Staff News

Goal setting for the 2023-2024 school year can now take place in the Career Management System in Cornerstone. Every employee evaluated with CMS should submit two or three job-specific SMART goals.

To help team members and their appraisers with the goal setting process and goal accomplishment, the district has updated the CMS individual goals rubric that can be found here. Other resources available to team members include the Goals Setting Process guide and Goal Setting webinar. 

Employees are to submit goal setting tasks in Cornerstone by Thursday, Oct 5. The deadline for appraisers to have had a conference with each direct report and approve the goals in Cornerstone is Thursday, Oct. 19.

Appraisers who are unsure of their appraisal assignments can find them in Oracle using this linked guide. If you are unable to find the Online Evaluation Supervisor function in your Oracle account, please request it at your earliest convenience through this link: https://records.dallasisd.org/Forms/64MOk

The Performance Management team is here to assist with any questions or concerns.  Please contact us at careermanagement@dallasisd.org or (972) 749-5712.

The Racial Equity Office needs you to deepen our district’s Equity Mindset. Each campus and department should select a representative who will influence and lead the equity work at their location. Will you be a racial equity leader this year?

All designated influencers will attend a virtual kickoff training. They will also participate in a fall and spring Learning Exchange to learn equitable practices from renowned equity researchers, authors, and leaders. Influencers will have access to curated resources located on the online library and implement these practices with their campus or department. We are excited about having over 300 districtwide leaders in equity and look forward to 100% participation. Dallas ISD is leading in rhythm with equity and excellence.

If you have additional questions, please contact Candyce Grant at 972-925-3048 or via email at canfranklin@dallasisd.org.

Even though it may still be warm and sunny outside, Dallas ISD returns to business dress code on Sept. 1 to promote a professional atmosphere and maintain the positive image that employees present as representatives of the district. 

The district’s dress code policy is designed to help employees provide a consistent professional appearance to colleagues, students, parents, and the community. Employees should exemplify the highest standards of professional appearance.

To help guide employees in determining appropriate attire for the workplace, below are the business dress code guidelines outlined in DH(LOCAL) and DH(REGULATION).

Overview

• The dress code standards are meant to maintain an orderly educational environment and will not infringe on an individual’s culture, religious beliefs, or protected free speech.
• The dress and grooming of district employees shall be clean, neat, in a manner appropriate for their assignments, and in accordance with any additional standards established by their supervisors and approved by the Superintendent of Schools.
• Employees are expected to exemplify proper grooming standards and personal hygiene in a manner that projects a professional image for the employees and the district.
• Employees shall keep their hair and facial hair groomed neatly.
• Employees will not be allowed to display any jewelry, tattoos, brands, or similar artifacts that are either obscene, distracting, or may cause disruptions to the educational environment.

Acceptable Attire

• Clothing should be clean, pressed, and wrinkle-free.
• Attire should fit appropriately (not excessively tight or loose).
• Dress pants, dress shirts, and blouses are required.
• Professional dresses and skirts are required.
• Professional footwear is required at all times.
• Employees required to wear district-issued uniforms are expected to wear the assigned uniform.

Unacceptable Attire

Unacceptable attire includes, but is not limited to, the following:

• Form-fitting, snug, sagging, or transparent clothing
• Excessively worn, faded, or tight clothing
• Clothing with holes or frayed areas
• Revealing or provocative attire
• Necklines that expose cleavage
• Dresses and skirts shorter than three inches above the bend of the knee
• Jeans, sweatpants, shorts, bib overalls, leggings, spandex, and lycra
• Tank tops, t-shirts, and shirts with inappropriate messages/graphics
• Athletic wear and beach wear
• Slippers, flip-flops, house shoes, sneakers, and athletic shoes
• Hats are not to be worn inside, unless used as protective wear appropriate for one’s job function.

Exception

• Administrators will have the discretion to make exceptions to appropriateness of attire as it relates to culture, religious beliefs, vocational courses, physical education, maintenance, medical necessities, events, and spirit days.
• The Superintendent of Schools may waive the dress code for district employees when school is not in session or based on seasonal weather conditions, special events, and the like.

Reference: DH(LOCAL) and DH(REGULATION)

For questions or comments, please contact Policy and Compliance at hcmcompliance@dallasisd.org.

Dallas ISD is the winner of the Texas Art Education Association (TAEA) District of Distinction Award for the third consecutive year. This distinction honors school districts who are leading the way in the visual arts as well as exemplifying a well-rounded education that advocates and integrates visual arts curriculum to inspire creativity and build social-emotional learning. 

“This award for the third year in a row is a testament to the passion, importance, and hard work of our visual arts teachers. We are so proud to be the largest district in Texas to receive this honor,” Monica Hayslip, director of the Visual and Performing Arts department said. 

With approximately 285 art teachers on 220 campuses, the visual arts are an important part of the district’s offerings for all students. Art education allows students to express themselves, communicate their voices, and develop creative problem-solving skills by exploring drawing, painting, printmaking, sculpture, ceramics, photography, and other digital media. 

“Dallas ISD has set a high standard for visual arts advocacy, integrated visual arts curriculum, and encouraged creativity, community participation, and student growth,” said Sandra Newton, chair of the Visual Art Administrators of Texas, a division of TAEA. “It is a true testament to your visual art educators’ skill, dedication, and flexibility that the quality of their programs continues to provide strong and comprehensive visual art educational experiences to students.” 

For the past five years, TAEA has been honoring school districts that meet rigorous criteria. Over 1, 200 districts were eligible to apply for this year’s award and only 68 of those districts met the high standard. Dallas ISD is the largest district in Texas to be recognized for excellence in arts education. 

According to Hayslip, visual art curriculum materials are focused on the elements of art, principles of design, and creative processes using a variety of art materials. Students also study and discuss a diverse group of artists from the past and present. Writing and discussion through critical evaluation and oral response activities also help students develop critical thinking skills. 

“The visual arts is a universal language that uses symbols, shapes, forms, lines, and colors for student expression, innovation, and exploration. There is no language barrier in art. With our diverse population, art is extremely popular and provides a tool for all students to communicate,” Hayslip said. 

Dallas ISD will be honored at the TAEA Fall Conference General Assembly on Nov. 17. 

To see all of this year’s District of Distinction winners and find out more information, visit taea.org/TAEA/districts-distinction.asp.

Sophia Orta, office manager for the Mechanical, Electrical and Plumbing Department, has been working for Dallas ISD for 20 years, and her passion and commitment for service were recently recognized with a special pin. 

Chief of Operations David Bates visited the Maintenance and Facility Services building at 3701 Botham Jean Blvd. to present Orta with the pin, which she said she was not expecting at all. 

“I don’t do what I do for appreciation or recognition,” Orta said. “It feels good to be appreciated, but I’m going to do it regardless.”

Orta has served the district on three different campuses as a financial clerk, office manager, and more in addition to her current work. She said her drive comes from her desire to support those around her and contribute to the success of students across the district.

“I enjoy being helpful,” Orta said. “Everyone says my personality is open and friendly. The relationships we build with each other and others make a difference and make it easier to come to work every day with a smile.”

Her main responsibilities include, but are not limited to, doing the payroll for over 100 employees, managing requisitions, and overseeing contract services for all crafts. 

“I have so many people from different departments who will walk into my office and say, ‘Can you do this or help me do that?’” she said. “The way I see it, we’re in an education field, so we’re going to learn, we’re going to teach, and we’re going to have to improvise and adjust to changes and realignments. My goal is to be open and available to anybody.”

To achieve that goal, Orta relies on the Core 4 culture tenets, a necessity in her field. She strives to be fast, focused, flexible, and friendly as she adapts to needs with the Mechanical, Electrical and Plumbing Department and beyond. 

“I’m feeling grateful that people do see my work because a lot of it is behind the scenes,” Orta said. “Knowing that my team is seeing me and showing appreciation for me being open and available to help them, it’s huge. So thank you.”

With the safety and well-being of students and team members in mind, Dallas ISD has deployed a team of campus monitors across the district as part of a series of enhanced security measures. 

The monitors have been deployed throughout the district with an emphasis on secondary schools, although some are working at larger elementary schools as well. Their main responsibilities include securing entry and exit doors, monitoring entryway metal detectors, and overseeing hallways, cafeterias, and more to enhance the safety of the community. 

“The more eyes we have on access and exit points, the more eyes we have looking at the people coming toward our buildings, and the safer our schools are going to be,” said William Jay Sheets, supervisor of Student Services.

The campus monitors’ scope is the entire school, he said. They are trained in technical safety skills, as well as in de-escalation and relationship building, with an overarching goal of creating a positive learning environment for all.

“Campus monitors, along with administration and other faculty and staff, help build the school culture so students will want to come to school every day,” Sheets said. “They get students safely where they need to be.”

One campus monitor that Sheets worked with during a recent training session shared a story of speaking with a student he had known for some time in the hallway. The student expressed that they were having thoughts of self-harm, so the campus monitor got in touch with the campus’ administration team and counselors. Sheets said this group was “instrumental” in keeping the student safe that day.

This situation is far from the only success story the campus monitors had to share during their recent training, he said. 

“Safety doesn’t fall on any one individual or department,” Sheets said. “It’s a collaborative effort between our campus monitors, our support staff, our teachers, our resource officers, campus administration, and even our students. All of them combined keep campuses safe.”

Due to the importance of the campus monitor role, extensive training is being provided to these individuals to give them the tools they need to be successful and assist them with helping campuses be safe places for all students and team members. Training was held prior to the start of school and will be ongoing throughout the year with a focus on roles, responsibilities, de-escalation, safety, and culture/climate.

National Grief Awareness Day is celebrated on Aug. 30 to raise awareness about the ways in which individuals cope with loss and to highlight that help is available. 

According to the National Institutes of Health, grief can take many forms, from anticipatory grief—which is when someone feels sad about the changes in their lives and the losses they are going to have—to complicated grief—which is when people feel prolonged grief and struggle to adapt to the loss of a loved one. 

Common signs of grief include anger, depression, anxiety, trouble sleeping, sadness, fatigue, guilt, pain, crying spells or loneliness. If you or someone you know are experiencing these feelings, help is available. 

Coping with loss

Everyone grieves in their own way and on their own schedule, so it is important to avoid comparing oneself to others. Each person should consider what makes them feel best, whether it is expressing their feelings and emotions to a trusted friend or family member, doing some form of exercise, or pursuing a creative outlet like writing or painting. 

Other coping strategies include:

• Practicing self-care 
• Prioritizing physical health by staying hydrated and maintaining a healthy diet
• Practicing healthy sleep habits
• Entering a different space by doing a new activity in town
• Taking PTO as needed
• Incorporating positive affirmations

District resources

All Dallas ISD team members can take advantage of the Employee Assistance Program by LifeWorks. This confidential, secure platform has free specialist counselors on call 24/7, as well as personalized wellbeing tips, podcasts, videos, exercises, assessments, and more. 

Employees can contact LifeWorks by calling (972) 925-4000, or visiting www.dallasisd.org/benefits and clicking on Benefits Resources to access online EAP information. 

LifeWorks also has an app that offers specialized self-help resources developed by world-leading experts. Once downloaded, the app can be accessed through the EAD login credentials. 

Grief runs on its own timeline. If your emotions are overwhelming you today or if you find yourself in need of additional support, reach out and get the help you need.

Source: National Institutes of Health

Dallas ISD continues to make progress toward Destination Cloud, which is expected to simplify and modernize how the district drives student success by moving Oracle functions from servers to the cloud.  

The team working on this 30-month transition has been communicating with stakeholders and setting up meetings and trainings with the departments whose functions will first migrate to the cloud. These are Process Playback 1 (PP1) activities, which provide a first glimpse of the system design in Oracle Cloud and the first opportunity to confirm system requirements, refine configurations, and document any additional change impacts to business processes. 

Building a cloud application is an iterative process, so the work the team does today moves the district closer to the application Dallas ISD employees will use in the future.  

In January of this year, Dallas ISD launched a 30-month transformation effort—Destination Cloud. 

This involves moving all Oracle functions from on-site servers and software to the cloud, affecting business areas first to increase efficiency across day-to-day work. The transition will eventually provide a new portal for all employees to access important tasks more easily.  

Destination Cloud stands to benefit Dallas ISD, its employees, and its students by: 

• Removing inefficiencies so team members can concentrate on creating friendly and focused student experiences 
• Improving how the district gathers and analyzes insights, creates reports, and protects data 
• Making insight-driven decisions in real-time to allow team members to be flexible to the shifting needs of students, families, and other employees 
• Adopting Oracle Cloud technology and its standardized processes to free up time to develop new ways of fostering an innovative and equitable learning environment 

The district will continue to share updates as the work progresses.

Dallas ISD is hiring several candidates for new security positions as part of its efforts to continue to provide a safe and secure campus environment for students, team members, and visitors. These positions come with a $2,000 signing incentive as well as a market-leading salary. 

Dallas ISD is also offering a $4,000 hiring incentive for police officers, whose salary now starts at a competitive $70,000 a year, making Dallas ISD a leader in the market. In addition to a higher starting salary for police officers new to the district, Dallas ISD implemented an adjustment to increase salaries of current officers to make them more competitive in this market. 

The new armed security officer and the commissioned security officer positions were created in response to House Bill 3, which requires school districts to have an armed security officer on every campus during school hours. The expectation is that while those in these new armed positions will not have arrest powers, their presence will serve as a deterrent for unsafe behavior and enhance campus safety for all students and team members.

Commissioned Security Officer

The salary for the commissioned security officer position starts at more than $39,000 and when hired, the team members will receive a $5,000 annual stipend for being armed and the $2,000 hiring incentive.  Qualifications for candidates for these positions include having a Level III security license, being at least 21 years of age, having a high school diploma or GED and a driver’s license.  

Among their duties, commissioned security officers will be expected to enforce traffic, parking, student code of conduct, and other district regulations, as well as patrol all exterior and interior areas of the campus while ensuring direct interaction with students and district personnel at the school.

Armed Security Officer

Armed security officers will see a starting salary of almost $61,000 and must have a valid Texas Peace Officer License issued by the Texas Commission on Law Enforcement Officer Standards and Education. Other requirements include an accredited high school diploma or equivalent, a Texas driver’s license, and some experience in law enforcement or a related field.

Among their duties, armed security officers will be expected to patrol all exterior and interior areas of the campus, assist with handling disruptive situations as needed, and respond to incidents concerning crisis situations, accidents, and reports of crime, as well as investigate criminal offenses that occur within the district’s jurisdiction.

Both new positions and all team members hired for them will report to Dallas ISD Police and Security Services and be assigned to schools throughout the district as needed. For more information on additional requirements and duties of these positions or to apply, visit www.dallasisd.org/careers.

Last week, we featured family reunions, a trip to the World Cup and surprise visits to mom. Because team members did so many interesting things during their summer break, this week, we are sharing vacation adventures with an educational twist. Teaching, learning, and exploring all over the globe, Dallas ISD team members are bringing this world-class knowledge into the classrooms this year. 

Amii Johnson, a teacher at Bryan Adams Leadership Academy: I participated in a six-week research program at The University of Texas at Arlington. The name of the program is the UT Arlington RET Site on Sustainable and Resilient Infrastructure for Urban Communities. You can find information about it here. I thoroughly enjoyed learning about engineering, infrastructure, and sustainability and how they apply to both my own life and the subject of biology that I teach. The professors, engineers, and educationally engaging field trips at UTA were all enjoyable as well. I had the opportunity to do research at UTA, produce a scientific poster, and present my findings.

John Mayes, a teacher at  Hutchins High School: I had the opportunity to teach at a chemistry camp for two weeks at The University of Texas Southwest Medical Center in Dallas. It was great to get to know several other chemistry teachers in the Dallas-Fort Worth area. I worked with some of the top science high school students in the area, and I was amazed at how quickly they were able to understand content that is considered hard to understand. Most of the students could grasp more in five minutes than what it takes the average chemistry student to understand in a week! 

Folashade Badejo, an assistant principal at Career Institute North: I traveled to Nigeria to celebrate my 40-year high school reunion event and to be with my family. My favorite part was the opportunity to see my classmates that I have not seen in 40 years!  The highlight was the privilege to facilitate a training on DNA extraction from fruits, and teaching strategies for 12 science teachers at my former school—my way of giving back to my community.

Eva Maria Flores Perez, a teacher at Eduardo Mata Montessori School: I was immersed in my Montessori training at Shelton. I learned all the things to become a Lower Elementary Guide. During the whole month of training, I enjoyed the community-building with other teachers from the district who decided to spend their summer learning for the benefit of our students.

Yvonne Morgan, a teacher at The School of Health Professions at Yvonne A. Ewell Townview Center: I led the UT Southwestern STARS Summer Camp for Anatomy and Physiology for the third year in a row as master teacher for the camp. With a rising senior in our home, we saw miles and miles of Texas this summer, as we completed a total of 10 college visits. I loved being able to visit the universities and hear from all the current students at the campuses as they explained to us what made their school unique and why my son should choose that university. As a Career and Technical Education teacher to junior and senior students, it also helped strengthen my knowledge base about the whole admission process, the expectations from each school, and to learn more about the local universities, which will allow me to help my students as they navigate the path of college admissions and visits. Many of my students do not have someone at home that can help them.

Benjamin Doan-Stevens, a coordinator at Booker T. Washington High School for the Performing and Visual Arts: I traveled to Ecuador and the Galapagos Islands. It was wonderful doing science experiments on the equator. I learned a lot about Ecuadorian history and culture. The way that their government has come to include and honor indigenous people is very inspiring.

Daniel Taylor, a counselor at Skyline High School: I chaperoned a study abroad program in London for six-weeks called Theatre Behind the Scenes. This was my first time ever experiencing London culture. I got to watch a lot of live theater, visit the beautiful historic monuments and areas, and eat the diverse cuisine.This story was sort of funny and a learning experience because I forgot that the Londoners drive on the opposite side of the road than we do here in the United States. Coming from the airport I took an Uber to my hotel. As the driver took off, I screamed because I thought he was driving into oncoming traffic!

Connie Westbrook, principal at C.A. Tatum Jr. Elementary School: I traveled to Montana, and every town I visited felt like I was starring in a Hallmark movie. The fireworks on the Fourth of July  in Laurel, Mont., were the best I have ever seen. People everywhere were proud of their heritage. 

Luis Diaz Cheverez, a teacher at Career Institute South:  I went to Puerto Rico, Germany, Andorra, France, Spain, Portugal and Poland. I have been to 40 countries! I learn something new every time in these new great places, and I meet people that always become family.

Karina Colon Webber, an instructional specialist for Early Learning: I took some days to visit Punta Cana in the Dominican Republic with some beautiful friends. I believe my favorite part was to just relax and enjoy the food, tours and music of the Dominican Republic. Most people assume that Punta Cana is part of one island called the Dominican Republic, but it is part of La Hispaniola, which is a big island that the Dominican Republic and Haiti share.

Olinca Molina Azpeitia, teacher at F. P. Caillet Elementary School: I traveled to Germany, France, and Barcelona, and I learned that many old institutions continue functioning basically in the same way they did centuries ago. It’s interesting to see that we have more in common with people in those countries than we usually expect. Globalization has made us similar in good ways. Cultural differences exist, but a new world culture, and a new and rich interface is being developed thanks to the technology and the information of events being communicated in real time.

Thank you to everyone who submitted their stories. We look forward to showcasing your voices as a way to continue engaging Dallas ISD team members through these opportunities to share with each other.