Staff News

When Joshua Spindler teaches government class at Moisés E. Molina High School, he encourages students to get educated about current issues that will affect them in the future. This is especially important in years like 2024 with national elections when they get to have a voice in how those issues are handled.

“When I tell them about some of the issues, they get depressed,” said Spindler, who has been a social studies teacher for the past 10 years. “I tell them, ‘Look, you can’t solve a problem until you understand it completely.’”

He also tells them that they can’t be part of the solution unless they register to vote when they are eligible and then vote. Twice a year, high school principals must offer students the chance to register to vote, if they are 18 or will turn 18 that school year. Non-partisan community organizations like March to the Polls support teachers with presentations for students to learn about the process and the requirements to register and vote.

“Everybody who could register did,” Spindler said. “A couple of them came back to ask when voting starts.”

Early voting in Texas started Oct. 21 and goes through Nov. 1. Election Day is Nov. 5.

Spindler combats voter apathy among his students by pointing out historical events where youth participation has led to significant change. The right to vote has been at the root of a lot of movements that have changed history, like the Civil Rights movement that led to the Voting Rights Act and the anti-war movement that led to the 26th amendment, which lowered the voting age from 21 to 18.

Spindler’s classroom is set up in such a way that when they discuss issues, students can move to the corner that shows how they feel about the issue—agree, somewhat disagree, disagree. The lesson is that despite the state of politics, people can disagree and still go through the process, he said. They can agree on the outcome because everyone got to participate by having the opportunity to have their voice heard and to exercise their power through the vote.

“You have to have skin in the game,” he said.

Spindler has been helping students understand the importance of voting as a social studies teacher for 10 years—eight at Sunset High School and two at Molina. He enlisted in the U.S. Army as a medic in 2002 inspired by the events of 9/11. After three tours in Iraq, he got out and started college to get a nursing degree. In his second semester, he needed one more class and chose an introductory course for teachers, which involved 20 hours of observations at Richardson High School. The teacher thought he was a student teacher and put him to work teaching science lessons.

“I caught the teaching bug,” he said. “History ended up being my favorite and government is how you teach kids how to have some control over their future, how to create their own future.”

We’ve Got You Covered is more than the Student Activities theme for the 2024-2025 school year. For the department team members, it is a promise to support the more than 2,000 teachers who serve as academic coaches for the department’s 12 extracurricular programs.

The theme aligns with the department’s commitment to support the teachers completely, said Michelle Read, Student Activities coordinator. The support starts early in the year with training that allows coaches for the variety of extracurricular activities to get started.

“This year’s theme ensures that every coach feels empowered and equipped with tools and resources necessary for getting students to compete at the highest levels possible,” Read said. “Our team members guarantee that each coach can effectively guide their students to success and develop useful life skills.” 

The Student Activities team provides a diverse selection of activities for students by covering the costs associated with participation, including registration fees, study materials, travel, and student incentives, said Rochelle Hailey, Solar Preparatory School for Girls debate coach.  

“I have never worked with a department that focuses on every aspect of the student participating,” Hailey said. “They provided a workshop, food to eat, a shirt to wear, transportation to get to the tournament, and the support of the staff so we can be successful as a team.”

Embracing the theme, Student Activities takes a comprehensive approach to ensure that every student can participate in and benefit from programs ranging from cheer and debate to chess and esports. 

Leonidas Patterson, director of Student Activities, said the department supports the entire school community, striving to create an atmosphere where students find avenues to connect with their interests and passions. 

“Our dedicated teachers put in extra hours beyond the school day so that students get the opportunity to participate in the extracurriculars offered by Student Activities,” Patterson said. “Understanding the commitment and time associated with sponsoring one of the districtwide programs, the department promises to be a reliable resource for teachers.” 

The districtwide extracurriculars come with instructional materials, training, and a stipend to compensate teachers for their time and expertise coaching students throughout the year. 

Christina Martinez, Student Activities manager, said the department works with the teachers to ensure the students have a positive experience with extracurriculars.  

“The best part of being a sponsor for Student Activities is that you never have to do it alone,” she said. “You have a whole team of people ready to support you from the very start. The Student Activities Department is there to help you when you stumble and cheer you on along the way.” 

Natasha Mitchell, cheer coach at Sunset High School, said Student Activities not only promoted togetherness but they even went as far as to celebrate victories with students and coaches. 

“We were at the district UIL cheer competition waiting to hear the results of the day, and when our school name was announced, it was like magic,” Mitchell said. “You would have thought we had just won the national championship the way the students celebrated together. And to top it off, the cheer squad was amazed that the Student Activities team was there cheering them on and celebrating their success with them.”

For a complete list of extracurricular activities sponsored by Student Activities, visit www.dallasisd.org/studentactivities. 

In the almost two months that Jamie Contreras has been principal at Gabe P. Allen New Tech Academy, he has been building on his family’s legacy in Oak Cliff and West Dallas. Every day he walks through the school, he sees a hallway or a room that was there when his father attended in the 1960s and knows he is in the right place.

“When you look around, you can see where it has been updated, but you can also see what’s original to the school, and I can hear dad,” he said. “When I see the young boys here, I can see how dad would have been then. I see dad in them, and I want them to have the same foundation he had to be successful in life.”

In the 21 years he has worked in Dallas ISD, he always has wanted to work in Oak Cliff, where he grew up and where he and his twin brother—Joseph, a lead dyslexia evaluator in Student Services— attended school, graduating from Sunset High School. Contreras had passed up opportunities for advancement in the past that took him out of Oak Cliff, but when the offer to lead Allen New Tech Academy was presented, he couldn’t say no.

“I wanted to stay [in Oak Cliff] and give back to my community, but when I was told it was Gabe P. Allen, I knew I had to come,” Contreras said. His father, who passed away in May 2023, attended the school from kindergarten through third grade, and his widowed mother, Yolanda, lives nearby.

One of the first things Contreras did after arriving at Allen in September was find a picture of how the school looked when his father went there and place it among those of his wife, Valerie, a fifth-grade teacher at Leslie A. Stemmons Elementary School; his two daughters, Sadie and Madeline, the youngest of whom still attends Mary McLeod Bethune Elementary School, where he was assistant principal for nine years; and those of the rest of his family. Stemmons is Contreras’ elementary school.

Legacy and deep connections can be found throughout Contreras’ career in the district but also in his life as a student.

After graduating from Sunset High School, where he played football and was student body president, Contreras thought he would go to college on a football scholarship that never materialized. Instead, he worked 40 hours a week and attended Dallas College on a Rising Star scholarship after which he got another scholarship to finish a degree at the University of North Texas.

While working on his degree, he started his career in the district as a special education teacher assistant at L.O. Donald Elementary School. Later, he taught at  Celestino Mauricio Soto Jr. Elementary School, where he was named Campus Teacher of the Year and designated Master Teacher. Eventually, he became assistant principal at Bethune and stayed there for several years because working in his community, being near his parents and being able to spend time with his daughters was a priority. After his father got sick and was undergoing chemotherapy, being close by to help when needed was important.

In 2021 he got the opportunity to be part of the LEAD program, which also helped him get his master’s degree at UNT, and last year became a resident principal at Soto.

“Dallas ISD and the LEAD program invested in me,” he said. “I want to give back.”

Contreras said his parents were at-risk students, he was an at-risk student, but his daughters are not considered at-risk.

“Going to college is a given for them,” he said. “We broke that generational chain. Somebody helped us break it, and I was the first-generation college graduate because someone told me ‘I believe in you.’ I want to be that person for others.”

Contreras said his work as principal is a ministry, and every day that he wakes up, he commits to having his actions reflect his beliefs by building relationships, by emphasizing equity, by getting back to human contact, by having conversations about people and establishing a team culture—basically, treating others as he would like to be treated.

“If you build those relationships, the academics will follow,” he said.

Contreras also keeps an eye on the data and has hit the ground running to give back to the district, the community, the students and the team members at Allen by setting the path to improvement. He doesn’t believe that the fact that the school is rated D or that it is 99% low socioeconomic should be something that holds them back from achieving higher academic levels and fulfilling their potential.

“Education wasn’t a big deal to my grandparents, which is probably why my father only went up to the eighth grade and started working young,” Contreras said. “But he would be so excited that I am here now. This is why I am committed to making sure kids get the same now that he got then, a safe place to be, something to eat and people who care about them.”

“We are telling our West Side story,” he added. “We don’t have to follow the story others tell for us. We can write our own story for ourselves and for anyone who wasn’t expecting us to be winners. We get to decide what that looks like and how we make it happen with growth and a change mindset.”

Dallas ISD started the 2024-2025 school year with fewer than 70 vacancies—the lowest in almost ten years. This meant that the district had filled 99% of teacher positions before classes started, an accomplishment due in great part to the efforts of Human Capital Management’s Recruitment and Selection Team.

The team of 16 members works year-round to identify and recruit the best teachers worldwide through strategic sourcing, travel, and participation in critical events. Their primary objective is to have a certified teacher in every classroom at the start of the year, a process that often starts a full year in advance.

Meeting the district’s needs through strategic preparation is crucial to ensure Dallas ISD students receive the highest quality education, said Chele Andreason, executive director in Human Capital Management.

Preparation is essential for a successful year. The team prioritizes local universities with graduating education majors and builds solid relationships and pipelines to secure top potential teachers. With 239 campuses across all levels, the recruitment team stays several steps ahead to meet content area needs, particularly in critical areas such as bilingual education and special education, Andreason said.

Collaboration within the team is vital to building a robust pipeline of candidates for future opportunities. The Recruitment and Selection team hosts virtual events, including information sessions, Recruiter’s Corner, and interviews to engage and attract potential teachers. This is one of the preliminary steps along a candidate’s journey to securing a position within the district. The team also hosts many districtwide events to attract and secure teachers.

A significant aspect of the recruitment process is the ability to offer a teacher an early contract with the district. This binding agreement guarantees candidates a teaching position for the upcoming school year, adding a compelling element to the recruitment process. If you know of future teachers who are interested in being an educator with Dallas ISD, please reach out to the team at futureteacher@dallasisd.org. 

Dallas ISD is celebrating Digital Citizenship Week Oct. 14-18 by offering engaging activities and lessons that teachers can easily integrate into their classes. In today’s connected world, it’s critical that students understand how to navigate the digital landscape responsibly, ethically, and safely.

The Professional & Digital Learning Department offers a variety of interactive resources designed to promote the principles of respect, empathy, and thoughtful online behavior. From exploring the impact of social media to practicing online safety and privacy, these lessons are designed to help students become responsible members of both the digital and physical communities. By teaching digital citizenship, educators empower students to create a positive digital footprint and equip them with the skills to engage meaningfully in the modern world.  Teachers can find the Digital Citizenship Week resources here.

Dallas ISD offers the very best in innovation, tradition, and excellence in the district’s more than 230 specialty schools and programs and legacy campuses. Parents can explore all these opportunities at the largest school fair in the city —the new Discover Dallas ISD.

Traditionally, this districtwide event has been reserved for choice and application-based schools; however, this year, neighborhood or “legacy” schools are also being highlighted, which truly are our students’ first choice.

Join all of the district’s schools in one location from 9 a.m. to 1 p.m. on Saturday, Nov. 9, at the Automobile Building at Fair Park to learn about the schools of your choice and apply to a specialty school onsite.

Representatives from all of the district schools will be on-site to answer questions. This includes P-TECH, magnet, STEAM/STEM, Montessori, personalized learning, project-based learning, transformation, visual and performing arts, dual language schools and legacy schools, formerly neighborhood schools.

Please note, families will only be able to apply for application-based schools and neighborhood school transfers during this event through Jan. 31. Applications are for the 2025-2026 school year.

Deepen your understanding of racial equity and get inspired to implement actionable change by attending the Fall Racial Equity Learning Exchange on Oct. 24. The event, presented by the Racial Equity Office, features nationally recognized leaders in racial equity who will guide attendees through key strategies for building anti-racist schools and systems.

The Fall Racial Equity Learning Exchange will take place from 1 to 4 p.m. at Fellowship Church, 9330 N. Central Expressway. Space is limited to sign up to attend the session of your choice at bit.ly/REOFallLearningExchange.

The keynote speaker, Gregory C. Hutchings Jr., will deliver a powerful address titled “Getting Into Good Trouble: Building an Anti-Racist School & System.” Hutchings will share practical insights on how schools can confront systemic racism head-on and foster environments that empower all students, especially those from marginalized communities, to thrive.

In addition to the keynote, three expert-led sessions will provide participants with focused learning opportunities:

• Kendra Johnson will lead “When Treating All the Kids the SAME is the REAL Problem,” a session that tackles the root causes of racial achievement gaps. Dr. Johnson will demonstrate how to use real-time data to tailor instruction to students’ diverse needs while sharing strategies to build staff buy-in around the critical importance of racial equity.
• Jerry Hawkins, executive director of the Dallas Truth, Racial Healing & Transformation project, will present “Race & the Roots of Dallas: A Historical Journey.” Hawkins will explore the city’s complex racial history and its lasting impact on educational inequities, offering historical context for present-day challenges.
• Douglas S. Reed will lead a session on “Strategies for Building an Anti-Racist Classroom,” equipping educators with tools to create supportive learning environments.

When Christi Canady-Boyd, a speech therapy assistant at Skyline High School, was diagnosed with breast cancer in 2021, she was anxious about talking to her supervisor. Little did she know the conversation would lead to a four-year legacy of love and support as dozens of Skyline Raiders will walk once again in the Susan G. Komen race for the Cure on Oct. 19.

“It was my first year at Skyline, but I had known her from [W.H] Gaston [Middle School],” said Sonja Nix, assistant principal at Skyline High School. “When she told me, I took off my supervisor hat and put on my friend hat and asked her what we could do to support her.”

Canady-Boyd got her treatment and is doing well, but because Nix was raised always help others and is part of a sorority that emphasizes service to others, she went a step further to support her friend and team member in her fight against a disease that affects one in four women in the United States.

Nix created a Skyline Raiders team for that year’s Komen Race for the Cure and encouraged the school’s athletics teams to join. Several did, including the drill team—the Skyline Silhouettes—who stopped every so often along the route to do a routine and cheer on the other participants. The first year, the Skyline team had about 150 participants and raised $1,500.

For Nix, getting students involved was important because often people go through their everyday lives missing what is going on in others’ lives. Breast cancer touches everyone on some level, and the race teaches students—and adults—empathy.

“There aren’t a lot of opportunities to reach out and touch someone else,” she said. “This lets them take a break from themselves and think about how they can impact others’ lives.”

The second year, the numbers increased, and the team had about 250 people participate, including the boys baseball team. The organization even requested the Silhouettes come back with their routines. People donated $5 for walkers to wear T-shirts with the name of a loved one who had been diagnosed with the disease. The team raised $2,500 for the Susan G. Komen Foundation, which provides support for those diagnosed with breast cancer as well as funding for research to find treatments and eventually a cure. 

“I am thankful that I had someone in my life like Ms. Nix,” Canady-Boyd said. “I feel good because it has impacted so many, changed so many lives because we all have purpose. I feel like going through this is fulfilling the purpose that the Lord almighty has for me.” 

Changes in staffing led to a decrease in participation for the third year, but Oct. 19 will likely see a resurgence of the Skyline Raiders at the Komen Race for the Cure because planning and fundraising started early, said Ssereta Lafayette, Skyline special education teacher, who took over the organizational efforts.

“We are ready,” she said. “We really enjoy seeing students participate. It helps them to see that if you put good energy in, good energy comes back to you and that good always wins. It lets us participate in community service that touches your heart.”

Latronda Williams, a special education teacher assistant at Skyline, is also organizing a “More than Pink” walk on Oct. 26 at the school for those who can’t make the Oct. 19 race, and funds raised for that will also go to the Komen Foundation. Williams believes it’s important that students and team members who couldn’t get to the Plano event have an opportunity to “be of service and be the gem in their community. To say, ‘I don’t know them, but I can walk with them in this fight.’”

The four women hope that the legacy of empathy they started to support a friend and colleague takes root and continues for many years at Skyline and wherever the students go after they graduate.   

“I am a Skyline alum and a Silhouette, so this rings very deep for me” Canady-Boyd said. “I truly am wonderful because of all the support. In the Skyline special education department, we are like a family. Everybody was so supportive. Our Circle Soulja Pink, that’s what I call my group, I felt their love from work, from home, from family. It really helped me to get through everything.”

For more information about the Skyline Raiders race team or to support them, download their flyer. And for more information or to donate to the More than Pink walk on Oct. 26, download their flyer.

Dallas ISD successfully launched its new website Wednesday, and while the new look has a lot of exciting new features, we wanted to make sure you knew where to find commonly used links and Team Dallas ISD content. 

Pages requiring EAD access can be found through the Dallas ISD Portal at portal.dallasisd.org or by clicking on the Dallas ISD Portal icon automatically installed on the desktop of all district devices. Links to pages like Benefits, Cornerstone, Oracle, and PowerSchool are working and can also be found within the Dallas ISD Portal. 

As we’ve transitioned to our new site, please refrain from using Google to search for these applications as you may be directed to an outdated link that no longer works on the new site.  

Content like stories that appear in The Beat and links to useful sites and resources for employees can be found under Menu in the upper right hand corner of the site. Once there, click on Team Dallas ISD to go to the page dedicated to all things related to employees. The page also contains links to resources like Dallas ISD Portal, Benefits, Cornerstone, Oracle, and PowerSchool.

If you had bookmarked pages from the old site, not all the bookmarks may have made it through the transition, especially if the bookmarks are PDFs. If you know the departments that housed those pages, the best way to locate them is by visiting Menu and clicking on Departments. Some pages, like Professional Development and the Excellence Initiatives can also be found by going to Menu, pausing on Team Dallas ISD and clicking on Evaluation Tools on the menu to the right.

From time to time, you will see pop ups on the website with helpful information or asking for feedback. This does not impede your access to the site. Simply click on the X on the top right corner of the box to get rid of it or click on the link within the window that says you do not want to see it again. If you want to provide feedback about the experience, please use the link in the window and be as precise as you can.

While links to other resources can be found on the Team Dallas ISD page and the Dallas ISD Portal, you can access:

• PowerSchool directly here.  
• Cornerstone here. Please note that you must be logged in to access this page.
• SLO Form is located on the TEI Resources page and can be found here.  

If you encounter additional issues, please submit through our form here. 

Daniel Poveda and Monica Garcia, a dynamic couple of educators from Venezuela, have dedicated their careers to serving the Dallas ISD community and bringing their rich cultural heritage into the classroom. Their passion for teaching reflects their deep commitment to uplifting the next generation of students.

Poveda has been with Dallas ISD for 16 years, first as a teacher and now working as an instructional specialist for emergent bilingual and immigrant students in the Dual Language ESL Department. He arrived in the country at14 years old and remembers the challenges of adapting to a new culture and language. His passion for teaching was sparked by his experience and now helps students who are having the same journey.

“I was a newcomer student, attending ESL classes back in 1994,” Poveda said. “Learning English and moving to this great country had a significant impact on my life. After college, I knew I wanted to help students who are now in the same situation I was in.”

For Poveda, his Venezuelan heritage has been a guiding force. Growing up, he was taught values like respect, kindness, and hard work, which helped him navigate the challenges of immigration. 

“Without these principles, it would have been much harder to cope with the immigration process,” Poveda said. 

Poveda’s strong connection to his roots motivates him to encourage others to embrace their cultural identities. 

“I believe us, Latinos, should embrace our culture on a daily basis and prove that we contribute to society everywhere we go,” he said.

Likewise, his wife, Monica Garcia, a newcomer’s teacher at Herbert Marcus Leadership Academy, shares her husband’s passion for education. With 12 years in Dallas ISD, she strives to inspire her students and make a lasting impact. 

“The desire to contribute to the growth and development of young minds motivated me to enter the field of education,” Garcia said.

Garcia likes to celebrate Hispanic Heritage month with traditions, community gatherings, and stressing the importance of family. She proudly shares her cultural background with her students, helping them explore their own heritage in the process. 

“I teach my students to explore the achievements of notable Hispanic figures, and we work on projects that celebrate their Hispanic heritage.” Garcia said. 

During Hispanic Heritage Month, the couple enjoys celebrating not just their Venezuelan culture, but the entire Hispanic culture through various cultural events. Poveda points out the common culinary traditions that unite Latin America. 

“We all use plantain or corn leaves in some way, love rice, beans, and grains in general. And let me add—arepas are of Venezuelan origin!” Poveda said. 

Poveda and Garcia highlight the overlooked aspects of diversity and the importance of representation within Hispanic cultures. 

“I want people to see how our Hispanic heritage has European, African, and Indigenous roots, reflected in our food, music, languages, and most important of all, in our people,” Poveda said. 

As educators, the couple are also passionate about how education can elevate Latino voices. 

“Ensuring that Latino communities have a strong educational foundation will open doors for our children,” Poveda said. “Their voices will be heard once the tools, like education, are laid and built.”

“I’d like to see more emphasis on our diverse contributions and increased representation in various fields throughout the year.” Garcia said.

For Poveda and Garcia, Hispanic Heritage Month is a time to reflect on the past, celebrate cultural roots, and look to the future. Their journey from Venezuela to Dallas ISD is a testament to the resilience and contributions of Latino communities, and their work in education is paving the way for future generations to thrive.

Poveda believes that celebrating and honoring the diversity within Latino communities starts with openness and curiosity. He emphasizes the importance of stepping outside comfort zones and engaging with cultures that may be new. 

“Simply by being open, exploring other cultures, other celebrations, being out there, asking questions, making friends, comparing, and contrasting, there is never better or worse, simply different. The more we know, the better we become,” Poveda said.