Staff News

A mentor is someone who allows you to see potential and restore the hope inside yourself, and that is what has led Gerardo Gonzalez Gomez, an instructional specialist in the Dual Language Department, and Isaac Nkurunziza, once his student, to collaborate in an organization that is making an impact on many lives.

Nkurunziza, who once was a student in Gonzalez Gomez’s ESL class at Bryan Adams High School, is studying to become a mechanical engineer, but he is not your typical college student. At 23 years old, he launched the Dream Nziza Foundation, whose mission is dedicated to empower children living in rural areas of Rwanda by helping them improve their English skills and ensuring they have access to important educational materials and uniforms they need to succeed. The foundation also makes sure children are nourished. 

For a week this summer, a team of seven educators, which included Gonzalez Gomez, spent time teaching English at a small school in the village of Kanzenze, Rwanda.

“Beyond the classroom, we made a lasting impact through the foundation by providing the students with new uniforms, essential school supplies, and daily meals to support them throughout the upcoming school year,” said Gonzalez Gomez. “The experience was deeply gratifying and profoundly humbling.”

He added that  he was taken aback the moment he first stepped into the classroom where he would be teaching. 

“The heat was intense, a wasp nest clung to the ceiling, and the desks were old and worn and made from rough wood,” he said. “It was a stark contrast to the classrooms we’re used to in the United States.”

But as soon as he began teaching, all those concerns faded away. The students’ bright smiles and eagerness to learn drew him in completely, he said. 

“This made me forget everything else as I immersed myself in the joy of teaching and connecting with them,” he said. 

He was also moved by how the community took care of the teachers. Families would send the educators messages on WhatsApp asking if they had eaten or if they needed anything. 

To watch a video of some of the highlights of the trip, visit here.

Gonzalez Gomez remembers when a young Nkurunziza first arrived in the district from Rwanda in 2017 and spoke no English. He said he has seen him grow into a determined scholar who is passionate about making a positive impact in the community. 

As he learned more about the Dream Nziza’s Foundation’s goals and mission, Gonzalez Gomez felt more inspired to get involved. 

“For me as an educator, it’s part of my nature to support others and make a difference in our communities,” he said. 

“Mr. Gonzalez, he’s my hero,” Nkurunziza said. He credits Gonzalez Gomez with sparking in him the confidence to follow the direction of his dreams, including starting his foundation.

“You feel so good when you help others,” Nkurunziza said. He visited Rwanda in 2023 and funded the medical bills for 130 people. He said he was able to do this by working hard, sacrificing and using the money he made in his internship to pay for the medical bills of those in need. 

“But the idea came after I got back from Rwanda, and I decided that I really wanted to show Mr. Gonzalez and my other friends here in America how my country has transformed from being the genocide country where horrors happened 30 years ago to where it is now,” Nkurunziza said. Now, Rwanda is one of the safest countries in Africa, and he said he wanted his friends like Gonzalez Gomez to learn from Africa but also teach from Africa. 

Gonzalez Gomez called it a life changing experience. He said one of his favorite memories is when the students read the story called “The Boy Who Harnessed the Wind.” The students built small windmills as a way to fully engage in the reading, he said. Witnessing the joy that the students expressed in building and playing with the windmills was something Gonzalez Gomez shared in. Another memorable moment was when Nkurunziza invited his whole team and parents to join in the distribution of uniforms. 

“It was the first time that I would say that all the students have worn uniforms, and their smiles were just radiating. Their  families were just so grateful,” Gonzalez Gomez said.  

Nkurunziza said that when he first set out planning the trip to Africa and recruiting the volunteer teachers, he didn’t know how much they were going to impact the community in Kanzeze, Rwanda. 

He saw a shift in the mindset of the parents. He saw the parents using their resources to buy a notebook for their children, rather than spending it on something else. 

“What surprised me is how much the parents are now dedicated to their sons and daughters reaching their education goals,” he said. 

Nkurunziza and his team were able to help 300 students. 

Nkurunziza said he will continue this work and is already planning to return to Rwanda with a group of educators next summer and continue to build a legacy as the program continues growing.

“If there’s anything that I’ve learned is that there’s going to come a time where I will not be on the face of this earth, but my memories, the people that I’ve restored hope in will have been worth the effort,” he said. “When you restore hope in a person, it’s priceless for me.” 

In 1987 then President Ronald Reagan declared Oct. 28 through a presidential proclamation as National Immigrants Day to coincide with the 101st anniversary of the unveiling of the Statue of Liberty from whose “beacon-hand/Glows world-wide welcome.” The proclamation reads “that welcome is America’s welcome, which has ever beckoned millions upon millions of courageous souls to this land of freedom, justice, and opportunity.”

In Dallas ISD, at least 102 languages are spoken in students’ and team members’ homes, the Translations Services Department provides interpretation for families in 11 of them, and this school year, the district welcomed almost 2,700 students who are new to the country. 

“Our national celebration of Immigrants Day is a moving reminder to us that America is unique among the nations. We are the sons and daughters of every land across the face of the Earth, yet we are an indivisible Nation,” the proclamation reads. “We are one people, and we are one in that which drew our forebears here—the love of freedom’s Holy Light.”

Are you already receiving emergency notifications and other important information from the district? If you are not, make sure your phone number is up to date in Oracle and that you opt in to receive text messages. 

Be among the first to know if, for example, the district will be closed due to inclement weather, by making sure you provide your cell phone as your Home number in Oracle. While some people still have a landline number as their Home number, we recommend using your cell phone so that you can get emergency and other important notifications via text. Follow these simple steps:

1. Make sure your main cell phone number is in the Home field in your contact information in Oracle. If you have entered your cell phone number in another field, you can switch it to Home. Follow the steps below or download this guide to learn how to update your number.
2. Once you have updated your contact information in Oracle, just send a text message of “Y” or “Yes” from the cellphone in Home to our district’s short code number—67587*. SchoolMessenger will never share your information.
3. You will get a confirmation text.
4. You are ready to receive text message notifications and alerts from Dallas ISD!

Providing updated contact information will ensure you can get not just emergency calls, but also important information about benefits and updates. 

To update or confirm your information, log into Oracle using one of the following links:

• Within the District network or VPN: https://orion.dallasisd.org/iorion
• Outside the District network: https://orion.dallasisd.org/dorion
• Go to Employee Self-Service and follow the steps below:
  • Human Resources/Payroll Employee Self-Service > Employee Self-Service > Human Capital Management Information > Personal Information

Download the instructions to update your address or phone number. For technical assistance with Oracle, please contact the EdTech Service Desk at (972) 925-5630.

Because neighborhood schools are often anchors in their communities and always the first choice for families, they are where legacies are built. That’s why this year, they will be part of the Discover event that invites families to see what Dallas ISD schools have to offer Dallas children. 

These schools from elementary to high school offer more than just academics and enrichment programs. For many families, they are tradition and home; they are the legacy that each generation looks forward to being part of, said Communications Chief Libby Daniels. 

“As we spoke to families and alumni, they told us that some of their fondest recollections of their time in  school was the sense of family and belonging they experienced while there,” she said. “One story that comes to mind is a group of siblings and cousins at South Oak Cliff High School whose dream was to attend SOC and be Golden Bears like their parents and other relatives. They wanted to be part of that legacy.”  

By designating these schools that are anchors in their communities as legacy schools, Dallas ISD is building on that sense of pride and community that is already there and that is so important to families, Daniels said. More information on the legacy schools—escuelas legacy—initiative will be shared in the coming months.

Discover—which takes place from 9 a.m. to 1 p.m. Saturday, Nov. 9, at Fair Park’s Automobile Building—will offer families the opportunity to explore the very best in innovation, tradition, and excellence that Dallas ISD has to offer. For families who want to apply to choice programs and schools, experts will offer help with filling out the application.

More than 1,000 big-city school leaders, board members, senior administrators, and educators from across the country met last week in Dallas during the 2024 Council of the Great City Schools Annual Fall Conference.

The event featured more than 200 presentations covering a wide range of topics that impact urban school districts nationwide. The Council of the Great City Schools represents the nation’s largest urban public school districts, working to ensure that students in these areas meet high academic standards and succeed as productive members of society. The annual fall conference serves as a platform for collaboration, innovation, and sharing best practices among educators dedicated to improving outcomes in urban education.

Dallas ISD Board First Vice President Ben Mackey, Dallas ISD Superintendent Stephanie Elizalde and CGCS Chair of the Board Marcia Andrews officially welcome school leaders to the 68th annual event, setting the stage for three days of discussions, workshops, and strategic planning aimed at driving positive change in education for millions of students across the nation. Dallas ISD students from schools across the district showcased their talents at different events during the conference to the delight of attendees.

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.