prompted by the need to deal with academic and behavioral issues at the school when it served boys and girls at a time when it was also going through a major rebuild. A transformation to a new model was proposed following the example of Irma Lerma Rangel Young Women’s Leadership School. With support from Lynn McBee, president and CEO of the Young Women’s Preparatory Network, the district launched a parental opt-in pilot program in 2014.

“We were all on the third floor, and it was nothing but classes of all girls,” said Principal Bridget Ladipo, who began her career at Balch Springs Middle School as a seventh-grade science teacher. “Parents had to opt-in to the program, and most did. On the first and second floor we were pretty much co-ed.”

Following the successful results, the school officially became Young Women’s STEAM Academy at Balch Springs in 2016. Since then, the academy, according to Ladipo, has been taking girls where they need to be academically. The school offers comprehensive academic pathways that include an engineering pathway that starts in sixth grade and leads to an engineering certification, an advanced art pathway where students can develop artistic skills and even sell their artwork, and an advanced dance program. Extracurricular activities are diverse, featuring Gir

l Scouts during the school day; UIL competitive sports like volleyball, cross country, softball, and track; and special academic clubs focused on developing skills and talents. 

“Most of these girls are going to be first generation college girls,” said Ladipo. “We want to give them the skills, give them the knowledge, and also bring their parents in to collaborate.”

Among the unique opportunities the school provides are college campus visits, conferences with women in STEM, United Way events, and field trips. Additionally, students are required to complete service hours and engage in college and career preparation programs that start as early as sixth grade. 

Coach Keenanlan Clemmons, who has been with the school since its original version, said the single-gender model fosters more participation among the girls.

“I’ve been here since the school opened in 2012, 

and while I experienced the co-ed model, I love the single-gender environment,” he said. “For me, it’s particularly better on the sports and participation side. We see much more participation from the girls now than we did when the school was co-ed.”

Other teachers, like John Fore, have also noted increased participation, in both sports and academics, since the change. More significantly, Fore has witnessed the girls blossom into confident young women.

“We instill leadership qualities, constantly reminding them, ‘who rules the world? Girls.’ This helps them to blossom into the well-rounded scholar of the 21st century that we know they can be,” he said.

Ladipo remarked that Young Women’s Academy is gradually expanding into a full high school. Since last year, the school began its high school expansion by adding one grade a year and will see its first graduating class in 2028. Ladipo added that teachers are actively receiving training to support the high school level curriculum.

“We want to slowly but surely ensure that the needs of our students are being addressed,” Ladipo said. “

We want to develop our teachers to ensure that they have the skills to teach our high schoolers.”

To foster sisterhood and camaraderie, Young Women’s groups girls into four houses named after Greek and Roman goddesses—Gaia, Aphrodite, Artemis, and Athena—and representing specific values like leadership, perseverance, and wisdom. Ladipo notes this structure creates friendly competition that encourages students to excel. House assignments for both team members and students are determined by an escape room challenge, and each house competes in academics, service, and other activities to earn points. The house with the highest number of points is selected as the winner at the end of the academic year.

“The houses are named after goddesses because these figures symbolize power. Each house embodies a different value that mirrors our core principles: growth, innovation, responsibility, leadership, and service,” Ladipo said. 

The young girls who graduate from this school are consistently advanced in mathematics, more likely to participate in class, and often jump straight to varsity sports in high school, according to Ladipo.

“Even with academics, we consistently hear feedback from our feeder high schools that our girls are often far more advanced in math and use their voice more confidently. Once they return to a co-ed setting, they are far more likely to speak up and answer questions in class,” said Lapido.

Clemmons said that Young Women’s is a passport to the world. Here, girls don’t just learn—they prepare to lead, innovate, and change the world.

“If we could tell the girls one thing, it’s this: Young Women’s STEAM Academy is your passport to the world,” Clemmons said. “When you leave us, you will be prepared for life, whether that’s through academics, athletics, or essential leadership skills. Every student who comes to this school leaves with a valuable foundation for success.”

To learn more about Young Women’s STEAM Academy at Balch Springs attend Discover Dallas ISD on Saturday, Nov. 1, at the Automobile Building in Fair Park.

Being a middle school counselor can be a juggling act between providing social-emotional support and academic guidance to students at challenging ages, but Yolanda Sims, counselor at Piedmont G.L.O.B.A.L. Academy has mastered the task.

“In middle school, students are at an impressionable age, trying to find their way,” she said. “They are too old to be coddled, but they want to know that you care and that you are a safe person to talk to. The goal is to make sure that if they are OK emotionally, they will be OK academically in the classroom.”

Sims, who started her career in education in 2008 at Piedmont almost two decades ago as a social studies teacher when the school was called John B. Hood Middle School, moved with her family from Pleasant Grove to Cedar Hill and taught  at another district while her son, Mark, was small to spend more time with him. But when he entered high school, she decided she wanted to do something different but still help children.

“I felt I could do more than teach, something that could still have a positive impact on students,” Sims said.

She still remembers her middle school counselor, who was a safe person to her in those years, who encouraged and motivated her. While she doesn’t recall what it was for, she still vividly remembers that the counselor gave her an award her mother still has and how that award made her feel.

“We lived in San Francisco at the time, and it was a ceremony in the theater at a university,” she said. “It made me feel seen and appreciated. Kids want to be heard, want to be seen, want to feel that they belong.”

She said she wanted to be that safe person who was there for other children, so she went back to school to get a master’s degree in counseling. She came back to the school where it all began as counselor and has been the safe harbor for hundreds of students for several years.

“It’s important to students to have a safe person they can talk to because they don’t open up to just anyone,” Sims said. “You have to build relationships by having one-on-one meetings where you ask them how they are doing, who they hang out with, what they want to be when they grow up, what they are thinking about.”

Having quick check-ins in the hallways is just as important, she said, so she makes sure she is out and about during passing time to say a quick word to students, especially if she knows there is a student who is having a hard time.

“If we can help students learn how to socialize, make friends and have healthy relationships, especially in middle school, if they are happy at school, that impacts how they do academically, so we do have an impact in academic performance,” Sims said of the role of counselors.

Sims also makes sure that students at Piedmont G.L.O.B.A.L. are college ready by keeping up with their academic success. If they are not passing classes, she will meet with them to find out why. Because she has established herself as a safe person to talk to, students will often reveal they are having a hard time understanding but are too shy to say so in class. She’ll act as a buffer. Sometimes, there are external factors, and she will work with the school’s parent support specialist, Daniela Alaniz, to find resources.

“I tell students it’s OK to feel what you are feeling, but don’t let your emotions control you. If you need to release what you are feeling, come in here,” she said, making a sweeping gesture in her classroom. “It goes for adults, too. I had a teacher who was stressed out at the beginning of the year who came in here. We talked it out; she had a good cry and released that tension. It’s a safe place.”

Getting to know the students makes it easier to help them in the academic aspects, she said. To support her efforts, Sims uses SchoolLinks’ career surveys and guidance lessons, and meets with them one-on-one to explore their interests. In addition, she facilitates meetings between eighth graders and high school counselors.

“One of my favorite interactions with students is the one-on-one meetings where I share information about Career Institutes, early college, P-Tech, all the opportunities available to them,” she said. “I’m taking students to Career Institute East soon so they can see all they do.”

When it comes to her own feelings, her husband, Mark, who graduated from H. Grady Spruce High School is her safe person. Sims uses her drive home to process her day, and then talks to her husband.

“Sometimes some of the things I hear, that students are going through, are hard to process, and I have to close my door and shed a tear myself” she said. “But I think that empathy is what makes us good counselors.”

Dr. Frederick D. Haynes III Global Preparatory Academy at Paul Quinn College is a transformation school that is reimagining education in southern Dallas. Through partnerships with local institutions and a dedicated school administration, students are prepared to become global thinkers and thoughtful leaders. 

Now in its fifth year of operation, Haynes Global Prep is an International Baccalaureate World School serving students in grades six through 11. IB schools provide rigorous academic coursework that fosters lifelong learners with a global perspective. 

After receiving this accreditation early this year, Principal Jasmine Ervin said she is excited to continue developing the school’s global reputation and academic programs.  

“We are reestablishing what it means to have an IB World School in a southern Dallas community,” she said. “It’s one of the only ones in the area. This accomplishment was a huge win for us and for the community because our students are now being prepared to be global ambassadors.” 

While academics are central to the student experience, the school emphasizes personal growth and character development. Through their leadership program, Haynes Global Prep prepares students to become emotionally intelligent decision makers who hold themselves and others accountable, she said. This signature program encourages students to model the character and values of the school’s namesake.  

The Global Prep Academy is named for Dr. Frederick D. Haynes III, a community leader, social activist, orator, educator, and pastor of Friendship-West Baptist Church. 

Ervin said that being a part of Haynes’ legacy carries deep meaning for both the campus and its students. 

The school’s theme this year, Dripped in Excellence, serves as a daily reminder for students to approach their academics and character with dedication and pride.  

“By the time students reach the end of the program, I hope they understand the importance of life,” Ervin said. “I want them to recognize the importance of their voice and their responsibility to advocate for themselves and others. We are preparing students for life beyond these doors.” 

Haynes Global Prep also offers a range of other programs and partnerships that provide students with a unique and well-rounded learning experience. These include robotics and the Panther Battalion Club, which provides training for students interested in military pathways.  

In an exciting new partnership with the Cedar Crest Golf Club, students will receive free golf lessons beginning next year.  

The school’s foreign language teacher also offers Spanish and Italian classes in a classroom on the campus of Paul Quinn College, giving students a glimpse of college life. Next spring, students will also be able to enroll in dual credit courses through Dallas College, an opportunity designed to inspire continued education beyond high school.  

The partnership between Paul Quinn College and Dallas ISD encompasses  more than academics. During homecoming, the university includes Haynes Global Prep in its celebrations, allowing students to share the experience of being part of a Historically Black College.  

This year, Haynes Global Prep is striving to earn an A rating from the Texas Education Agency. In support of this goal, the college will host a pep rally for students taking the STAAR test to boost morale and confidence. 

Ervin’s goal as principal is to create an environment where students are supported from all angles. The campus maintains strong communication with parents to ensure that academic and personal goals are reinforced at home, fostering consistency and accountability. 

That spirit of support extends to Haynes Global Prep’s partnership with Friendship-West Baptist Church, whose leaders provide valuable resources for students, Ervin said. Last year, for example, the church organized an Angel Tree fundraiser that ensured every student went home for winter break with a gift from their wish list.  

Being a small campus allows for the school to offer a more personalized learning experience, including building a closer relationship with a principal who is accessible and gets to know each student. Students who attend Haynes Global Prep can look forward to becoming independent, compassionate learners ready to make their mark on the world, Ervin said.  

“Our hope is that when our students go out into the world, they’re not just following behind,” she said. “When they leave Haynes Global Prep, they’ll be able to lead the charge to make a change in the world.” 

To learn more about Haynes Global Prep and its mission to build a legacy by inspiring students to become international change makers, attend Discover Dallas ISD on Saturday, Nov. 1, at the Automobile Building in Fair Park.