Staff News

Early childhood education is a critical first step in cognitive development and social-emotional learning. With the recent expansion of universal prekindergarten, Dallas ISD’s Early Learning department is paving the way by providing accessible, engaging and high-quality education for young learners. 

Deborah Ramos, the assistant superintendent of Early Learning and Centralized Development, leads a dedicated team of early learning professionals as they implement this and other opportunities for the youngest learners. 

Universal pre-K is  among the department’s most significant initiatives. The program opens early learning to all preschool-age children for free, and will launch pre-primer programs.

“With primer programs, we will begin adding a new grade level after kindergarten to give children an academic advantage overall,” Ramos said. “We will pilot this at eight campuses in Fall 2026.”

Early Learning includes several areas beyond pre-K that work together to support teachers and classrooms across the district.  

“Our goal is to support the instruction and the curriculum initiatives from our Academic Services team,” Ramos said. “They develop and design, and then we help with the implementation.” 

One of those areas is Pre-K Partnerships, which collaborates with Dallas ISD childcare centers across the city to expand access to early learning opportunities.  

Another is the Home Instruction for Parents of Preschool Youngsters, known as HIPPY, which provides families with weekly lessons, books, and activities that empower them to embrace their role as their child’s first teacher. Ramos also oversees an instructional strategy team that visits campuses to support teachers through coaching and small-group instruction, as well as the centralized enrollment team. 

Six years ago, the department also launched Reading Academies, a statewide initiative that helped unify and strengthen foundational literacy instruction across classrooms.  

Ramos said the department’s balanced focus on reading and math instruction will continue to support teachers as they prepare students for elementary school.  

“It is such an exciting experience to shape some of these spaces in early learning,” Ramos said. “The thing that really energizes me is getting to go out to the campuses and see it all come to life. It’s so rewarding to see our 3 and 4 year olds enjoy learning while being so smart and curious.”  

One of the department’s newest advancements is introducing phonics concepts, such as sounds and letters, earlier in the curriculum, so students enter kindergarten with stronger academic readiness.  

“Students can now get early exposure to foundational learning concepts well before transitioning into kindergarten,” Ramos said. “It will be really exciting to see the long term impact that this will have.”

Claudia Rodriguez first became a teacher assistant at Ben Milam Elementary School in 1996. This year, she celebrates three decades at the same school and a lifetime of impacting generations of students within one community.  

“I can’t believe I’ve been teaching for 30 years,” she said. “When I started as a TA, I saw the way students were learning. I loved it so much that I decided I wanted to be a teacher and went back to school. While I earned my bachelor’s degree, I decided to stay here at Ben Milam. I love this school. I love the families.” 

This year, Dallas ISD is celebrating teacher appreciation week through May 8, honoring educators who are dedicated to preparing students for success. Their presence and unique contributions are invaluable to each school community.  

Rodriguez, a kindergarten teacher, continues to make a generational impact on her community. Today, some of the parents of students in her classroom were once her students themselves.  

“Over the years, I’ve had opportunities to teach at other schools, but I decided to stay here and continue helping the families I met 30 years ago,” she said.  

Not only does she impact the students in her classroom, but Rodriguez is also helping improve student learning across the entire school through more personalized instruction. 

Through Catch Up and Read, an after-school program, students are receiving additional reading support based on their individual skill levels and not just the grade they are in.  

Her own early experiences of learning a second language have prepared Rodriguez to be a pillar of support and understanding for students overcoming their own learning barriers. 

She said her passion for teaching younger students comes from the joy of shaping young learners early and building the foundation that prepares them for long term success. 

“Teaching is my passion,” she said. “It’s both a beautiful and challenging job, and it means so much when I see the kids become successful later in life. This year, there are seniors at North Dallas High School who were once in my fifth-grade class. After all this time, they came back and told me, ‘Ms. Rodriguez, I’m graduating.’”

To better serve team members and streamline operations, Dallas ISD will be transitioning from the current Xerox copiers to state-of-the-art Ricoh copiers provided by Knight Enterprises.This change is designed to deliver improved reliability, efficiency, and support tailored to the district’s needs.

Users will continue to access the printers through the same PaperCut software for all printing and the same badge cards to swipe at the printers for authorized printing. No changes will be needed on the users’ end.

What to expect:

• Installation timeline—Beginning in May and continuing through the summer
• On-site support: Dedicated Knight technicians will be available throughout the process to address any questions or issues.
• Comprehensive training options: When each new device is installed, Graphics will provide on-site training sessions and useful handouts. Additionally, team members can choose virtual training or access Knight’s user-friendly online video tutorials at your own pace and convenience.
• Effortless swap: Upon installation of the new Ricoh copier, the existing Xerox machine will be removed immediately, ensuring a smooth handoff with little inconvenience.

If you have any questions or concerns, reach out to Copierinfo@dallasisd.org or Bgarza@knightenterprise.us.

For the month of May, the HCM Benefits Department will hold its annual Mental Health Awareness campaign featuring stories, tips, and other activities. Highlights of the campaign include:

• Green lapel ribbons will be provided to all campus, service center, and administrative building personnel.
• Flyers and email banners will be posted throughout the district.
• Stories with tips on dealing with mental health issues such as depression, stress, and anxiety
• A panel discussion with mental health professionals on how to healthy navigate the workplace

Show your support:
Download your very own Mental Health Awareness Month digital email signature from the Benefits webpage to help spread the message.

Employees can also learn how to use the Employee Assistance Program while having fun by completing the “Be Kind to Your Mind” EAP Scavenger Hunt at:
https://drive.google.com/file/d/1fv1k4N6nPCeyem-izrZbh6B0EuMCkUqn/view?usp=sharing

Another way to spread the word about making mental health a priority is by taking advantage of a jeans day on May 15 by wearing green.

Have questions?
Reach out to the Benefits Department at 972-925-4300 or email Benefits@dallasisd.org
for more information or with questions.

Most days at the School for the Talented and Gifted at Yvonne A. Ewell Townview Center start the same way. Before the first bell rings, a steady trickle of students slips into the main office—not because they’re in trouble, but because they want to say hello to the woman behind the counter.

That woman is Velia Saucedo, a clerk who for 22 years has been a quiet constant in a school built on acceleration and achievement.

Saucedo’s path to education started at the old Norman Robert Crozier Technical High School, where she graduated in 1965. At Crozier, she first enrolled to study hairdressing, then switched to business, a choice that launched her into more than three decades in banking.

“I worked in a bank when I first got out of high school,” she recalled. “I’ve processed loans, I took payments, I translated for people that wanted to get loans, just about everything there. I’ve had a lot of banking experience, customer service experience.”

For over 30 years, she moved through Merchant State Bank, Peoples State Bank, and Guaranty Bank and Trust. Then, after a layoff, she suddenly found herself at home briefly.

Saucedo had been off for less than 30 days, she said, when her husband, a Spanish teacher who worked at TAG, asked former Principal Michael Satarino if there were any openings.

“I applied for the clerk position, and I’ve been here since 2004,” she said.

The school she joined back then was much smaller. When she started, TAG had barely 200 students, with only 60 in the graduating class. Now, the school has over 500 students, she said. 

She remembers when applications were all done in person, with families lining up in the office.

“We used to process applications in person,” she explained. “We had to verify all the documentation to ensure everything was in order before accepting it. Now, everything is computerized.”

The systems have changed, but Saucedo’s way of caring hasn’t. Officially, she greets visitors, supports the office manager, fields calls for the principal, and helps teachers with forms and logistics. Unofficially, she’s a mentor, encourager, and sometimes a surrogate family member.

“Sometimes the kids come in and joke with me,” she said. “They’ll greet me with a ‘Good morning,’ and when I ask what they need, they say, ‘Oh, nothing, I just wanted to say hello.’ That makes me feel good.”

Saucedo is especially attentive to students who come in late or look downcast.

“If they come in sad, I’ll ask what’s wrong. They usually say they’re just tired, so I tell them, ‘You’re here. Let’s get going.’ Then they give me a big smile and move on,” she said. “The kids give me motivation.”

But behind Saucedo’s calm presence is a life shaped by responsibility and resilience. Her husband taught Spanish for 34 years at several Dallas ISD campuses before he retired due to serious health issues and later passed away in 2018. For seven years, Saucedo also cared for her mother.

“You do what you have to do to take care of your family,” she said. “I feel good knowing I did that.”

Now at 79, she still works full time, despite knee problems and long days on her feet.

“I can still move,” she said. “Hopefully, next year will be my last. I’m retiring at 80 because it’s time.”

Ask what she hopes people will remember about her, and her answer is characteristically unpretentious.

“I hope they remember me as the person who was never absent,” she said. “I want to be the one they can always come and talk to—like a mother at school.”

Every teacher who stands at the whiteboard, every principal who proudly represents their school, every administrator who advocates for children’s futures—each of these individuals represents a living legacy while simultaneously building a new one. This was part of the message that Superintendent Stephanie Elizalde delivered during the 2026 State of the District at the Margot and Bill Winspear Opera House. 

“Thanks largely to the people in this room, both sitting in the audience and those whom we’re about to honor this evening, all of you have contributed to legacy,” Elizalde said.

With an opening act from a third-grader from Hogg New Tech Center and with a legacy performance of “Lean on Me,” featuring current and former Dallas ISD students, the State of the District celebrated student achievements, the high percentage of A- and B-rated campuses, the high teacher retention rate, and the recently passed 2026 bond proposal.  

“I can say with confidence that the State of the District is stronger than ever. That’s legacy,” continued Elizalde.

The State of the District also honored the work of the Dallas Foundation, which is committed to investing in the transformative vision of teachers across the district through grants. DEF board president, Victor Vital, addressed the importance of teachers and campus leaders in the community and their mission to always inspire and educate.

“It is a supreme honor to be here representing an organization that is deeply committed to the work of this school district, supporting the heart of the district, the dedicated teachers and campus leaders who inspire, nurture and shape futures in every classroom every day,” Vital said. 

The final event of the evening  was the announcement of the 2025-2026 Educator of the Year Awards, sponsored by the Dallas Education Foundation. The winners received $5,000 each while finalists were awarded $1,500 each. Meet the winners:

Teacher of the Year—Elementary

Miguel Fijó Mezquita Vance
Annie Webb Blanton Elementary School

Miguel Fijó Mezquita is a bilingual educator and instructional leader with 19 years of teaching experience in elementary education, including more than 10 years at Annie Webb Blanton Elementary School. His teaching experience includes fourth-grade Spanish language arts and reading and he currently teaches second-grade SLAR, social studies, and science, working primarily with bilingual learners. Originally from Spain, Fijó completed his university studies in education at two institutions. He earned a bachelor’s degree in elementary education from the Universidad de Salamanca and a bachelor’s degree in second language learning from the Universidad Pontificia de Salamanca. He began his teaching career in Madrid, where he taught for seven years, and joined Dallas ISD in 2013 and continues as a classroom teacher while providing instructional support and mentoring to colleagues.

Fijó has supported student learning beyond the curriculum through extracurricular and enrichment programs. He has coached First Lego League for seven years, led the Future Engineer program, and prepared students for UIL competitions. He has also participated in campus events focused on family engagement, including the Fall Festival and Empower Night, a bilingual literacy workshop series for families. In addition, he has provided ongoing mentorship to new teachers, supporting their instructional development and transition into the profession. Fijó has been recognized by the Texas Education Agency with the Master Teacher designation.

Teacher of the Year—Secondary

Megan Vance
Harold W. Lang Sr. Middle School

Megan Vance teaches sixth through eighth grade students in a self-contained special education total communication classroom at Harold Wendell Lang Sr. Middle School, serving students with significant cognitive impairments and complex language needs. Her instruction focuses on functional academics, communication, independence, and meaningful participation in school and daily life. Working with students who access alternate academic standards, including STAAR Alternate 2, she implements structured routines, visual supports, augmentative and alternative communication systems, modeling, and systematic instruction to promote engagement and independence. Vance holds a Bachelor of Science in Interdisciplinary Studies from the University of North Texas, a Master in Education with an emphasis in special education from North Central University, and a doctorate in special education with research focused on autism spectrum disorders.

With over 15 years in Dallas ISD, Vance has served as a mentor to special educators, a member of the Campus Instructional Leadership Team, and Specialized Programs Lead Teacher, while also supporting Extended School Year services and contributing to districtwide initiatives. A five-time recipient of the Junior League Grants for Innovative Teaching, she has secured resources that expand hands-on learning and adaptive materials for students with significant disabilities. Her doctoral research led to the development of an intervention reducing maladaptive vocal self-stimulatory behaviors in students with autism, reflecting her commitment to research-based, practical application. Guided by the belief that communication, dignity, and meaningful learning are fundamental rights, Vance remains a dedicated advocate for students with low-incidence disabilities and their families.

Teacher of the Year—Choice/Magnet

Asia Charles
Solar Preparatory School for Girls

Asia Charles-Simms is the middle school orchestra director at Solar Prep for Girls, where she teaches grades five through eight and leads a comprehensive program grounded in musical excellence, student growth, and equitable access to high-quality fine arts education. She holds both a Bachelor of Music Education and a Master of Music Education from the University of North Texas, and her instruction balances strong technical foundations with creativity and student ownership. Since founding the orchestra program, she has grown enrollment from approximately 60 to more than 150 students while expanding instrumentation and maintaining a strong focus on ensemble musicianship and fundamentals.

Under her leadership, the orchestra consistently earns top honors, including straight ones at the 2024–2025 UIL concert and sightreading evaluation and consecutive superior ratings at Pride of Texas. Her students regularly place in all-city and all-region orchestra and gain admission to Booker T. Washington High School for the Performing and Visual Arts. Committed to culturally responsive teaching, Charles-Simms leads performances celebrating Black History Month and Hispanic History Month and collaborates with the theatre department to provide live music for productions. She also serves as a region coordinator for concert orchestra, mentors colleagues, and supports fine arts programs across the community, remaining dedicated to expanding opportunity and inspiring students to find their voices through music.

Principal of the Year—Elementary

Jacinto Cabrera Jr.
Julius Dorsey Leadership Academy

Jacinto Cabrera Jr. is a dedicated and student‑centered leader in Dallas ISD, committed to elevating teacher effectiveness, accelerating student achievement, and creating a school culture where every child is seen and supported. A proud Dallas native, he grounds his work in the values instilled by his parents, who immigrated from San Luis Potosí, Mexico, and modeled perseverance, service, and the transformative power of education. Guided by these beliefs, Cabrera leads with empathy, high expectations, and a relentless focus on ensuring that both students and teachers have the tools they need to thrive.

Cabrera’s passion for education, sparked in elementary school, led him to earn a Bachelor of Science in Interdisciplinary Studies and a Master of Education in Educational Leadership from the University of North Texas. His career came full circle in 2007 when he returned as a teacher to Anson Jones Elementary School, where teaching sixth grade alongside veteran mentors showed him how collaboration and early support shape teacher success. His leadership roles across Dallas ISD, including serving South Oak Cliff communities and leading the P‑TECH program at Franklin D. Roosevelt High School of Innovation, strengthened his commitment to expanding access, opportunity, and college and career‑ready pathways. As principal of Julius Dorsey Leadership Academy, Cabrera has guided the campus to an A rating and earned 5 of 6 TEA distinctions, while increasing reading proficiency by 10% and raising enrollment by more than 15%. Rooted in service, he challenges himself to learn every scholar’s name and begins each day walking classrooms to greet students and set an inclusive, positive tone, centering his leadership on empathy, relationships, and ensuring teachers have the tools to help every child succeed.

Principal of the Year—Secondary

Willie F. Johnson, Jr.
South Oak Cliff High School

Willie F. Johnson, Jr., is a distinguished educational leader committed to academic excellence, equity, and transformative leadership. He earned his bachelor’s degree from East Texas State University, a master’s degree from Texas A&M University–Commerce—where he is a proud recipient of the prestigious Gold Jacket—and a doctorate from Walden University. He has also completed advanced professional certificate programs at Harvard University and Cornell University. Widely recognized for closing racial achievement gaps and advancing outcomes for historically underserved students, Johnson led South Oak Cliff High School through significant academic and cultural growth, earning multiple TEA distinctions and recognition as a 2025 TABSE Model School while improving the campus from a projected “F” rating to just one point shy of an “A.”

Beyond academics, Johnson cultivated a culture of excellence across all areas of student life. During his tenure, South Oak Cliff’s football program reached five consecutive UIL 5A State Championship appearances and captured three state titles—an unprecedented achievement in Dallas ISD history. In 2025, he was named Principal of the Year by the Oak Cliff Chamber of Commerce and received commendations from the Dallas County Judge, Dallas City Council, United States Congress, and Texas State Senate, underscoring the broad impact of his leadership.

Principal of the Year—Choice/Magnet

Adrian Hernandez
North Lake Early College High School

Adrian Hernandez, the son of Mexican immigrants, is a proud graduate of the Judge Barefoot Sanders Law Magnet in Dallas ISD and a first-generation college graduate. He earned a bachelor’s degree from The University of Texas at San Antonio and a Master’s degree from the University of North Texas, and he is currently pursuing a doctorate in education from the University of Oklahoma (expected 2029). With 10 years of experience as a campus administrator in Garland and Dallas, Hernandez is committed to expanding opportunity and access for all students.

As principal of North Lake Early College High School, Hernandez has led the campus to consistently maintain an “A” rating from TEA and earn distinction as a Top 10% School in Texas. NLECHS has received national recognition from U.S. News & World Report and ranks among the top ten schools in North Texas by Children at Risk. Focused on making college a reality for every student, he ensures graduates earn both a high school diploma and an associate’s degree. Through strong community relationships, administrative visibility, and staff leadership development, Hernandez fosters a culture of trust, belonging, innovation, and authenticity that drives continued student success.

This week, the district launched the final phase—the two-way communications—of its new mass communications system. This last phase, Rooms, will allow teachers to communicate via messaging with their students and their parents in their language of choice. 

Rooms is already built right into our district app and the website from which the system is accessed, so it offers a secure messaging platform. Through the mobile app, students and families can access all of the information they need, including messages, events, lunch menus, and more in one place. Designated campus team members will continue to manage the calls, texts, and emails that go out to families as they have in the past. To learn more about the key features of Rooms, click here.

Rooms offers parents one place for messages instead of having to juggle between apps if they have children in different schools. They will be notified automatically of new messages even if they haven’t logged in or downloaded the app. 

Training
Communication Services has offered train-the-trainer sessions for schools so they can then train teachers in the use of Rooms to communicate with parents. Virtual training dates offered by the vendor and other helpful information will be set up and shared in the coming weeks.

To get started, follow these steps:

1. Log into Rooms using this link or the Apptegy tile in the Dallas ISD Portal (Rooms is found on the list as Connect). It is tied to the district’s SSO.
2. Complete the guided orientation and introductory checklist.
3. Send your first message to your families to introduce them to the platform.

To access the orientation checklist, you must login via a computer and complete all steps listed. Once you have finished the set-up, you can download the Apptegy Staff Experience app for a mobile experience if preferred. This app is for Dallas ISD staff only and allows you to access the communication platform and send and receive messages from your  iOS or Android device. However, you can continue to access the system via the website.

If you need additional guidance, click on the question mark in the lower left corner of the site or the speech bubble icon at the lower right, which will connect you with Apptegy’s support team. If you have any questions about using the system, please contact the trainer at your school or Apptegy support at support@apptegy.com or (501) 613-0370.

For elementary teachers Arial Kossie and Nila Miller, their lifelong friendship and shared legacy in Dallas ISD, began in preschool and now continues at two district elementary schools.  

Kossie and Miller met in their preschool class at Jimmie Tyler Brashear Early Childhood Center, the school’s name at the time. After spending their elementary and middle school years apart, they reconnected at Booker T. Washington High School for the Performing and Visual Arts. There, as members of the Class of 2007, they developed a love for the performing arts that would later shape their paths as educators.  

Nila Miller (2026)

Miller’s early experiences at Brashear laid the foundation for her lifelong love of learning.  

“Legacy brings me back to my elementary school,” Miller said. “I loved preschool. I remember the teachers and our location at Nolan Estes Plaza at the time. I remember the way Brashear smelled and the way it looked. I remember my teacher, Miss Giles. I remember these young, beautiful, intelligent teachers I wanted to be like, and I always knew I would be a teacher one day.”  

Today, Miller is a fifth-grade English language arts and reading teacher at H.S. Thompson STEAM Academy, where she shares her love for reading with her students. 

“I love books. I love children’s authors. I love understanding and reading comprehension,” she said. “That foundation started when I was three years old at J.T. Brashear.” 

Arial Kossie (preschool)

Kossie’s memories of preschool have come full circle, and she is now a music teacher at Brashear.  

“I’ve been teaching for 13 years now, and these past two years at Brashear have been the best that I’ve experienced,” Kossie said. “It’s interesting, because I didn’t like preschool. I was a young child who had difficulty adjusting to new rules and new people. But now that I’ve returned to Brashear as a teacher, it has been such a rewarding experience. The school atmosphere is incredible.” 

The walls of her music classroom at Brashear are covered in music theory posters and her room is decorated with student pianos, red guitars, an upright piano and stacks of piano books—a creative space for students to develop an early love for music.  

As a student, Kossie also attended Adelle Turner Elementary School and what was formerly Atwell Middle School, now known as Judge Lewis A. Bedford Law Academy. Miller also attended several Dallas ISD schools, including R.L. Thornton Elementary School and W. E. Greiner Exploratory Arts Academy. 

2026 Winner’s Circle

From their early years as students to becoming educators, both teachers now give back with a deep appreciation for the communities that shaped them. 

“Our gifts as educators and musicians made room for us to make a difference,” Miller said. “When you’re passionate about what you do, it makes the hard work easier. We are still here, and we are building a legacy.” 

This year, both Miller and Kossie were selected as Teacher of the Year for their campuses. For Miller, it is her second nomination and her 12th year teaching.  

Kossie received her bachelor’s degree in music education from Howard University, where she also minored in classical piano.  

Arial Kossie (2026)

Her passion for music began at an early age, when she started playing piano and studying music theory. This foundation continued at Booker T., where she and Miller reconnected.

At the arts magnet, Kossie studied piano and explored multiple disciplines. She sang in the choir and studied West African dance.  

Music has remained an integral part of Kossie’s life, and now she carries that passion into her classroom at Brashear, creating new memories for her students while honoring her own. 

Miller, also studied music at Booker T., focusing on classical voice, and said those experiences helped shape her into the educator she is today.  

“I studied music and voice in high school,” she said. “Theater prepared me for teaching because we are often like actors in the classroom. That is our stage, and our students are our audience.” 

After high school, Miller earned her bachelor’s degree from the University of North Texas and a master’s degree from UNT Dallas. 

Both said they left high school with more than an education. They left with a family they had built together.  

High School Class of 2007

Their memories from elementary school to high school live on in a scrapbook filled with photographs of their time together as students in Dallas ISD, snapshots of moments that continue to shape who they are today.  

Now, that connection continues as they teach the next generation of students walking the same halls and neighborhoods they once did.  

“It’s amazing to realize that we have always been connected,” Kossie said.

In Dallas ISD, the Core 4 tenets set the standard for how team members contribute to a culture of impact for students.  

Federico Ferrero, a program evaluator in the Evaluation and Assessment Department, works with program managers to provide data analysis that informs decision making across different programs in the district.  

His team said he exemplifies all four culture tenets—transforming students’ lives with focus, having an urgency for all, striving for the yes with flexibility, and making friendly, memorable moments. 

“Federico is always eager to support others and, when approached for assistance, goes above and beyond to ensure that issues are fully resolved rather than simply addressed at a surface level,” said colleague Joohee Grace Kim. “His willingness to invest extra time and effort reflects a genuine dedication to team success and equitable outcomes. Ferrero engages with colleagues in a manner that is consistently kind, respectful, and positive, demonstrating a sincere effort to understand their needs and respond without bias.” 

Ferrero’s work includes evaluating programs across family and community engagement, credit recovery and acceleration, and tutoring. 

“In terms of impact, what we do helps students because we can provide answers from data to better programs,” Ferrero said. “We add value because we have the time to think on and explore the data in a way that program managers can effectively implement for their students.” 

 By supporting his team with the department’s program management software such as Qualtrics, Ferrero demonstrates both focus and collaboration. This day-to-day work contributes to the district’s goal of transforming students’ lives. 

 “I enjoy working at Dallas ISD,” Ferrero said. “Even from the beginning of my career, I have had a commitment to education. I am from Argentina and have worked in educational development throughout my career. Dallas ISD is a great place where people come from different backgrounds. Our team always works together to provide the best answers to questions for teachers, principals, and programs managers.”  

If you know of someone who embodies the Core 4 tenets of fast, focus, flexible and friendly, let us know by submitting their name using this form.

At a Montessori recognition ceremony earlier this semester, deputy chief academic officer, addressed a room of Montessori credentialed teachers with a childhood anecdote that stressed the need to offer this program in public schools like those in Dallas ISD. 

Hill attended a Montessori program for one year when she was 4 years old. Decades later, she asked her mother, a retired teacher, why she didn’t keep her in the Montessori program. 

“Do you know what she told me?” Hill paused to let the room think for a moment. “She said that it was too expensive.” Which is why, Hill said, what district Montessori teachers do for families is tremendous.

Providing Montessori programs in Dallas ISD gives students opportunities that they may not otherwise have had, especially in the public sector, she said. 

During the ceremony, the teachers received pins and certificates recognizing their Montessori credentialing, honoring their commitment to student‑centered education. Each one completed 300+ hours of MACTE-accredited training plus a nine‑month practicum. This training is funded by the district as part of its efforts to increase the number of credentialed Montessori teachers.

Rafael Ibarra, a Montessori teacher at Prestonwood Montessori at E.D. Walker and also a Teacher of the Year for Magnet/Choice nominee, said that it was a rigorous two-year training. 

“I went through the E1 and E2 training, which is the lower elementary and upper elementary training,” he said. “It was during the summer and every other Saturday. It was 40 hour weeks of a certain content, a certain subject, and we had to write a lot of papers, but it was a great experience.”

Dallas ISD is growing a powerful Montessori pipeline that gives families more educational choices. In Montessori, classrooms are multi‑age and truly child‑centered. Students choose their work, move from concrete materials to abstract concepts, and take ownership of their learning. Educators are organized into three key levels: primary, which serves prekindergarten and kindergarten; lower elementary, which includes first through third grades; and upper elementary, which encompasses the older elementary students. 

“Students are the focus. It’s an opportunity for students to have independence with guidance,” Bixby said. Since 2020, Dallas ISD has opened three new Montessori programs, bringing the total to eight campuses.

“It was intense, but I’m really grateful that I was able to go through it because I learned a lot from my training,” said Marisela Rocha, teacher at Downtown Montessori at Ida B. Wells Academy. “It was rigorous, and we did it through Zoom during the COVID time pandemic, which was kind of like an experiment for everyone.”

For many teachers, the program offers a meaningful next step in their career. Montessori Executive Principal Tomeka Middleton-Williams closed out the event, emphasizing that Montessori belongs in public education. It is not privilege; it is access. 

“Public Montessori requires courage,” she said. “It requires leaders in the classroom who can hold high academic expectations and deep respect for childhood at the same time.”

For Jeanne Elser-Smith, who taught Montessori in the private sector before joining George Bannerman Dealey Montessori Academy as a teacher, Montessori is more than a method—it’s a wonderful way to spend each day in a classroom where children are engaged, proud, and deeply connected to their learning, she said. 

“We have to follow what the child is doing, regardless of their age,” she said. “It gives teachers freedom to actually meet the child where they are and move them on as far as they need to go.”

But the true joy, Elser-Smith continued, lies in watching children take pride in their work.

“The kids are happy because they love their work. They love it because it’s their work,” she said.