Dallas ISD teacher praise response

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51 pages of praise and encouraging stories from DISD teachers about the changes Superintendent Mike Miles has made in the district.

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From Teachers to Teachers
In any major reform effort, people are usually faced with two competing feelings – best hopes and worst fears. On some days, given the challenges of change, it is easy to succumb to negativity. On other days, a pat on the back or a positive thought can help us gravitate toward our best hopes. Sometimes we need to see some small successes around us or hear the sound of small victories taking place amidst the challenges. Sometimes  leaders  need  to  accentuate  the  positive.    That  doesn’t  mean  that  the  criticisms   are falling on deaf ears  or  that  the  leaders  do  not  want  to  hear  “the  bad  news.”    It  simply   means that sometimes people need to hear some positive messages in order to continue to tackle the hard work and to strive for their best hopes. If you feel like getting a small boost of hope and renewed vigor, read some of the following messages from your colleagues. And for a moment -- if only for a moment – find hope in the inspirational words of others, who, like you, are stepping up every day to change the world for children.  I have been teaching in Dallas ISD for 16 years. This year, I feel I have been given a top of the line GPS to help me get to my destination, which is improving student achievement. With effective lesson objectives, demonstrations of learning and multiple response  strategies,  I  can  really  see  the  improvement  in  my  students’  level  of   engagement. The frequent spot observations and timely feedback by my principal also helps me improve my planning and teaching the lessons. Together, with my new GPS and the help and support from my principal and my colleagues, I am confident I can reach the destination in the most effective way and improve student achievement. (Phoumy Keonine, Angelou)  At my campus, I believe the District Core Beliefs are making an enormous difference because our commitment to the students has amplified. Our entire population of students is at risk, and we emphatically make it a point to ensure that our students achieve at the same rate as non-at risk students. My co-workers have wholeheartedly embraced the commitment to the children by dedicating long hours, inclusive of evenings and weekends, instituting the new structure of Destination 2020. We do so because we are in pursuit of effective instruction by aligning the state curriculum with the Objective and DOL requirements, along with instilling the Multiple Response Strategies for 100% engagement of our students. Our main purpose is to improve student academic achievement and to see them excel! (Michele Safford, Angelou)

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 I have been with the district for 18 years at this campus. I love working with my population, teaching students career skills applicable to the world of work. The students have responded favorably to the use of multiple response strategies that we are using. The Multiple Response Strategies and Core Beliefs have hit home and I find myself doing things that are more beneficial for my students. (Ronnie Hamilton, Multiple Careers Magnet Center)  As a Construction Trades teacher for thirty years, I have witnessed many different teaching  strategies  and  initiatives…All teaching is about the students, but the students need great teachers. The Dallas ISD Core Beliefs are great. They are all focused on the students. My principal has given me various multiple response strategies that have helped me to improve. My students and I welcome anyone to come and see the teaching and learning that is taking place. (Terry Stotts, Multiple Careers Magnet Center)  I have worked in the District for four years and this is the first year I have seen positive action in motion to benefit our students. As an educator, I have adapted the mindset that I should always be learning/growing, and this year is definitely a year of learning. Administration at my campus greatly exemplifies the Core Beliefs and has passed this on to staff, which in turn is positively  affecting  our  students… Change isn’t  always  easy  or  accepted  right  away,  but change is necessary for growth; and it's a nice change to see our district changing for the better. (Ellena Johnson, Multiple Careers Magnet Center)  The new core values are consistent and at times relentless. Training from our administrator at Multiple Careers Magnet Center has led to such joy in the re-creation of our program. Instruction is clear, focused and productive. All students are engaged, and, best of all, parents are sharing the changes they are seeing in their children in less than 12 weeks! I am tired and we are all working hard, but the value of these district initiatives is already clearly evident. (Kristina  “Tina”  Ray,  Multiple  Careers  Magnet   Center)  As a new teacher, constructive feedback is key for professional growth. Our administrator is extremely supportive in every aspect. She provides constructive feedback in a timely manner that allows us to improve our lessons to provide quality instruction. (Patricia Vest and Monica Cruz, Stone)  I enjoy creating learning opportunities for students every day. This year has been incredibly challenging yet very educational because of the constructive feedback, not only from our supportive principal but others as well. I am genuinely lucky to work at Jill Stone Elementary at Vickery Meadows; we have such a committed staff to our students. (Laura Ramos, Stone)
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 I feel the Core Beliefs are great! The Beliefs have given me focus. My experiences this year have helped me realize that it's all about the students. When I write my lesson plans, I think about the core values and link my LOs with DOLs along with the purposeful instruction. They all go hand in hand! (Because of this year) I think about what's best for the students. (Jacqueline Sanders, Lowe)  Effective instruction impacts the students. It's related to good, first instruction and makes the most of the first initial introduction of the lesson. Every part of the lesson plan should be aligned. Spot observations help me understand what the expectations are for the teacher, observer, and above all, the students! (Eduardo Macias, Lowe)  The Core Belief “At-Risk students can achieve just as the non At-Risk Students” is the one that connects with me the most. I have had professional experiences where students of different levels have achieved academically. They can all achieve with our support! (Yessica Shaw, Lowe)  As Conrad High School's Academic UIL Coordinator, I have been very pleased to see the eagerness and excitement of both staff and students to expand the foundation of our  students’  participation  in  academic  competitions…For  the first time, our four time Best Overall Speech, and state qualifying, Debate team will expand its horizons by stepping up to compete alongside of our district neighbors by competing in the Texas Forensics Association, all of which could not be happening without the support, flexibilities and continued efforts of our students, teachers and administrators who are committed to the overall success of our school. (Carl Scafuro, Conrad)  Working here at F.P. Caillet Elementary during this time of great change has really brought out in everyone a strong sense of collaboration and teamwork. With the expertise of our principals and teachers, and guided by our core beliefs, day by day we continue to work toward the realization of our mission, empowering all students to become responsible citizens and lifelong learners. (Fabian Hypolite, Caillet)  As we plan our lessons for the following week, I am amazed at the energy, reflection and focus of my team. Each teacher brings their own special expertise to developing the curriculum to fit the needs of the students at F.P. Caillet. Through this process each child is guaranteed the best skills and experience of several teachers, while the learning is tightly aligned. (Joan Daddona, Caillet)  Since joining the Caillet Fraternity of educators, I have been exposed to a positive atmosphere toward educating our youth and a conserted effort not to lose focus of fundamental factors, such as proper lesson planning and progress monitoring, which helps us accomplish our mission of  “becoming  responsible  citizens  and  lifelong  
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learners”.  I  think  that  the  support  from  our  administrative  body,  the  collaboration   among and within grade levels, as well as the confidence shown to teachers by our leaders, on a daily basis, reinforces open communication and genuine cohesiveness that fuels the Caillet education machine. (Joseph Henry, Caillet)  My experience at E.D. Walker has been nothing short of incredible. Being able to work with administrators who are clearly focused toward the Core Beliefs has enabled me to find the structure in teaching and learning goals that have been missing. The precise and effective feedback that I have received has allowed me to grow as a teacher and leader in my classroom in a very short amount of time. (Joseph Medaris, Walker)  I have been teaching at Dallas ISD for over six years now, and it has been refreshing to see the amount of support we receive from our administrators and their commitment to the pursuit of excellence. My entire department has really started to embrace the Core Beliefs as we strive to come together and ensure that all our students are successful. We continue to find new ways to push our students and are amazed at what our students are capable of! All students are capable of excellence! (Mike Nicoletti, Walker)  As a new hire, I chose to interview with DISD because I had become excited about the vision and direction this district was taking. I have never witnessed so much positive change in such a short period of time. The support I receive at my campus is outstanding, and I am truly proud to be part of a team that has made a commitment to excellence on every level! I see our students benefiting in countless ways and that, after all, is the heart of our Core Beliefs. (Heidi L. Bersani, Walker)  As a new teacher to E.D. Walker, I knew I would be getting some really great kids and that the  expectations  would  be  high…  My principals support me and constantly check in on me, especially in the first few weeks of school, making sure I was settling in okay and adjusting my schedule  to  better  fit  my  curriculum…And then there are the teachers who have given me all the help and encouragement I need, from planning field trips, writing demonstrations of learning or simply showing up for a performance,  and  most  of  the  time  I  don’t  even  have  to  ask.    This  is  a  great  campus  to   work on and in my nine years teaching in studios and then in public education, this has been my favorite place to be yet. (Amanda Gorman, Walker)  Dallas ISDs Core Beliefs bring definition and clarity of why this district exists: quality education for all students. The "new" DOLs, in conjunction with learning objectives, give students direction and clear expectations of what they should be taught and what they are expected to learn during their educational experience. (Carlita D. Thompson, Bush)
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 This 2012-2013 school year has definitely been one of change and transition. However, in the midst of that has come the lesson of "Pushing and Pressing.” As we work to better align our curriculum to meet the needs of our students, it has also finetuned our instruction. Furthermore, we can gather snapshots of our students' knowledge base. With this comes the opportunity for feedback to equip us with tools to continue in our pursuit of excellence. As I reflect on the lessons learned from this year of change, I am reminded that the most beautiful diamonds and pearls were formed under pressure. (Lauren Greer, Bush)  Feedback from spot observations allowed me to have a "one-on-one" conversation with my principal to discuss the highlights and key points of my lessons and how they can improve. (Kimberlee Price, Bush)  Working at George H.W. Bush Elementary has helped me to improve my teaching skills to help all my students succeed. The district core beliefs are helping us to better serve our students and the community because they deserve it. Now I can tell you that the more feedback I get the better I can teach my kids to get them ready for college. Go, Go, Go!!! GHWB! (Marlon Martinez, Bush)  The implementation of the Core Beliefs at my campus has served as a motivational tool for me. I have created posters of each belief and have them hanging in my room as a constant reminder of my purpose and my commitment to the educational system and  the  future  of  America…my  students.  Also, I think the increased feedback is a positive.    It  gives  me  insight  from  another’s  perspective  on  how  I  am  performing  in  a   professional manner. I think principals should be aware (more than once a year) of what is being taught in their school. This way, if there is a need for concern, it is corrected early, rather than later. And, if things are being taught well, it serves as encouragement and inspiration to keep working hard. (Wendy A. McGraw, Bush)  I believe that as educators, we should be held to very high standards in both the quality of teaching we give to our students and our overall effectiveness. The increase in feedback this year has been very beneficial to my growth as a teacher because I feel that my administration can pinpoint my areas of strength and areas where I am in need of growth. The administration has been very supportive to my growth as an educator and after every feedback conference, I feel confident of my next steps, my short-term and long term goals, as well as how I will continue to capitalize on what I do well, and further improve my effectiveness. I feel that the same high standards I set for my students are being held for me, and this in turn has pushed me to plan with even more purpose each day so that I can be the best teacher possible for every single student because they deserve high quality instruction. (Maillil Acosta, Marcus)

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 I believe monitoring teacher progress is important to the maintenance of an effective teacher and successful school. I am privileged to be working with a supportive staff that has always ensured, encouraged, and promoted successful teaching strategies and techniques. I have been teaching for three years and every year I have been presented with a new challenge. Teaching is a special calling and I am very greatful to be a part of it. (Marlene Fernandez, Marcus)  As a 1st year teacher here at Dealey, I am fully supported by not just my teaching team but also by my Principal and Assistant Principal. The climate here is one that puts student learning first; consequently, the efforts and actions of administrators and teachers here are aligned. Perhaps more important than that is the fact that teacher and student creativity is welcomed which translates into classrooms abuzz with activity, experimentation, and learning. The result is that ALL teachers here, beginning and veteran, have the opportunity to learn, experiment and grow right along with our students. (Shelley Weiske, Dealey)  I feel blessed working in a strong school community such as Dealey in which I can grow both professionally and personally. My principal treats everyone fairly, kindly, and with utmost respect. She wants every student to improve their academic achievement. Therefore, she mentors and encourages us with constructive feedback on classroom observations complimenting our strengths and offering specific suggestions for improvement. Her leadership promotes my commitment to my students and to the pursuit of excellence. (Linda Tindle, Dealey)  As a teacher, I believe that the best way to improve student academic achievement is to look at where you have been and then think  about  where  you  want  to  be…  At DeGolyer, we have always prided ourselves in being the best and not making excuses. On  our  campus,  a  common  phrase  is  “We  do  what  is  best  for  the  child”.    There  really   is no excuse for poor quality  instruction…  We  have  at  our  fingertips materials, training,  and  support.    It  is  in  our  students’  best  interest  to  provide only quality instruction. (Naomi Smith, DeGolyer)  The Core Beliefs of our district are something that I firmly believe in. Without instruction that is fully aligned to student standards, we are doing a disservice to the students we have been entrusted to prepare for the future. This also means that we, as professionals, must be transparent in our practices. Spot observations are a useful tool to help strengthen those best practices. These observations provide snapshots that can be put together to get a full picture of a teacher’s  practices  and  student  engagement. The other component of this is the Feedback conferences, which open the lines of communication  between  teacher  and  administrator.  It  allows  the  teacher  to  ‘see’  what   someone else has observed about the instruction taking place in the classroom, as well as allowing the teacher an opportunity to give their feedback about the effectiveness of  the  lesson.  It’s  an  honest  and  refreshing  approach  that  will  move  educators  into  
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becoming highly effective and innovative in their practices. (Lori Hawkins, DeGolyer)  The  most  impactful  of  the  many  changes  I’ve  experienced  this  year has been the increased  observations  and  the  accompanying  feedback.    I’ve  found  it  to  be  much   more  helpful  than  the  old  “one-and-done”  system.    It  was  easy  to  dismiss  criticism   based on a single observation and, consequently, the praise was just as easily forgotten. I often would forgo the follow up conversation after my observation because  I  just  didn’t  see  the  value. Now, the follow up meetings are collaborative. I give just as much information as I receive, and the action steps I am given are based as much on what I feel I need as what my observer sees. The critiques are timely, concrete, and easily put into practice. I appreciate this system because it is the same type of feedback that I try to give my own students, and the quality of my instruction has improved already. (Scott Smith, W.T. White)  This year, the  biggest  change  was  the  DOL’s  that  were  added  to  our  lesson  plans.    I   honestly had a  hard  time  the  first  week  but… our administrators provided staff development after school to help with our DOL’s.  We  were  able  to  watch  a  video  of   Mike  Miles  teaching  and  implementing  DOL’s.    We  were  also  able  to  collaborate  and   come  up  with  DOL’s  that  are  right  and  not  DOL’s.  I  feel  that  the  DOL’s  help  give  me   a quick glance if I need to re-teach a lesson the next day, or if my students have mastered the objective of the day. (Claudia Bricker, N. Adams)  I  believe  my  lesson  plans  have  made  the  most  impact  on  my  students’  learning.    The   daily objective is very specific and the DOL is a quick demonstration of the  students’   understanding of the objective. As a teacher, I have a clear understanding of what I need  to  teach  each  day.    My  lesson  plans  have  been  beneficial  to  the  students’   learning and to my teaching. (Marianne Janowski, N. Adams)  Our administrators have been very helpful by providing several explanations/trainings on DOL. They not only make certain our DOLs are posted in our rooms, but also frequently ensure we are implementing the DOLs during instruction. We have found the DOLs to be an effective way to assure that students are learning the objectives for that day/week. Posted DOLs in the classrooms assist students in knowing what is expected of them. The core alignment is, without a doubt, increasing both teaching expectations and student learning. (Jeri-Ann Mullaley, N. Adams)  Ms. George and Dr. Morales are assets to Nathan Adams. There are numerous reasons as to why we are so fortunate that they are here. To name just a few, in spite of the fact that we now have extended day, additional meetings, and more of a work load, the climate of our school has changed for the positive. You would think the opposite. Words cannot express how supportive they are to both students and teachers, always ready and willing to assist whenever possible. They make students
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feel loved and wanted during morning and afternoon announcements. Parent involvement has increased this year. Parents now feel more welcome to take part in student activities and volunteer in our classrooms. (Patricia Paez, N. Adams)  This is my seventh year in the district and I have enjoyed being a part of something that will have a positive and measureable impact on the students. The administration has been supportive of the staff as we go through this process. The focus on instruction will positively transform our district, administrators, teachers, and most importantly our students for many years to come. (Dallas Gutierrez, Cabell)  Our school has gone through so many transitions in the past few years, but the changes this year have been the most intense. Although change can be difficult and sometimes overwhelming, the changes we are making, such as consistency with our objectives and aligning our DOL's, will help focus the teaching and learning in our classrooms. I am also excited about the development of DDI on our campus, as I believe this will have a huge impact on effectiveness in our classrooms. (Julie Robinson, Cabell)  Being a teacher at Cabell Elementary is all about teamwork. Having taught for twenty years, this year has been like a breath of fresh air. Our professional development sessions, led by real professionals, have taught me new ways to reach students, new strategies to evaluate progress on a daily basis, while building a strong faculty bond as we work through difficult scenarios with our teams. I have enjoyed numerous spot observations  from  my  principal  in  which  I  can’t  wait  to  hear  feedback  on  new   strategies that I try that challenge me far more than intimidate me. Finally, posting a daily objective and DOL helps me focus on exactly what I want my students to master by  day’s  end.      (Robin Johnson, Cabell)  In my opinion, the feedback conferences have been the most rewarding experiences this year. When I sit down and discuss the spot observations with my principal, our conversations are positive and provide me with opportunities to make my classroom more efficient and a more effective learning environment. I hope to continue to grow through these observations. (Natalie Flagg, Cabell)  Writers Workshop is in full force in our writing classroom and we love it. Using Lucy  Calkins  “workshop”  model  to  teach  writing  is  giving  each  student  the   confidence and the growing knowledge that they can become writers. I’m  grateful  to   be at a school where administrators constantly keep up with innovative, cutting edge ways to teach and support teachers that are ready to give it a shot. (Crystal Smith, Junkins)

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 Jerry Junkins has been my professional and personal home since its founding. And since day one, there are three essential factors that have kept our campus thriving in the realm  of  academia  and  the  arts:  the  district’s  goals,  principles  and  curriculum;;  a   supportive administration composed of convergent thinkers; and at the base of it all: effective, purposeful and passionate teachers. With the composition of these three at our site, our mission to provide a supportive learning environment ensuring high standards of academic and social excellence is executed daily with pride, optimism and love. (Luis Salcedo, Junkins)  While it is not my first year in DISD, it is my first year as a middle school instructor and  my  first  year  at  T.C.  Marsh  Middle  School.  My  colleague’s  commitment  to   children and pursuit of excellence is most evident in their high standard of collaboration- be it with our department, grade-level team or administrators. The momentum of teamwork clearly impacts student achievement at T.C. Marsh. Coming to my classroom is so rewarding knowing that I am on this mission as a part of a team. (Grace Hamlin, Marsh)  I am a veteran teacher at T. C. Marsh Middle School. I am lucky to have the awesome administration here at school. They have been incredibly supportive in my latest crisis, cancer. I have taught under many principals but this one or ones are super. They take the time to tell me that I am doing a good job, take the time to teach me the new ways of saying what I am teaching and just being there for me. They even let me tutor my students as much as I want. When I go home at night and reflect, I always think about ways I could have made things better. I believe that we have the best administration in Dallas. (Sharon Fowler, Marsh)  The best thing about working on my campus is the fact that there is a team-first disposition held by many of my colleagues. It is evident that the faculty members whom I work with closely on a daily basis have the best interests of the students at heart, and are willing to make sacrifices and be flexible to provide to them the education they deserve. I taught for eight years in the Chicago Public School system before coming to DISD, and although I generally enjoyed working at my previous school, there was an overwhelming feeling of divisiveness and competition among the staff-- a feeling that I have not felt on my current campus. I have felt an incredible outreach of support from my administration, office staff, and colleagues. (Andrew Fung, Gooch)  Being a new teacher on the campus, I was excited about the changes and challenges headed  our  way…  With the new direction the district is headed, my principal, Mr. Rivera, has made it his priority to assist us every step of the way. His positive energy has made my transition into a new school and grade level the best possible experience. With that, the spot observations have been meaningful and are directed toward helping me grow as an educator. In spite of all the changes that have occurred
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throughout the last 9 weeks of school, the leadership team at Harrell Budd Elementary is focused on providing an encouraging campus culture to enhance teacher growth and student success! (Glorialily Limas, Budd)  In all my years of teaching, I have never had as many challenges as this year. My initial reaction to all the changes had me worried that my student's classroom engagement would suffer. The  administrator’s  support  and  constructive   feedback has  played  a  major  role  in  my  student’s  improved  classroom  engagement   and performance. This makes the added effort on my part well worth it. (Mariana Velasquez, Budd)  The adopted common Core Beliefs are routinely recited during our collaborative planning and professional learning opportunities. The one belief that I can always rightly recite without fail is “There  is  no  excuse  for  poor  quality  instruction”.    With   the help of our ELAR instructional  coach,  my  principal,  and  our  campus’  commitment   to excellence, the quality in the delivery and rigor of assignments has greatly increased  in  my  classroom.    Both  the  students  and  I  have  been  challenged  to  “think,   reason, read  and  write”  with  one  purpose: to not waste this day! (Shouna Turner, Johnston)  For the past few years, my campus has worked on alignment. However, this year, with the new implementations, we have had the opportunity to streamline our alignment. This has been a transformational change for our staff. We are communicating within grade-levels as well as across grade-levels to ensure that our instruction is aligned with the standards and with each other. In addition, the high expectations and the frequent feedback that we are receiving from our administration make us strive for excellence every second of the day. Our pursuit for perfection has helped us grow as educators, but more importantly, it is helping our students close the achievement gap. (Mariana Sanchez, Johnston)  As a returning teacher to DISD, I am elated to have an opportunity to proclaim the astonishing things I have experienced at O.W. Holmes Middle School. In my eight years of teaching, I have not experienced a group of students and staff who have such a commitment to academic excellence. Upon entering the building on a daily basis, I see our core values in action. Teachers collaborate on a daily basis whether in their collaborative meetings or in the hallways about the curriculum and ways in which to prepare lessons that might reach our students. All students are expected to achieve at the same level whether gifted or at-risk and everyone has a stake in student achievement. I am most impressed with the coaches who make an effort to peruse the hallways to make sure students are doing well in the classroom, as well as, during afternoon tutoring. (Vicki Smith, O.W. Holmes)

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 The privilege to serve such a unique and creative population of students has developed in me character traits I never knew I possessed. It is an honor to teach, instruct, and guide students who are eager to achieve future success and reach their goals.  As  a  result,  our  administration  and  staff  work  hard  to  ensure  that  our  students’   dreams become their reality some day. With the implementation of Dallas ISD's Core Beliefs and our school's action plan we are sure to exceed our expectations! (Cecelia Simon, O.W. Holmes)  Roger Q. Mills is a great place to work! I enjoy the students and admire their hard work. The students work hard for their teachers and school. You should see the pride the students display when they speak about their school. I especially enjoy how the administration and staff work together for the success of all students. (Rita Orr, Mills)  Working at Roger Q. Mills Elementary School this year is a rewarding opportunity to work with students in the urban Dallas area as they grow in maturity and academically. It is a pleasure to work with a faculty of teachers who give 100% daily for the greater good of all students and to be supported by an administrator who regularly encourages us to be a master of our craft and will not settle for anything less than "creating excellence" for all. (Stephanie Decicco, Mills)  As a teacher at Roosevelt High School, I am privileged and honored to work with a great team of individuals who are passionate and committed to the students we serve. Together as a team we are working to improve academic achievement on our campus to ensure that at-risk students achieve at the same rate as non-at risk students. We have the support of an administrative team that is focused on quality instruction. Everyone is learning. Our weekly feedback sessions are allowing everyone to take incremental steps to improve instruction that will make the most difference in our students’ academic achievement. (Shamara Fields, Ed. D, Roosevelt)  The administrators, teachers, and other supporting staff have set a climate and atmosphere of transparency and support at Roosevelt High School. It has been made clear that we are all a family working arm in arm to support the growth of each and every student that walks through these doors each morning. There is not one ounce of fear felt if any support or additional training is needed by a teacher. We share ideas within our department as well as between content areas to help realize the vision we share with Mr. Miles. (Ruben Shives, Roosevelt)  I am a proud teacher at J. P. Starks Math, Science and Technology Vanguard. As a veteran teacher, I can see the impact that Core Beliefs have made on teachers and students as well. The Core Beliefs gives teachers obtainable and measureable goals to ensure success of all students. (Patsy Williams, Starks)
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 I have been teaching in the Dallas ISD at the same school for over 35 years and on the same  grade  level…It  feels  like  I  am  starting  all  over  again,  internalizing  Blanton’s   Core Beliefs of Collaboration, Accountability, and Time on task. I am utilizing new technological equipment, experiencing great expectations, and my students are making spectacular gains. (Charlotte Jo Govan, Blanton)  After working at my school for many years, I can say that we are a team ready for success. I work with teachers who plan across grade levels and across subject areas to help our students become successful. The teachers at my school are more than willing to share their expertise or demonstrate a lesson to help each other out. I believe that our students can make big academic gains, regardless of their status, through continued collaboration, accountability, and time on task. (Vivian Bryant, Blanton)  This is my 7th year teaching at Hawthorne Elementary and 3rd as a CILT member. I am lucky to have such a supportive administrator and assistant and dedicated colleagues…By instituting and reinforcing the Core Beliefs daily, it focuses me on what must be accomplished that day with my students via my LOs, and using a daily DOL to guide my  instruction…My life experiences as a 20-year Navy Vet taught me shortcuts only shortchange you. Personal responsibility for the minds entrusted into our care should never be taken lightly. As the Navy SEALs are fond of saying, "The only easy day was yesterday." Good, high-quality and rigorous, instruction is not easy, nor should it be. However, when it is well implemented and diligently followed, the results can be spectacular. (Ricardo Labrador, Hawthorne)  As a teacher with many years of experience, I am always looking for ways to strengthen my teaching  abilities  in  education…  Now I have a new avenue in the pursuit of excellence in education, which are the Core Beliefs. The Core Beliefs have strengthened the way that I teach and align curriculum with my lesson plans. Sure it is a lot of hard work, progress always is! I know that I now have the capacity to exert my influence into my lessons and thus, my lessons have increased student motivation and growth, which is dynamic and vigorous. My workplace has changed for the best! (Delia Gonzalez, Hawthorne)  I appreciate getting feedback because it lets me know what I am doing well and what I need to work on. I also like having the objective and DOL posted on the board because it helps the students and me focus on what we need to learn for the day/week. Another good change that was made is planning together as a grade level. This allows us all to have input on what we will do for the upcoming week and allows us time to prepare materials. (Tiffany Clawson, San Jacinto)

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 The atmosphere (administration) is more conducive to discussion-open and available. It has been the most welcomed change. Frequent visits to the classroom and timely feedback are effective tools to improve instruction. (Leonardo Caseres, San Jacinto)  I love kids and working with them makes my life worthwhile. Nonetheless, teaching them requires an abundance of patience and planning. Unpacking the TEKS has helped me tremendously with my planning. I am able to provide first good instruction and use instructional time efficiently. (Maria Dominguez, J.Q. Adams)  When I see my students tackling a challenging math concept, I attribute their success to the D.O.L. It’s  amazing  how  a  simple  statement  drives  my  instruction  and  keeps   me focused on a specific skill/outcome. Furthermore, a posted D.O.L. allows my students  insight  and  success  as  they  interpret  the  day’s  expectation.    (Sara Marx, J.Q. Adams)  As a new teacher to this school, I have had an enormous amount of things to learn. My administrative team has been extremely supportive in assisting with acquiring this knowledge. My team has gone above and beyond to help me becoming acclimated to the new environment so I can give total commitment to the excellence of education. (Polly Snipes, Titche)  As a teacher at Edward Titche Elementary, I have encountered many interesting people. Everyone here has the same purpose and mission. Everyone is committed to the pursuit of excellence and achievement of our students. It is with this set of beliefs that we inspire our children. Therefore there is no room for poor quality instruction. (Micaela Guerrero, Titche)  I am ever so grateful for the increase in feedback I have received this school year. As a new member of the John Ireland family, I can say it is so nice to finally have someone critiquing my lessons on a weekly basis, rather than just a visit to my classroom once a year. The critique not only benefits me, but my students as well! The weekly feedback helps me see what I must do to improve instruction, and where I have already improved my instruction. It helps me plan better, and gives me an area of  focus  to  increase  rigor  and  the  quality  of  instruction.  The  “pursuit  of  excellence”  is   a powerful phrase that we at John Ireland live by daily. (Rachel Barker, Ireland)  As someone who has never taught at the elementary level before, I am very glad to be at Ireland because I work with so many experienced teachers and supportive administrators who know the kids well and who can help me feel at home here. This helps me to embrace the district initiatives and use them to help the students achieve their highest goals. One initiative I most appreciate involves the emphasis on curricular alignment. Its clarity and efficiency has helped me make great lesson
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planning decisions and has already led to notable student success, with much more to come. (Heidi Gordon, Ireland)  Working for a large urban school district, in a school that is constantly progressing in positive cultural changes, led by strong administrative leaders, surrounded by coworkers who see the potential in all, and with students who are engaged in the world around them, I am fulfilling my greatest dreams. As a new teacher working for DISD, each day I have the opportunity to learn something new about my technique and gain more from the experienced educators who support me. Just like my students, I am in search of success. And just like I am with my students, my administrators are guiding me along the path to a better education, a better classroom, a better school, and thus, a better school system. (Kyle Bilton, W.W. Samuell)  Teaching at W. W. Samuell has been a rewarding experience because of the incredible students that we serve. Our school is full of unique and very different teachers, administrators and staff. What holds our school together is that each of us is dedicated to the belief that we are here to improve student achievement. Knowing that I am part of a team that is working to improve the lives of so many students through education motivates me to perform at my highest level every day. (Jake Torres, W. W. Samuell)  As a teacher, I work with a lot of very helpful and caring people. My administrators are very supportive; they have provided helpful feedback on the visits that I have had. I have taught for 9 years, most of it at DISD. I work very hard but it is all worth it when it is for the kids. It is amazing to see the growth of my students and how they learn! (Michelle Trosper, Runyon)  I am so proud to be a teacher at John W. Runyon. My administrators and grade level co-workers have welcomed me and given me the support I need. I know our commitment is to the children first and we will improve academic achievement. (Brenda Jamison, Runyon)  This year I have been faced with even more of a challenge than in previous years for my students and my school. I teach students with intellectual disabilities in a Functional Living Skills Unit at Fred Florence Middle School. Using multiple strategies to ensure at all times the comprehension and retention of lessons being taught, the Core Beliefs, DOLs and administrative feedback, my instructional skills have strengthened. This, in turn, has strengthened the students' desire to be more engaged and empowered to be successful. (Richard Brownlow, Florence)  Teamwork is key. At T.L. Marsalis Elementary School, we believe that a committed staff can and will shape and mold students for academic and social success. I am
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truly grateful to be a part of a group that believes in working toward this effort as a collaborative team! (Lauren Freeman, Marsalis)  T.L. Marsalis Elementary School is truly the perfect example of TEAM. This is my first year with my new family and every staff member is committed to the students. Our 5th Grade motto to our students is "Your teacher CAN'T have excuses and neither WILL you." This is just one example of how T.L. Marsalis accepts our new district's challenge and expectations. (Robin Stumon, Marsalis)  In April of 2012, our campus began the process of curriculum alignment based on student needs with readiness and supporting standards. As a special education teacher I was excited because, for the first time, special education teachers were included in the process. Now, with increased focus on curriculum alignment, special education teachers feel like we are truly part of the general education environment. Great job Dallas ISD! (Roxanna Trent, Storey)  The increased feedback teachers are receiving at Boude Storey is really making an impact on our teachers. Last year, our principals visited our classrooms; however, this year, using the new spot observation protocol, they have been able to assist teachers in elevating the rigor in their classrooms. Knowing that our administrators are more involved is impacting our instruction and supporting high academic achievement for our students. (Marcie Davis, Storey)  Sometimes being on a new campus can be a bit uneasy; however, this is the best campus  that  I’ve  been  on  for  the  8  years  that  I  have  been  teaching  in  DISD.    The staff is always friendly, willing to give a helping hand, and all have a common goal of helping the students to succeed in all that they do. My supportive, understanding, caring principal ensures on a daily basis that she brings the best out of every staff member  and  every  student.    It’s  indeed  a  gift  to  be  on  a  campus  such  as  this  one!       (Aneka Buckner, Holland)  As an educator for the past 18 years, this school year brought a new horizon for me. Gone  are  the  comments  suggesting  what  I  “should  know”  as  a  veteran  teacher,  but   rather blending the known with the new. Yes, change is hard and sometimes stressful; but our new principal, Kamalia Cotton, and her support team have encouraged me in this new pursuit of excellence. The growth I see in my students is also a result of my own. (Joseph Collier, Holland)  First in my mind is the fact that our school, our campus, is a healthy functioning community. There is a cohesiveness, an aspiration to do our best, and cooperation toward the common goals. This fell into place with work that began last year and continues this year. Lesson planning and understanding the process/structure that
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governs our learning and growth as educators. "Core Beliefs" gives us a path to follow, and curriculum alignment clarifies our purpose and direction striving to stay on that path. It has been our great good fortune to have been given the leadership of an individual who has exceptional skills in bringing us together, transforming our environment, helping us find the strength in each other that gives us reason to believe, and helping us realize our best efforts can give our students what they need to succeed. (Kevin McKay, Stevens Park)  The school environment has changed for the better. The administration is constantly given praise for the jobs that have been well done. We have been more focused on how we align our instruction with the TEKS and our common assessments. Since our new principal has come to the campus, she has been nothing but supportive to the teaching staff as well as the other people who work  in  the  building…  We are very pleased to have her as a principal! (Rosalind Ash, Stevens Park)  I am a veteran teacher at JFK Learning Center. I think it's too early to discern how the Core Beliefs have affected the entire campus, although I'm aware that everyone has become more reflective in terms of their teaching practices. For myself, I believe I'm proceeding with more attention to detail, and this has helped me fine-tune my lessons. I think the Core Beliefs will make me a better teacher this year, and in the long run. (Victor Bravo, Kennedy)  At the beginning of the year I thought,  “Oh  great!  Another  set  of  new  policies  that   will  just  add  to  my  already  hectic  work  load.”  However,  after  getting  a  handle  on  the   objectives and DOLs, I have truly become a better teacher. I use the DOLs in class daily and can see the changes and active participation of ALL students in my classroom. Starting with my objective and DOL first when planning helps me to see the bigger picture and have the end in mind. This allows me to see which goals I need my students to achieve by the end of the lesson. By making the Core Beliefs a daily mantra in my classroom, I am able to stay focused and remember the real reason I became a teacher in an inner-city school; to ensure that all kids achieve success and have their dreams come true. Change is hard but inevitable, so I welcome change with open arms if it means I can become a better teacher for my students. (Amber Koenig, Kennedy)  I returned to teaching four years ago after being away for 10 years. I feel fortunate to have landed at Gabe P. Allen. The changes I encountered in education, pale to the changes we are seeing this year with Destination 2020. I believe change is good because it allows everyone  a  chance  to  start  over…  The students have really responded and are engaged in their learning. Planning as a grade level and vertically has also been a benefit, making me more aware of our TEKS. I implement more “multiple  response  strategies”  during  instructional  time, which allows me to assess
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student understanding. I know that Destination 2020 and our Core Beliefs give us a direction for the future of our children. (Damian Groves, Allen)  The district goals associated with Destination 2020 have allowed our teachers to align classroom and campus goals with those of the district. Our staff development sessions have assisted teachers to plan and deliver purposeful lessons in which students are able to demonstrate learning. The teachers utilize multiple response strategies to meet the unique learning needs of each student. In addition, lessons are more studentcentered and project-based, thus addressing the needs of 21st century learners. (Stephanie Jenson, Allen)  William Lipscomb has a wonderful and caring staff. They always work hard and strive for academic excellence. They are committed to move forward with success. (Janis Stregles, Lipscomb)  What makes working at William Lipscomb is the wonderful staff. They truly care about their students, and are working hard to provide a quality education for their students. In spite of the challenges they are faced with every day, they are still dedicated to their students. (Lisa Wright, Lipscomb)  Without a doubt, working at Thomas A. Edison Middle school has afforded me the opportunities to enhanced achievement in not only my students, but also within me. With the strong support and leadership of my administrative team, measurable student growth  is  the  only  acceptable  outcome  every  day.  DISD’s  Core  Beliefs  have  helped   me hold myself accountable for high quality instruction that ensures every student is held to the highest of expectations. As you stroll down the hallways here at Thomas Edison Middle School, one can easily see the Core Beliefs embedded in every facet of our exemplary learning environment. (Elizabeth Blue-White, Edison)  This is my second year teaching at Edison Middle School and my second year teaching  ever…  With a new focus on rigorous instruction and a fresh educational philosophy, Mr. Spurlock has helped to mold this school into one that is more focused and academically centered. I can see both students and teachers come together for the same goal and there is a big push to help our students realize their dreams and exactly what it will take to achieve them. No dream is too big at our school and it is a wonderful thing to see our sixth, seventh and eighth graders begin to navigate their own lives under the guidance of our principal, Mr. Derrick Spurlock, and the awesome, hardworking staff I am lucky enough to be able to lean on every day. (Aleisha Reid, Edison)  This is my eighth year as a bilingual teacher, and I have can honestly say that this year my school has been working as a team. We are all committed to each child's
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individual success. We constantly try to communicate with the student's previous teachers to get some more insight on some observations we have noticed, and try to find solutions to any difficulties the student may have. We  work  in  our  teams…  to ensure our students are preparing themselves to become lifelong learners. (Rocio Cruz, Earhart)  While the job is never easy, I feel like this year the focus has been simplified. We are about great teaching, no excuses. What do we want students to learn, how will we know they learned it, and what great strategies are we going to use? (Kathryn Venable, Carr)  Being part of Team Carr has been such an amazing experience. My team and I are more than colleagues; we have become a family that is ready to collaborate at all times for the well being of our students. Thanks to our principal's support, dedication and guidance, our staff, students, and community are more than ever committed to the pursuit of excellence and the improvement of student academic achievement. (Agueda Paredes, Carr)  One of the things that I have noticed around our school is how curriculum is being aligned. When curriculum alignment happens in the bilingual classrooms and in the general education classes, student achievement improves and teaching practices are more effective. Teachers collaborate and have the same goals for the students. Staff members are committed to all children learning and achieving at the same rate regardless of language. (Maria Esparza, Carr)  I am so thankful to work at Mount Auburn Elementary. This is my second year of full time  teaching  and  I  wouldn’t  want  to  be  anywhere  else.  We  have a great community and everyone is always willing to go out of their way to help me when needed. I feel confident knowing that my administrators support me and will do what it takes to help me be the best teacher I can be so that my students can reach their highest potential. (Rebecca Paris, Mount Auburn)  I enjoy working with a group of people where everyone feels like family. Talk about commitment to children and commitment to the pursuit of excellence- that’s  what  my   school is all about. Here every staff member goes above and beyond their call of duty. I’m  truly  fortunate  to  be  where  I  am.  (Ernestina Nava, Mount Auburn)  Although I am a seasoned teacher in an exemplary school with many years of experience, this year has been an eye-opening journey on a road yet traveled. I can't begin to tell you how much thought I put into lesson planning, instruction and analyzing data to improve student achievement. The wonderful administration has

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been very supportive and "gone out of their way" to help each and every one of their teachers reach his or her true potential! (Kelly Mcilyar, Lakewood)  I have been extremely pleased with the work atmosphere at my campus this year! We are lucky to have a compassionate principal who leads with a positive attitude and a win-win mentality! The curriculum alignment demands have been a new task to tackle this year, but the benefit of having clear objectives and effective instruction while keeping the "end in mind" are definitely worth the extra planning time. I believe if you aren't learning, you aren't growing and change is an on-going learning experience for EVERYONE! (Lauren Pearson, Lakewood)  I have been teaching over 20 years in DISD, and I'm still honored to be a teacher on my campus. Nothing brings greater pleasure to one's life than doing what one enjoys. What I enjoy the most on my campus (from the Core Beliefs) is the true commitment to children my colleagues exhibit each and every day. Our administrators and team are committed to building and nurturing a community of caring citizens who are lifelong learners. (Adrienne West, Frank)  This year is my tenth year teaching in Dallas ISD. I am so grateful that I work on a campus as wonderful as Anne Frank. My principal, Ms. Berns, has really embraced the new initiatives the district is putting in place. I feel so fortunate to have Ms. Berns as my evaluator because she is willing to spend extra time with me collaborating and looking meticulously at how I can grow as an educator. I love the extra time she spends in my classroom doing spot observations because it gives us a platform to discuss different strategies that will enable my students to develop to their fullest potential. I believe the new direction the district is taking adds focus and clarity to our objectives, which will create growth in the district as a whole moving us toward a community of excellence. (Cindi Smith, Frank)  I believe that every child  has  the  ability  to  learn…  In the many years of teaching, the Core Beliefs and curriculum alignment has changed the way I present my lessons. A teacher has to have effective instruction in order to achieve excellence in her students and the Core Beliefs  of  the  district  and  with  Mr.  Munoz’s  staff  developments  are   helping me to achieve this goal for each of my students. (Alicia Cole, Chavez)  In my previous experiences, I have always believed that every child/adult has the capabilities to learn; the younger interventions begin the more successful I believe they will be in their adult lives. As the Core Beliefs state, “Effective instruction makes  a  difference  in  a  student’s  academic  performance” and “There is no excuse for poor quality instruction.” My main purpose that I have set for myself is to teach these individuals to the best of my ability to get them into the general education classrooms full time by the time they age  out…  The  Core  Beliefs that have been created for our district are reflective of what I have strived for since I began teaching and I hope to
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continue to believe that I can make a difference in a child’s  education.  (Marilyn Patricia Durham, Chavez)  As a fifth grade teacher at I. Zaragoza Elementary School, I have noticed substantial improvements in school dynamics. Teachers are motivated to excel in educating students and their expectation from the students and themselves have heightened. We have taken this to our hearts that there is no excuse for poor quality instruction and we see the possibilities of materializing the dream of helping the at-risk students to defy their long self belief of helplessness, inadequacies and failure…  We are looking forward to the futures of our students´ improvement and feel actually good about the job, mostly for the new life and energy that has rejuvenated our school and heightened sense of meaningful purpose. (Beatriz Serna, Zaragoza)  Our focus this year is to utilize the multiple response strategies to gauge our students learning. When I introduced these strategies in the classroom, I saw sparkle in my student’s  eyes. They are so energized and engaged in their learning now. (Catherine Steemers, Zaragoza)  This school year has been filled with a tremendous will to improve academic achievement. It has impacted my everyday instruction. (Carlos Bernal, Bethune)  I work in a great school with awesome coworkers. The new expectations are helping us stay accountable to our students. This in turn allows the students and parent to monitor their progress. (Lynnette Garcia, Bethune)  Leveling the playing field for at-risk students is not an uncommon practice for staff members at Arcadia Park. Campus administrators have fostered an environment conducive for building strong support for interrelationships among students and community members. The staff has engaged in meaningful, articulated discussions through campus PLC’s  and  a  campus-wide  book  study  of  Eric  Jensen’s  “Teaching   with  Poverty  in  Mind.” As a result, staff members are better able to recognize and implement best practices that are consistent in ensuring quality instruction for at-risk and non-at-risk students. (Bridget Small, Arcadia Park)  I am very fortunate to teach at a campus where coworkers and administration come together to improve instruction and provide ideas to help students achieve. We are dedicated to students' academic progress and that shines through day in and day out. This is a place where we strive to see success stories happen daily. (John Mendoza, Arcadia Park)  The team here is unbelievably supportive of our students. They understand the "flavor" of kids we teach here and work creatively with us to foster a
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school environment and culture that helps all of our high-schoolers - from at-risk to accommodated to above-level - learn and work at the highest possible level of achievement. What I love about working here is that NO instructional or enrichment idea is too crazy or out-of-the-box for the team here to consider in the name of student engagement and education. Even better, the kids sense it, too. They thrive, knowing that all of the adults around them are committed to helping them learn and grow, both intellectually and socially. (Melody Townsel, Washington HSPVA)  Teaching at Booker T makes waking up in the morning easy. Every day, excited to face my challenges, I arrive to an artistic environment filled with love and support from  everyone…  I believe the arts promote creative thinking and therefore stimulate the  students’  abilities  to  analyze  challenges  in  their  life  time,  whether  it  is  a  dispute  in   a daily routine or solving a difficult calculus problem. In other words, the arts teach habits, behaviors and attitudes that are necessary for success in any field of endeavor. Booker T is the ideal place for any artist or teacher who loves to work, learn, and grow in such an environment. And we have the best principal and administrative team in the DISD! (Niloofar J. Jalilvand, Washington, HSPVA)  As our constant effort to create better students continues, so should the efforts to create better teachers. Talent is not a gift which we are born with, but one we must build. Our Core Beliefs, constant feedback, and vertical planning help keep a community of open communication among our educational family. For this I am very grateful, for the amount of effort and support the district is providing us in the constant search for student success. (Adrian Apodaca, Preston Hollow)  I  am  a  veteran  teacher  who’s  fortunate  to  be  among  a  group  of  talented  and  committed   team members who believe in the children and community. With positive attitudes, growth mindsets, and an unwavering commitment to getting the job done has enabled us to move forward, welcome change, and embrace professional development ideals that help us better align our lessons and communicate effectively to the students about what their expectations are and how they will be assessed. Thanks to the attention to standards, objectives and DOLs, clear expectations have never been clearer. (Sharon Andrews, Martinez)  I am grateful that my school supports learning through technology…  I have enjoyed facilitating lessons in my math class with the interactive white boards, document camera, laptop, webcams, iPad educational apps, and looking forward to utilizing a new out-fitted room with technological upgrades. Most of all, I am able to share and learn with my colleagues; and in turn, we are able to offer the best learning experiences for our students. (Lee Rodriguez, Martinez)  Stonewall Jackson is a remarkable place to work. We are very fortunate to have an outstanding principal to lead us through this year of transition and change. Her
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expertise  and  diplomacy  have  been  indispensable…At  Stonewall  we  have  all  the   elements that must be in place in order to have a successful school. The teachers provide a creative and quality education, parents who consistently support the school and students who are motivated to learn. (Mark Orozco & Mary Ann Trapalis, Jackson)  After serving 25 years with DISD, I’m  often  asked  why  I  return  year  after  year.     Simply  put,  I’ve  had  remarkable  principals.    Teachers  stay  loyal  to  their   campus/district when principals reciprocate by showing loyalty and respect toward their  staff.  I’ve  been  working  alongside  my  current  principal, Olivia Henderson, for 18  years  at  Stonewall  Jackson  Elementary…We  come  to  school  with  direction,  drive,   and  dedication.    Stonewall  Jackson’s  autonomy  has  stood  the  test  of  time!  (Barbara Uskovich, Jackson)  We all know there is no silver bullet to teaching. This year at Eduardo Mata, however, greater focus on instruction and targeted lessons through the use of Lesson Objectives and Demonstrations of Learning has helped refine our teaching practices. As a result of these actions, we can see improvement in academic success across the campus. Through outstanding leadership, we have learned that creating effective lesson objectives and DOL's requires taking a closer look at the standards and scaffolding lessons more effectively so that they build upon one another. Not only are students becoming more successful, they are involved and engaged in their own learning. These triumphs are made possible through collaboration across teams and grade levels. Our work is far from over, but we will continue to strive toward our common goal: improved student achievement. (Olivia Borrego, Mata)  This year has been challenging  but  really  in  a  good  way…  Our goal is for our students to be successful in every area of academics. Unpacking the standards and absorbing the Core Beliefs have actually strengthened our style of teaching. Is it difficult? Yes, it is very challenging, but really is success supposed to be easy?... Our administrators are our trainers. They guide us, they push us, they make us mad, they make us happy, but most of all they help us to see our true potential as teachers. As a team we will always work together, in order to help our students reach their academic goals. (Melba Bettie, Mata)  As a veteran teacher here at the Dallas Environmental Science Academy, it is an experience of wonder and amazement as students take accountability for their learning and the light bulb goes on when they are engaged through the teachers' use of multiple response strategies. As I walk through the halls, I see my fellow teachers using white boards, think-pair-share strategies and response cards, all providing their students with a high level of engagement throughout their lessons. (Janice Wilson, DESA)
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 After 10 weeks of school and just when I think I have one thing down, I am challenged by my fellow teachers and their commitment to provide high quality instruction for their students. I see purposeful instruction demonstrated in the classrooms across from me, next to me and down the hall from me. DESA is not only exemplary in name, but each and every teacher exudes high standards, and I have no choice but to take up the charge and join my colleagues as we increase student academic achievement for all DESA eagles. (Edwina Nicholson, DESA)  I have been teaching for the past four years at a school located in the suburbs of Chicago. I recently made the move to Dallas, and I feel as though I have found my second home at Nancy  J.  Cochran  Elementary  School…  In  everything that is done at Cochran, the Core Belief of having a commitment to children and the commitment to the pursuit of excellence is evident. Through the many spot observations and PLC meetings, I am being provided with immediate feedback and with the information to be the best teacher that I can be. I feel as though I am being held to a higher standard here at Nancy J. Cochran. The higher standard makes me proud to be a teacher in the Dallas Independent School District. (Sarah Jones, Cochran)  Remember insanity? You know, doing the same thing over and over expecting different results? Well this year at Cochran, we are doing things differently in order to get better results. This year, we are fully implementing curriculum alignment. I mean we are aligning state standards with instruction and assessment in the classroom. And it has been working great for me. Knowing that my instruction (LOs and DOLs) is aligned with DISD curriculum maps has made the difference thus far. I feel we are in the right path and that at the end of the year, student achievement will show enormous improvement. (Rolando Quintanilla, Cochran)  I have seen an increase in student engagement and learning this year, especially with my low students. My grade level team is working together to plan our objectives, DOLs, and common assessments. It is encouraging to see the improvement in student learning that has resulted from this teamwork. I have seen improvements in the engagement of students resulting from the use of the new multiple response strategies. I am excited about incorporating these strategies and to see the active learning going on with the students. (Pauline Hayden, Rogers)  Teaching is hard work, but when you have supportive and helpful staff members and administration, the work does not seem so hard. It truly takes a team/community working together for progress to be made. My school demonstrates effective instruction that is improving student academic achievement daily. All students are expected to succeed and the staff members are committed to their jobs by giving of their time and efforts willingly…  With all the experiences I have had working for DISD, I feel that I am at the best school in DISD. (Donna Howse, Rogers)
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 As a veteran teacher (17 years of teaching), I have seen a lot of changes pass through Dallas ISD. Some changes have been effective, while others have not. Some have continued, while some have not. This year we have had an extraordinary change, but out of all of the changes that have taken place, I have enjoyed the constructive feedback given to us by our administrators. This helps me grow professionally, and at the same time it allows for me to know if I am doing the correct thing for my students. It has made me reflect and work harder than I did before and it has allowed for me to see more structure. It is really exciting to see the effectiveness and results constructive feedback can have! (Diana Vargas Martinez, Salazar)  I work with one of the most dedicated faculty and staff in the district. Our work in making sure that our curriculum is aligned and providing as many opportunities for students to show their learning has been challenging, but continues to make our instruction become more effective. We are able to quickly identify at-risk students and provide the necessary support. We continue to collaborate and support each other because  we  know  that  our  work  makes  a  difference  in  all  of  our  students’  lives.  (Sofia Rios, Salazar)  For  the  first  time…  unpacking the standards has been especially helpful. The training has been lengthy but very much needed and hopefully we will be given more time to truly understand what is expected of us. Although at times I feel overwhelmed, the administration has done a great job at keeping us informed and by providing training sessions to keep us moving forward. (Angie Mcilveene, Lee)  As a veteran of 20 plus years with the DISD, it is not unusual to see folks show up with new ideas of how to change practices and improve student achievement. What has been refreshing this year is the apparent and sustained commitment to change the academic culture reflected in our administration, our schools, and our classrooms. It has been challenging, but we all share the challenge and in a way, have opened up channels of communication that have been underutilized far too long. Additionally, I am personally excited that the new emphasis on unpacking the TEKS has given me an opportunity  to  try  new  approaches  that  I’ve  long  thought  about  trying;;  but  did  not   have the support and insight to implement on my own. I look forward to see how the new culture  of  DISD  plays  out  during  the  coming  years.    If  what  I’m  seeing  in  my   classroom and campus is reflective of the entire District, then we will all look back with pride that we played an active part creating a District that others will come to envy. (Bill Wooley, Lee)  This school year has definitely been one of transition. Throughout all these changes, Molina’s  administration  has  been  very  supportive. During times of transition, teachers can feel overwhelmed with all they have to do. However, our administration is always there to remind us that our main purpose is to improve student academic achievement. (Erin Cox, Molina)
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 To say that the changes this year have been challenging would be an understatement. But, even as we navigate through these obstacles, one thing remains the same at Molina. Our commitment to our students and our commitment to the pursuit of excellence is always our top priority. (Sofia Melios, Molina)  Administrative feedback after SPOT observations has allowed me to learn from my weaknesses and target improvement in my delivery of instruction as well as affirm the positive truths about myself and my work. Digging deeper in our knowledge of L.O.s, D.O.L.s, MRS and our understanding on how to become more effective in our teaching during all of our staff development has unified our grade level team during our collaborative grade level planning as we strive to maintain a positive attitude in our work environment. With our continued commitment for our children and our unrelenting pursuit of excellence, I am fortifying my endurance in learning how to work better under pressure and I am motivated to improve student achievement. (Argelia Garcia, De Zavala)  I find that the Spot Observation from my administrator is very helpful to see where my strengths and areas of improvement are. The feedback from my administrator helps me improve on the way I give instruction. The use of learning objectives, demonstrations of learning and MRS has helped me improve my way of creating a lesson plan. My lesson plans are more detailed and goal oriented. The Core Beliefs have made my team and my school more unified in achieving commitment and academic excellence for all students. (Olivia Guzman, De Zavala)  At Carver, teachers have unselfishly risen to the challenge to ensure effective instruction (Core Belief #2) makes a difference in student academic achievement. At our campus, many teachers either come in very early or stay late (work 10-12 hours daily) to ensure their lessons are of the highest quality and aligned to the curriculum. In addition, there is more collaboration between vertical and horizontal teams to ensure that our teaching goals for the students are met and thus we are improving instruction throughout all grade levels. (Gloria Garcia, Carver)  As a new member of the teaching profession, I have been thoroughly impressed by the high level of knowledge possessed by my administrative staff. In order for vision to be successful, it must originate from the top, but more importantly, it must filtrate all the way through to the classroom teachers. DISD has done a wonderful job of communicating goals and long-term expectations for the state of the district. The presence of administration and other visitors on campus cannot be ignored and serves as a consistent, positive motivating factor to continue to raise the level of rigor, creativity, and quality of instruction. The simplicity of curriculum alignment serves to streamline the planning process and makes educational goals more understandable, especially to new teachers. I hope that DISD continues on the path that it has
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projected, because it has proven itself to be one of positive growth and change. (Jennifer Erwin, Rusk)  Writing objectives on the board for students to see is very effective in that it gives students  a  map  for  the  day’s  instruction  so  they  know  what  I  expect  them  to   understand by the end of class. The DOL is a perfect little check at the end of class that lets me gauge the amount of material learned in the class and is a quick way to identify problems in understanding. (Aaron Anderson, Spence)  As I enter my 5th year at Long, we work toward our accreditation to become Dallas ISD’s first International Baccalaureate Middle School. As a premier middle school, the district core beliefs shine bright in our halls. The commitment of faculty and staff to work through change is evident in our classrooms and attitudes. (Steve Wood, Long)  Teaching  kids  is  my  passion,  so  it’s  natural  for  me  to  want  to  stay  abreast  of   professional literature and be reflective of my practices. That part of growth is intrinsic and natural. This year, I can honestly say that I have grown in ways that fill in some of those blind spots all of us teachers might have- the  things  that  aren’t  so   natural for us to see on our own. Tightened alignment and increased feedback from my principal have helped me to weed the garden of my own teaching by keeping my instruction and student expectations focused and clear. (Elizabeth Miranda, Lanier)  The new emphasis on curriculum alignment has refocused my instruction on the standards. I am able to offer my students rigorous well-planned lessons to help them achieve. Learning to unpack the standards has provided opportunities to grow and to expand my content knowledge. I strive to make daily positive contributions to my students’  academic  future.  (Margaret DeButts, Lanier)  Every day when I walk into my classroom, I am reminded of my goal of delivering effective instruction so that all students can academically succeed. This is made possible through supportive administrators, receiving constructive feedback, and purposeful departmental collaboration. It has been encouraging to be a part of a math team that develops rigorous curriculum that sets high expectations for students and teachers. I have grown so much as a first year teacher over the past ten weeks. (Margaret Osei, Stockard)  As a fourth year Dallas ISD teacher, I have been blown away by the renewed sense of urgency to do right by our kids that has developed on our campus. Administrators, teachers, staff, students, and parents-- everyone at Stockard Middle School is united in working toward our common goal: college and career readiness-- no matter what. (Zack Hall, Stockard)
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 Over the last five years, I have worked for a passionate administrative team. Through their leadership, we have focused on commitment to children and a commitment to the pursuit of excellence. Changing an organization takes tremendous energy. The challenge is to focus that energy on changing the right things - the things that will really make a difference for students. The initiation of a new approach to assessment that  aligns  testing  to  curriculum  standards  gives  students  and  teacher’s  information they need to improve students’ academic achievement. (Misty Douglas, Gaston)  I feel that all teachers at our school strive to increase student academic achievement, and social goals. They really put forth effort and determination to hurdle through all obstacles in order to help our Dorsey students achieve no matter their levels of skills, knowledge  and  experiences…  I believe that the Core Beliefs encourages all teachers, new and veteran teachers, to get on the same page as far as teachers expectations and obligation to serve all students. Teachers are better prepared to teach our students the skills they need for life. (Linda Rangel, Dorsey)  Our school is a positive learning environment in which staff, students, and parents feel accepted and respected. This is partly due to our campus administrators being supportive and dedicated to everyone involved in working with our students. Therefore, the new changes  haven’t  deterred  staffs’  main  focus  and  commitment, which  is  to  educate  children.    The  constructive  yet  positive  feedback,  in  which  I’ve   received, has helped increase the effectiveness of my planning and implementation of more challenging, engaging, and relevant lessons and learning activities. The students are showing significant progress. (Debra Apena, Dorsey)  I was one of the teachers affected by leveling. I was extremely nervous about the change and my new assignment. However, I have found Bowie Elementary to be a warm environment. The administrators, curriculum coaches, and teachers helped make my transition a smooth one. The Core Beliefs are definitely in place here at Bowie and they are exemplified every time you walk in our front doors, down a hallway, or into a classroom. I am proud to be a Bowie Bobcat! (Danelle Ham, Bowie)  I'm lucky to be working at Bowie. Coming from another country was a challenge I'm overcoming thanks to my colleagues, coaches and administrators. Their commitment is boosting  my  instruction's  quality  and  this  is  helping  me  to  improve  the  students’   academic achievement. (Jose Aparacio, Bowie)  Joseph J. Rhoads Learning Center believes in working with a spirit of teamwork and excellence.  With  Dallas  ISD’s  Core  Beliefs  undergirding our thought processes, we have transformed into a more dynamic campus. Our high levels of collaboration,
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climate, and commitment all contribute to the high-quality instruction our students receive. I am privileged to serve alongside colleagues who focus on being authorities of their crafts, by knowing the curriculum, delivering the content well, implementing professional development received, and acting upon constructive feedback from Administrators. (Sherrye Vaden, Rhoads)  Over the last several weeks, I have noticed and contributed to the continuous transformation at Joseph J. Rhoads. One of my proudest conversions this year is the maximum use of instructional time. As a team, we have really bought into our leader's message, "There is no time to waste! Every moment counts!" As a result, every morning before school, teachers volunteer their time to instruct students. The lessons derive from our campus a.m. instructional calendar that addresses targeted areas of concern noted in our campus action plan…  It is exciting to see that we are all on the same page with our main purpose being to improve each student's academic achievement. It is also apparent that our staff members internalize the Core Beliefs with a commitment to children and a commitment to the pursuit of excellence. (Daphne Lusk, Rhoads)  As a fifteen year veteran of the Dallas ISD, I have always felt tremendous pride in the charge  we,  as  educators,  are  given  to  positively  impact  this  city’s  youth. While this year has brought new challenges, I am encouraged and inspired by the commitment and support exhibited by the staff at Gaston MS. By embracing and incorporating new ideas into our repertoire of effective classroom strategies, we as a staff continue our quest of increased student achievement. We remain steadfast in our pursuit of excellence for ourselves and our students. (Annalisa Schweikhard, Gaston)  I have grown more as a teacher this year, than I have in my past four years of teaching. It has been hard at times, because sometimes there are growing pains, but it has been worth it. As I am refining my craft of instruction everyday through the leadership, guidance, and feedback from my administration, I am seeing the students achieve more than I have ever seen before. It is true that effective instruction makes the biggest difference in student growth. I am seeing it firsthand. Thank you! (Jennifer Pennington, Garcia)  Beginning a new school year is always a balancing act! However, with the new procedures implemented, it really does feel like a new  place  and  a  "New  Year!"…   Teacher’s  commitment  to  truly  serving their students seems to be greater than I have experienced previously. The Core Beliefs appear to be blossoming throughout our campus. In many ways, it feels as though we are one unit, rather than several islands. Most appear genuinely happy and enjoying what we do! (Shauntee Watson, Garcia)  As teachers, we are working diligently to incorporate the new standard requirements for our Lessons Plans as required by DISD. We have a quality direction from our
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Superintendent to teach  our  students  effectively…  Our  teachers are working together not only with the correct wording of our new plans, but also as we encourage each other  with  the  demonstrated  attitude  of  “We  can  and  will  do  this  together. We will succeed  for  our  students  together”. As the Music Teacher who sees every class and student once a week, when I  tell  our  students  “here  is  your  DOL  for  the  day”,  they   immediately turn their heads to look for and read the right response to me. Some ask “what  is  our  LO”? This demonstrates to me the consistency all of us here at Peeler are working to bring quality instruction to each and every student and to be proud of our School and students. (Ms. Hamby, Peeler)  New policies implemented by the district will help teachers reach the goal of academic excellence in all subject areas. We can accomplish our goal by writing effective lesson objectives, aligned and effective demonstration of learning (DOL) and by utilizing multiple response strategies. Strive for perfection but settle for performance. Let's continue keeping up the good work! (Ms. Arambula, Peeler)  I work among an excellent group of people. At my school, we work together to make sure our students receive the best education. We  are  committed  to  our  students’   success and we always work with the end in mind. I have grown and become a better teacher because of the feedback I get from the administrators and peers. I feel lucky to know  that  I’m  not  alone  in  this  journey  to  help  my  students have a brighter future. (Paloma Chavarria, Gill)  WOW…Teamwork,  belief,  and  commitment make a big difference. I believe that failure is not an option so therefore, as we implement the lesson objective and DOL on a daily basis, it helps each individual (child and teacher) to be effective. I truly believe that we are breeding productive and lifelong learners in Dallas ISD. Even as a veteran teacher, SPOT observations can be challenging but yet so rewarding. I can truly say that it has helped me become more effective in my instruction. (Andrea Davis, Gill)  As a seasoned teacher, I know that effective instruction does make an enormous difference in the academic performance of all students. Team Macon is always willing to go the extra mile to ensure that all students learn. The administrators provide constructive feedback that is both helpful and enlightening. Knowing the expectations at the beginning helps us to keep the end goal in mind. (Christi Butler, Macon)  I am privileged to work with a wonderful faculty and staff and supportive campus administrators at Reinhardt Elementary. Even with the increased workload, our teachers are proving daily that students come first as they give 110% to learn and master the new district initiatives. It has been a blessing to have administrators who are working tirelessly, in a positive way that encourages rather than discourages, to
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give us feedback and help us develop even more effective instruction while at the same time valuing our time and commitment to excellence. The faculty, staff, and administration at Reinhardt are working collaboratively because we truly believe we are  “Achieving  EXCELLENCE  Together!” (Michelle Smith, Reinhardt)  With  this  being  my  first  year  in  Dallas  ISD,  I  wasn’t  sure  what  to  expect  of  the   campus.  I’m  very  pleased  to  say  that  this  is  one  of  the  best  years  of  my  career  thus  far.   The campus leadership has created an environment of support and respect unlike any other. My goal, as well as the campuses goal,  is  to  have  the  student’s  achieve   excellence and, thankfully, with the help of the administration I am able to improve the quality of instruction that I provide. That, in most part, is because the feedback that I have received from classroom visits  has  been  clear  and  focused…  Reinhardt is a great campus to work at because of the unity that has been created amongst all of the staff. (Elizabeth Adame, Reinhardt)  Our principal is extremely supportive to both students and staff. I come to work knowing that I will teach children something that day, but that the administration will teach me something as well. A different Core Belief is highlighted each week and it is amazing to see how the staff and students incorporate them into their daily activities. The  motto  “Learning  is  Our  Work”  has  really  been taken to heart at Casa View. (Jesse Poff-Hancock, Casa View)  It feels great to have an open channel for timely and constructive feedback with the administration on our campus. I feel like the push for more intentional and directed instruction gives each teacher the motivation to bring their "A-Game" each day. We are blessed to have such an experienced and accessible staff as a resource. These supports, in tandem with new strategies for data analysis, make me feel like an incredibly more effective teacher. (Michael Gilmer, Casa View)  I like working at Seagoville North because here I am part of a collaborative team that is always willing to go the extra mile to help students achieve academic success. Our leader, Mrs. Trujillo, is a knowledgeable and caring individual who is always accessible and available to address any concerns that we might have as it pertains to our professional  practice…  Furthermore, our students are a joy to work with, granted that it is often hard work, but students’ ability to learn coupled with our staff enthusiasm makes the effort a worthwhile one. Finally, we are located in a brand new school, a green one at that, where we have access to the latest technologies to complement our instruction: what more could you ask for. (Mr. Acosta, Seagoville North)  Our main purpose is to improve student academic achievement. Reflecting over the past nine weeks of academic learning and teaching, our administration has done well with empowering the staff at Lincoln High School to take ownership of the Core
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Beliefs established within Dallas ISD. Teachers show ownership of the Core Beliefs through extra-curricular activities where sponsors are encouraging students to attend after school enrichment/tutoring, ultimately assuring that students at Lincoln are progressing  academically.  Because  of  the  Core  Beliefs,  Lincoln’s  faculty  and  staff  are   demonstrating behaviors during planning periods, where rich discussions regarding how to effectively engage students at various levels take place. As the campus stands behind our Core Beliefs, students have begun to take pride in engaging in such movements and thus, we are doing our best to effectively implement Core Beliefs of the Dallas ISD. (Charles Moss, Lincoln)  This year, my administrators have provided me with constructive feedback through spot observations and have provided meaningful training. Everything that they have done  has  supported  our  district’s  Core  Beliefs. Their commitment to the pursuit of excellence has rejuvenated my love of teaching. (Ester Domhoff, Lincoln)  This is my 5th year at DISD, and I definitely sense a surge of enthusiasm in teaching. The inclusion of the D.O.L in the lessons has certainly improved the quality of instruction, which is reflected in student achievement. The emphasis in multiple response strategies helps guide and target my instruction toward a more successful lesson. I am confident that with the guidance and support toward the teachers, the achievement gap will be bridged, and we can ensure student success across the board. (Charles Mulisa, Comstock)  This is my third year at EB Comstock Middle School and I am amazed by the number of positive changes that happened within that short span. First, I see that change in the hallway traffic during passing period. More teachers are out to greet students and manning  the  traffic…  Secondly, high visibility and involvement of administration in planning and support. Administrators are either in the hallways, classrooms or in planning meetings with teachers and other staff almost as a routine. I find it easier to communicate to my administrator (principal) with this set-up. I also get at least a visit every two weeks, which is well appreciated. Thirdly, expectations are clearly set and modeled. From lesson planning, to actual teaching (such as MRS, DOL, Lesson Format, Core Beliefs), trainings and consistent monitoring gives me an opportunity to adjust, adapt, tweak, and fine-tune my instruction for optimal student achievement. TRANSPARENT has been a big word to describe my principal. And I say, it is working. (Emmanuel Juane, Comstock)  I love working at Seagoville North Elementary because of three main components that make working at this campus a wonderful daily experience. These components are the environment, the collaboration and (of course) the administration. Every employee on this campus  is  respectful  to  everyone  and  responsible  with  students’  time, which is a fact that promotes collaboration and innovation in teaching techniques and consistency across subjects and grades. These two components are consistently
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maintained by the administration of the campus, which provides rigorous and assertive training in areas of need. At Seagoville North Elementary we are a new big happy family! (Esther Castro, Seagoville North)  I really enjoyed working at Ebby Halliday Elementary, because there is a great commitment from most of our parents to help out with their child’s education. I also enjoy having an awesome administration team that is 110% dedicated to make this tough year be the best. Finally, it is a joy waking up each day ready to come to work to see a student's face light up with enthusiasm towards their willingness and desire to learn. (Alma Garcia, Halliday)  Throughout my eleven years of experience, I have the most dedicated and supportive leadership team. It's truly an honor to have the opportunity to work side by side with some of the most passionate and committed educators at Ebby Halliday. We understand that in order to achieve high quality education, we must be willing to provide effective instruction that will make the most difference in a student’s academic performance. Together with staff, students, and parents we will accomplish this goal. (Roenia Snowden, Halliday)  As a veteran teacher I feel that our staff has always had a commitment to children and a commitment to the pursuit of excellence. However, this year I feel and see a deeper sense of support from our teachers, CILT team members, administrators, and counselors. The Core Beliefs have provided additional focus and clarity for our quality of instruction as we prepare our students to be college-and career-ready. (Becky Barker, Skyline)  This year everyone expected change and knew that it would take a deep commitment to our children and a commitment to the pursuit of excellence to make that change. As a campus, we have come together to support each other and provide leadership within our departments. We know we are on the road to excellence and will continue with the Core Beliefs as our guide. (Sheryl Landman, Skyline)  After teaching for 20 years, I have seen a lot of changes in Dallas ISD, but I can honestly say that this school year has provided me with a new mindset as to what students are capable of learning. Not only have I learned new and exciting ways to engage learning, the students have taken on various learning strategies put before them wholeheartedly. It is amazing at how easily they can adapt to new situations and perform beyond belief. I think that with the guidance of great leadership, and having clear focused expectations, students and staff can accomplish anything. (Jackie Nelson, Lang)

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 As a new teacher, I am proud to be an educator for Dallas Independent School District. The Core Beliefs signify what I believe in as a teacher; and the staff on my campus exemplifies the beliefs as well. With the commitment to students the faculty and staff have shown the community, H. W. Lang Middle School, and Dallas Independent School District that the pursuit of excellence takes a team effort and embodies the Core Beliefs for the success of our students. (Latosha Dawn, Lang)  I feel honored working in a school where the success and well being of each student is the most important goal. The principal is very supportive and empowers the staff giving them the opportunity to learn and professionally grow. The staff is very enthusiastic and strongly committed. The decisions are based on the students' benefit. Good communication with parents and community partnerships is maintained as a key factor to pursue student success. Collaboration is constantly promoted, appreciated and recognized. (Yolanda Velazquez, Ann Richards)  As a first year teacher, I can easily say that I am very fortunate to have been chosen to work for DISD. Not only are we working as hard as we can to achieve student success, but we are working twice as hard to achieve teacher success. At my school, we have the “No Teacher Left Behind Act,” which motivates teachers to continue their rigorous efforts to push the limits, while supporting one another along the way. (Tatiana Ruvalcaba, Ann Richards)  The core beliefs are making a big difference in giving a concrete direction on how to best serve the students at our school. The information given about curriculum alignment as well as unpacking the TEKS have been unbelievable in my growth as an educator as well as a professional. I feel better prepared and equipped to take students where they truly need to go in their learning journey. The constant feedback is also something new and exciting because I have the chance to have serious self-reflection about areas of my lesson where I was spot on and areas I could've added something to get more of the preferred outcome. The content knowledge that I have received this year is invaluable, and I'm glad to be a part of this learning experience. (Jennifer Saenz, Callejo)  I am excited about having an opportunity to work at a new school. The team that was created is hard working and fun. We are open with each other about instructional practices and that is what makes us great! I am truly honored to serve the students of Pleasant Grove and I look forward to seeing the fruits of our labor at the end of the year. (Connie Ford, Callejo)  If there is one thing that I have learned in my nine years of teaching, it is that the only constant is change. Being an educator is all about positive change. There is no stagnancy involved with being an educator, as the children who we work with are
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always changing because the world is ever changing. It makes me very proud to be a part of an entity that is not afraid or ashamed to acknowledge that change is NECESSARY, and is always seeking better ways of helping our children to progress and learn. On my campus, one way that the commitment to excellence has been displayed is the way that change has been embraced. There has been a lot of excitement and energy regarding having a leader who so very much wants to see educators, parents, and students working towards a common goal: success for ALL students. What an AWESOME experience it has been so far, and the BEST IS YET TO COME! (Latonya Robinson-Maftah, Conner)  After returning to the classroom after many years outside the classroom, every cell in my body has been challenged. I have felt every positive and negative feeling available in the human race. When I am frustrated, I find support from my campus administrators through their positive support of the Core Beliefs. I know what is expected every step of the way! Every meeting is purposeful and on task because of the Core Beliefs! I know that my campus cares about the important work of teaching! The curriculum alignment process impacts my decision making through my lesson plans. Curriculum alignment has not come easy, but I find this process builds focus in my teaching! I believe that students are impacted every day because teaching and learning is purposeful and meaningful. (Merry Boggs, Guzick)  The feedback forms help me focus on areas that need improvement and also help me gauge what I am doing well. With a new system being put into place, the feedback forms have been helpful in trying to gain perspective on what the expectations are. I feel the feedback forms are an important aspect in developing me as a better educator. (Natalie Brown, Guzick)  This is my first year at Edna Rowe Elementary, and I have been amazed by the instruction led by our principal Mr. Curtis Holland. He has been teaching the faculty about applying effective objectives and demonstrations of learning. Thus, we have become more focused on providing effective instruction, which makes the most difference in student academic performance. We too are learning and focused on every student! (Sean Griffin, Rowe)  I’m  so  thankful  to  work with a group of people who do what it takes to make sure that our campus and district core beliefs are being met. We work diligently to ensure that our students are nurtured and are receiving quality instruction to help them reach their academic goals. It is through the feedback of our campus administration that provides us with the support that we need to grow professionally and to be successful in our instruction delivery. (Della Coleman, Rowe)  Hard Work, Smart Work, Team Work. My principal began this year with one idea in mind – that working together we can achieve greatness at Truett. The process is long
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and sometimes it seems that for every step forward we take an equal step back, but I am committed to my students and to the core beliefs espoused by Destination 2020. Through Spot Observations, I am learning to actively reflect on the teaching craft, and I truly believe it is improving my professional practice. My principal is fond of saying,  there  are  “no  excuses,  just  results”  at  Truett,  and  I  appreciate that the administrative team is willing to roll up their sleeves and work with us to improve. (Felicia Marshall, Truett)  As a veteran elementary Art teacher, it is sometimes easy to be overlooked. This year brought with it change not only at the district level, but a completely new administrative team at Truett. The spot observation process has brought a number of visitors  to  my  classroom,  and  I’ve  been  thrilled  to  share  the  creativity  of  my  students   and to improve my teaching through the feedback I’ve  received.  Being  appreciated   and valued has allowed me to soar! (Valerie Shaw-Caldwell, Truett)  It has been a pleasure and an honor to be part of the Tatum family since day one because it is a place where hard work and quality are standards. We, as a team, are always making our best to reach all of our kids, every day of the week and give them the tools to be successful. I am proud to be working in this school where parents, tams mates and administrators are always supporting me, my students and each other. And now with the guidance of the DISD core beliefs it is simpler to work towards our goals. (Mr. Solis, Tatum)  Reflecting  on  Dallas  ISD’s  new  direction  for  planning  and  delivering  instruction   brings several words to mind: focus, challenge, collaboration, depth, motivation, timely, and targeted. Developing a single, focused objective for daily lessons is professionally challenging. Collaboration with colleagues as we unpack a complex standard into single, immediately measurable concepts has added depth to my understanding of the content I teach and has motivated me to seek out fresh resources. The rapid feedback provided by DOLs allows for more timely and targeted interventions. I look forward to growing as an effective educator through these strategies. (Frances Mosher, Tatum)  As a new teacher at Urban Park, I feel really lucky to be working with a great team! I know that no matter what, if I need something there is always someone willing to help. I even got the opportunity to observe another kinder teacher at a different campus. This gave me the ability to see what I was already doing, but also to gather ideas to implement in my classroom. No matter what, I know that behind me I have a great support team that is not going to let me fail because failure is not an option. (Lillian Faz, Urban Park)  I’m  fortunate  to  work  with  a  group  of  incredible  educators  and  even  more  privileged   to support children with a similar upbringing as my own. Although changes are tough
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and our workload has multiplied, the commitment to students continues to be our focus. With  high  expectations  and  commitment,  I’ve  been  privileged  to  experience   Core Belief # 3, “With our help, at risk students will achieve at the same rate as nonat  risk  students.” (Maricela Gonzalez, Urban Park)  I find teaching at my school rewarding. My students are eager to learn especially when they are given an opportunity to be engaged and think critically, as a team, my colleagues and I learn from each other and challenge ourselves to be more creative and effective in the classroom. I am seeing signs of success and am rewarded with students who are eager to learn. (Nova Monzon, Sunset)  At Sunset, the support I have received from my teaching team, administrators, and other staff members has propelled my growth as a teacher. Working with school leaders who are committed to kids makes a huge difference in the education I am able to provide to my students on a daily basis. Most importantly, this kind of support motivates me to do my best. It pushes me to reflect deeply on my teaching each day and make decisions for my classroom that are right for my kids. My experience at Sunset is indicative of a deep commitment to what all of us in education should be committed to: Kids. (Cody Meador, Sunset)  With the district's transformation, we will ensure that all students are academically successful and college-and career-ready. (Henry Taylor, Greiner)  This year has been challenging. The new changes, vocabulary, and learning curve keep us on our toes and yet I am excited to work with people who truly embody the Dallas’  Core  Beliefs.  My  Lida  Hooe  team  works  so  hard  to  prove  that  there  is  no   excuse for poor instruction. The hours are late, the workload is never ending, but my staff is dedicated to our students and Destination 2020. They show it by insisting on their own growth. I feel fortunate to work with such individuals and am DISD Proud. (Rita Castillo, Hooe)  Although change is difficult, it is necessary to improve student success. I am thankful for my principal, team, and coaches that are helping us get to where we need to be. I know that I am a better educator and will continue to grow as we work together for the sole purpose of student success. (Frances Cañas, Hooe)  I have the privilege of being part of a wonderful school staff that that continually works together to ensure student success. From detailed feedback on lesson plans to collaborative and purposeful planning by dedicated staff members, I'm confident that every one of our students is getting the best education possible. Being a part of Lida Hooe Elementary School, where every student matters, makes it well worth my daily hour commute! (Joshua Gutierrez, Hooe)
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 My third grade students and I love doing the multiple response strategies. The students come  in  every  morning  saying,  “Think-Pair-Share, White Boards, Response Cards,  etc.”  the  list  goes  on  and  on.  You  should  see  the  smile  on  my  face. All of this could not be possible without the principal. She is in our classrooms often doing spot observations making sure effective instruction is going on. I also like spot observations because the principal will let you know what you need to do to improve and what they saw that was great. (Regina Finney, Hooe)  I have worked at my school since 2008. The first time I read the name of the school and saw the picture on the DISD web page, I knew it would be my place to work. This year, in spite of the changes and challenges, I can see how my collaborative team greets me with a smile every morning. The smell of coffee makes me think that I am at the school and that my students and I will succeed. I can see how we collaborate and work together to make our dreams come true, that ALL of our students get the best results. I LOVE MY SCHOOL! (Gloria Prieto-Puentes, Winnetka)  Writing LOs and DOLs has helped me maintain accountability to the TEKs and SEs, and it has helped my colleagues and I focus our planning. Having LOs and DOLs posted has helped my students focus their learning. LOs and DOLs provide a structure for planning, team and individual, while allowing teachers to maintain their individuality and practice their creativity. I have been a teacher for 28 years, in this and one other (suburban) district. It amazes me that I have not seen this approach to planning employed before now. (D. Friedel, Rosemont)  I am very grateful to have an awesome and supportive administrative team! The trainings that are facilitated by our administrators are really beneficial and make it much easier when imparting knowledge to our students! The Core Beliefs are very apparent in our school! (Jenny Jones, Quintanilla)  The art of teaching is evident at Quintanilla Middle School. Students are putting forth an effort to engage in their own learning. This year I feel like a first year teacher who is energetic and bursting with new ideas. My focus is to plan effective instruction and keep the students excited about learning. Reflecting on the core beliefs allows me to accomplish this goal. (Karen Roberson, Quintanilla)  The arrival of the Learning Objectives has been a positive for my classroom. The process of formulating the daily objectives and then organizing instruction specifically around them provides me with helpful structure. At a glance both the students and I are able to keep ourselves on track and manage time more effectively so that every day is productive. (Gregory Gallimore, Jones)

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 We are implementing the multiple response strategy in our classrooms using whiteboards. My experience so far with it is that when I am teaching the lesson, I get back what the student understands right away, like checking for understanding almost immediately, which is great. It helps us as teachers to try to teach the objective using different words at that same moment to try to address those who are not getting it in the first explanation. (Mr. Garza, Kahn)  I am inspired by the new changes in the district. The increase in the timely and effective feedback by my campus administrator has given me the reassurance that the work I am doing has a positive effect on the lives of my students. I embrace the changes that are new to the district as they will lead to student success. (Valerie Villanueva, Peabody)  “Our  main  purpose  is  to  improve  student  academic  achievement.”    This  core  belief  is   the driving force behind my instruction at George Peabody Elementary. Being held accountable by our campus administration, receiving timely and effective feedback, and sharing ideas have become a vital part of my teaching this year AND, student achievement is soaring. (Kendi Wassum, Peabody)  I am an experienced teacher who feels truly blessed to work with such talented, caring, and competitive teachers as we have here at Peabody Elementary. Their dedication to students is what has increased our test scores, student attendance, AYP, AEIS ratings, and made us a Blue Ribbon School. Every person from custodial staff to the administration is a team player at Peabody. The extremely supportive, cooperative, and understanding principal and assistant principal have made teaching at Peabody and for the Dallas ISD a very rewarding successful experience. (Sandra Allison, Peabody)  Since the beginning of the year there have certainly been a lot of changes, challenges and questions. However, as we approach this new endeavor, the staff at our school has continued to support one another through our weekly PLCs. The positive and helpful feedback we receive from our administrators has helped us become more proficient in all areas of student engagement. I am proud to be a part of the Peabody community whose continued goals are to work together to achieve student academic excellence. (Gracie Valderas, Peabody)  As a first year teacher, my campus has been very instrumental in my success thus far. Staff members are very encouraging. With so many changes happening in the district, the veteran teachers have been extremely helpful in sharing not only their resources, but also their wisdom on how to deal with students. For that, I am so grateful. (Sharonda Starks, Brashear)

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 I have taught for many years, but this year I feel that I am learning so many exciting new ways to open my students' minds. My team and I work very well together and support each other. Our administrators have been very supportive and helpful. They have given us a lot of helpful feedback on developing the lesson plans, L.O.s and D.O.L.s. I really feel that posting the L.O.s and D.O.L.s daily helps my students and I stay focused and I am amazed at my students' growth. (Lisa South, Brashear)  As the campus-based instructional coach, I have an opportunity to work closely with and learn from a very knowledgeable and caring administrator, who has embraced the district’s core beliefs of change and has set a standard for her campus to also embrace these beliefs to foster the educational growth for all students of L. O. Donald. Teachers collaborate and work together to ensure that all students of L. O. Donald receive the best instruction that he/she deserves. (Sharon Lewis, Donald)  Working at L. O. Donald is great because my principal always demonstrates a visionary  leadership  aligned  to  the  District’s  Core  Beliefs.  She  constantly  promotes   collaboration as a way of growing and reaching our campus and district goals. I like the fact that I receive timely, accurate, and relevant feedback about my work that helps me become a better teacher. I am always treated with respect and professionalism. I also know that my work contributes to the success of our students. Everybody at L. O. Donald knows that our children are always first and everything we do is to help them achieve excellence. (Luis Garza, Donald)  There is no place for excuses. In my grade team we are all learning and supporting each other; we make sure that the five of us stay focused. Our administrators have been making sure we get all of the tools and support we need to be successful thereby improving student academic achievement. Classroom visits, conferences with administrators, support, and constructive feedback is transforming our school to an environment where you feel the confidence to ask for help. I come to work with a smile on my face, I leave the same way, and that is priceless! (Liz Carrasco, Hall)  I have the privilege of working with a very supportive and dedicated team of teachers. I believe that children have the ability to learn at their own  pace.    To  me,  it’s  just  the   greatest  satisfaction  seeing  how  my  students’  faces  glow  when  they  accomplish their goals…Every  day I remind myself, whatever I do I need to remember that I am touching  children’s  lives  as  I  instruct  them  to  do  what  I  believe is best for them. I need to make sure am doing it in a positive way because they will remember me forever…There  is  no  fame  or  money  in  my  profession  but  there  is  so  much  personal   satisfaction that I would not change it for any other job in the world. (Maria Pichardo, Hall)

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 It is my pleasure to say that I work with a wonderful and energetic staff. I have learned the true meaning of TEAM where Together Everyone Achieves More!! My administrators are very supportive and they continue to give us constructive feedback with assistance. As I walk in the building every morning I am reminded what a great atmosphere we have here and the students are excited to be here as our teachers greet them. I truly believe that we are doing great things here! (Orlanda Swain, Hall)  As a seasoned bilingual teacher with more than 21+ years of experience and working in a PK classroom, my Principal shares ideas that can be very helpful. If I am having trouble connecting with an LD student, I use my principal as a valuable resource. She gives me ideas of things I can try to help make sure this student is not left behind. Maria Moreno is a great school in that we all come together to help each other. With their commitments to the students in our community, the Moreno staff demonstrates excellence in all that they do. At Maria Moreno we truly believe in our motto  “from   crayons to college.” We know our students will succeed! (Sharon Snowtown, Moreno)  As a 15-year teacher in Dallas ISD, I can honestly state that I am enjoying the learning process through new lenses. Learning opportunities are around every corner for students, teachers, parents, and our community, by using our new Core Beliefs to drive our instruction and planning. My administrator is leading a transformation that has taken our students, staff, and community to a level of excitement, interest, and concern that I thought was long forgotten. All stakeholders now believe, that we can and will achieve. (Brandy Nealy, Carpenter)  As a teacher for the past 14 years, and my second time in DISD, I am amazed at the constant movement to always get better in our efforts to increase the academic and social skills of our students. The core team of teachers and my current administrative team makes coming to work and school a positive experience every day. With the new awareness to focus our instruction with better teaching methods, L.O.’s  and   D.O.L.’s  and  student  ownership  of  their  learning  process are combined as elements of Education. Good teaching methods and positive student learning. (Gary Miller, SCGC)  As a Dallas ISD teacher for over three years, I can say that the recent changes to the district have only made me a better teacher and improve my quality of teaching. My administrators have created an environment of inventive teaching. They have been very supportive in this time of transition and present in the classroom for day-to-day help and feedback. The district has a newfound focus again on teaching and learning in the classroom. I see my students benefitting each day from this improved emphasis. (Stefanie Vick, LACEY)

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 Here at Thomas Jefferson High School I have found a supportive faculty and administration. I am grateful for the leadership of my principal, Aamir Ashiqali, because he believes in using technology in and out of the classroom to further education, never wavers in his commitment to holding our students to the highest level, and he is fair but firm with our students and faculty. I feel that I have allies to be successful in our administration, my mentor teachers and in some of our veteran teachers. (Rachel Harrah, Jefferson)  Our administrative team has presented several excellent professional development sessions on curriculum alignment. Through these opportunities, I have learned to break down the TEKS and construct effective Learning Objectives and Demonstrations of Learning, and have gained a better understanding of the curriculum. Through this I am able to ensure that I am really teaching my students the content they need to learn. It has been a truly empowering experience that has afforded me the opportunity to guarantee my students are receiving effective quality instruction. (Lisa Bachlet-Smith, Polk)  John  Wooden  said,  “Nothing  will  work  unless  you  do.”  In  an  educational  institution   as vast  as  DISD,  the  stakes  are  greater  than  ever  before  and  it’s  crucial  that  every   member of the organization fulfills their vital role. It is encouraging and refreshing to be a part of this movement in which accountability is in place at every level to ensure the  goal  of  Destination  2020  will  be  reached…  After four years teaching in a small district, it has already been a truly rewarding experience to transfer to a district and campus where the administration provides every possible support and resource to provide college preparatory education to the students of K.B. Polk Vanguard Elementary. (Payton Ishmael, Polk)  I feel blessed and honored to work with such a great team of devoted teachers, staff and administrators. Although I have always felt that our team has always worked together, these positive changes of improvement have brought us closer together by learning  new  ways  to  touch  our  student’s  minds  and  challenging  them  to  their  greatest   potential. Our commitment and purpose has given our students a pathway to a brighter academic future. (Mayra Turner, Knight)  Entering my 4th year of teaching, I have found that there has never been so much focus and clarity in the classrooms as this year. It starts from the top, with our proactive and motivating school leaders, who have set a tone of accountability, providing us, teachers, with clear expectations and a guiding hand for constant improvement. As a result to this climate, and with help from our efficient instructional coaches, every teacher at Obadiah Knight has grown professionally. I am glad to be a part of Obadiah Knight School and this new experience at DISD. (Mirjana Bulek, Knight)
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 Our main purpose is to improve student achievement and believe students come first. As teachers create lesson plans, they write Objectives and Demonstration of Learning that are aligned with Student Expectations for mastery of skills. Our Professional Learning Communities provide opportunities to collaborate, advance rigorous learning experiences and build critical thinking skills for student achievement. Through assessments and interventions, teachers are able to provide individualized instruction to meet the needs of all students. (Diane James, Walnut Hill)  This year has been a positive experience for different reasons. We have had more time to spend with our grade level team to collaborate. We have become a stronger team and more comfortable giving peer feedback to each other. Being able to give feedback to each other has increased the quality of instruction. The new SPOT system of feedback has been helpful. It has allowed teachers to adjust and modify to increase the quality of lesson plans and instruction. By doing this, the students are meeting higher expectations and achieving more. (Kari Villareal, Walnut Hill)  What will lead Cary to success are our teachers who have great dedication and flexibility. In spite of four principals in four years, our teachers keep adjusting to each new challenge brought to them. The support that each teacher provides the students and each other to achieve is outstanding. Every teacher at Cary steps up to help one another in any way they can, such as sharing how to write good DOLs, helping learn new technologies, implementing core beliefs and collaborating on how to improve our students’ education. (Susan Bailey, Cary)  In the short time that we have been following the Core Beliefs, I have noticed that many teachers and students are stepping up to a level of greater improvement in their instruction and in their daily class work. If expectations are made clear and consistent then everyone knows the goals and they are easier to obtain through team effort and dedication. It is true that "effective instruction makes the most difference in student academic performances". (Debra Robinson, Francisco Medrano)  I’ve  been  at  Medrano  since  it  opened  and,  now  more  than  ever,  I  am  proud  to  call  it   my home. Our staff is united and taking on this year with incredible focus. We plan together, provide support, give each other feedback, and share concerns about students. Our administrators are the backbone of our school and provide us with guidance, strength, feedback, and motivation. I feel a sense of community and family in our building and I think our students feel it too. (Alicia Serrato, Francisco Medrano)  Medrano Middle School has staff members who have a commitment to our students and a commitment to the pursuit of excellence. We have cultivated a thriving collaborative culture here at Medrano Middle School evidenced by the daily PLC
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meetings where student academic performance is the focus, the desire to provide students with rigorous and engaging lessons, and the welcome evaluation and feedback of teachers by our administration team, instructional coaches, and CILT members. (Chris Deinhammer, Francisco Medrano)  I have made positive changes in my instructional planning. I no longer use the CPG to plan my lessons. I know what needs to be taught based on the TEKS, which allows me to make LOs and DOLs to plan my instruction. Having LOs and DOLs before planning has allowed me to research and incorporate activities that maximize student learning. This ensures that my students receive proficient quality instruction. (Bridgette Flake, Saldivar)  My practice has changed significantly in the areas of planning as it relates to formative  assessment…I’ve  used  the  ongoing  assessment  results  to  identify  student   needs and create small groups. Additionally,  I’ve  used  this  data  to  determine  what  I   should be teaching in those small groups!...I am learning that I am more effective when I am deliberate in my planning for both my whole class, my small groups, my tutoring  sessions  and  my  individual  conferences.  I’m  not  saying  this  has  been  easy  for   me, but I certainly see the gains my students are making as a result of my professional growth. (Michelle Gabriel, Saldivar)  There have been many positive things that have happened this year. I find the LOs and DOLs to be very helpful. I feel that I am also benefiting from such a close collaboration with my team. The support and encouragement from the administration has made a tremendous difference, not only to me, but to the entire climate of the school. I look forward to the rest of the school year and actually still feel energized! (Kristen Comer, Saldivar)  As a first year teacher at Umphrey Lee, I believe that the overall teacher-team environment is excellent! I have been fortunate enough to work with staff members who have not hesitated to share resources, valuable information, and other helpful tips that have made my transition into teaching a success. Although I know there is much more to learn, I feel confident that working here will provide me with the experience I need to become a great professional educator and lifelong learner. (Cherethia Erwin, Lee)  At Umphrey Lee, we have a very supportive leadership style. The Principal trusts faculty and staff and treats everybody in a fair and professional way. She respects and promotes diversity and has a strong belief that all teachers do their best for students. Also, there is a balance in each grade having experienced teachers and new teachers interacting among each other. This brings a lot of creativity, communication, best practices sharing and interaction among teachers in each grade. (Guilermo Carmona, Lee)
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 Here  at  our  school…everyone  is  on  board  with  the  Core  Beliefs.  The  environment  is   one where everyone desires to help and do what is best for our students. We know that there is no excuse for poor quality instruction. So because of that, we are constantly engaging each of our students. We are partnering together to come up with great instructional plans and ideas that will further the success of our students. We know that we are a team and together we are expecting greatness from each of our students. We desire to see each of them succeed. With our one team here at T. G. Terry, our one goal is student achievement! (Kandace Montgomery, Terry)  Our T. G. Terry Elementary School motto this year is: One Team + One Goal = Student Achievement, which coincidentally coincides with the districts Core Beliefs. Although new ideas and concepts are always challenging, this has been a year of great experiences and opportunities. We are learning to effectively collaborate, plan and teach. The positive feedback and assistance received from our Principal, Ms. Traylor and Executive Director, Mr. Williams, as well as others, is very beneficial. This year, the number of students and teachers excitedly volunteering to stay after school for tutoring,  has  doubled…We  are  truly  D.I.S.D. proud. (Irma Crayton, Terry)  When Mrs. Traylor does Spot Observations, you can tell that she wants to coach to excellence. The whole experience is uplifting because she wants you to succeed. It feels like I am a basketball player coming off the court and receiving pointers from the coach on how to win the game. (Mollie Jonte, Terry)  Our lead administrator has demonstrated an awesome commitment to our campus and students’ achievement by providing support and being an excellent resource. In leading the school toward a positive change, I have also been given great constructive feedback about my curriculum alignment. The administrators have worked with the campus staff to ensure student safety and that the discipline management action plans are in effect and are effective. The campus morale is receiving the support and commitment it needs to increase student academic achievement. (Marcus Johnson, Atwell)  “Even  at  risk  students  will  be  able  to  achieve  at  the  same  rate  as  non-at risk students if we all  share  a  commitment  to  children  and  to  the  pursuit  of  excellence.” At W. H. Atwell, this is one of the beliefs we have carried in our hearts for many years. Our beliefs have now been penned. It is amazing how a simple paragraph has validated what we already knew to be true. I now begin my days reading this charge and then smiling because others, outside of our profession, now know it too. (Leann Bunton, Atwell)

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 The McNair staff has a commitment to the children of our campus. We attend ongoing staff development trainings, collaborate weekly, plan for effective instruction, and make no excuses for success. Our administrative staff is incredibly supportive in our efforts toward excellence. They meet with us to provide meaningful feedback, which helps to enhance the dynamic academic culture of our exemplary campus. (Shuntrice Rhodes, McNair)  We believe in sharing our best practices for teaching students to be productive, effective, and deliberate about learning. Furthermore, we share ideas, research, resources, and expertise. Through our closely working together, embracing the DISD Core Beliefs, we have made advancements in ensuring that there exists collaborative planning among all teachers at every grade level. The increased dialogue has contributed to an increase in the development of our knowledge about teaching. Learning Objectives and Demonstration of Learning posted daily provides immediate progress/feedback toward our  projected  school  goal  of  ‘Distinguished’  status  for the 2012-2013 school year. (Tashonda Brown-Lewis, McNair)  Since the start of the 2012-2013 school year, we have been personally charged with redefining our role and responsibilities as a Master Educator. The charge that has been assigned to us includes: learning, understanding, believing and implementing the new Core Beliefs. I am looking forward to a year of increasing student growth and achievement. This will be achieved with the support of our wonderful administrative staff by providing ongoing professional development to support purposeful instruction and alignment. (Issiah Thomas, Jr., Twain)  One thing I have learned as a teacher is to always be flexible. This year has been no different. Like previous years, I have welcomed the challenges along with the rewards. Incorporating the DOLs (Demonstration of Learning) into the daily lessons has been both: challenging because of the phrasing, and rewarding because it enforces accountability for me as well as the students. The emphasis that is placed on everyone, including students and parents, learning and applying the Core Beliefs has shown to benefit the academic atmosphere here at Mark Twain. With everyone involved, the success of our school is inevitable. I anticipate amazing accomplishments this year! (LaToya Davenport, Twain)  This year the focus on purposeful instruction has changed how teaching and learning are viewed at Birdie Alexander. Teachers are determined to get it right. The commitment is obvious by the number of teachers working after hours and even at home to assure that high quality instruction becomes the norm. The increased feedback has helped to assure that teachers know what needs to be changed and what is working. The selection of heroes increases motivation by recognizing and rewarding the effort being put forth.  I  believe  that  anything  that  doesn’t  learn  doesn’t   grow. Our school is constantly learning through professional development and
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collegial conversation, therefore we are growing in the pursuit of excellence. (Gloria Williams, Alexander)  Of the many changes that have been introduced over the past three months, I believe the most beneficial change for students is ensuring all students have clear expectations for their learning outcomes in each class, every day. Helping teachers present clear learning objectives to students and parents allows students to focus on the core instructional outcomes each day. By designing purposeful demonstrations of learning, we are giving both students and teachers the ability to confirm that each student has increased his or her knowledge in a meaningful way after each lesson. This is an important step in increasing student academic achievement for every student in the district. (Joshua Newton, AB Calculus Teacher, School of Science and Engineering)  Since August, positive things have been happening in Dallas ISD. The five core beliefs focus on quality instruction and commitment from teachers to help ensure academic achievement by the students. In order for the district to achieve this quality of instruction from the teachers, several changes have taken place. Each teacher is required to post several things on the board: the student expectations, the learning objectives, and the demonstration of learning so that the students are able to see what they will be learning and given clear expectations of how to achieve this within the given class period. Teachers are using multiple response strategies to gauge the performance of the students so that they know if the student has mastered the concepts presented to them. Within the math department , students use white boards to hold up and show the teachers the problem they work with their responses so that the teacher is getting immediate feedback from the students and in turn the teacher gives each student immediate feedback to their response. This is a great way to check student understanding in a short period of time. Within the math department, teachers are using common assessments (tests) in subjects so they can gauge the weaknesses or strengths that the students have with particular concepts within the subject area. Teacher collaboration periods in the 45 minutes before school starts allow the teachers to exchange information on teaching techniques, write common assessments, and confer on how to improve teaching and assessing student expectations. This has been truly helpful to ensure the success of our students. (Rita Hines, BC Calculus Teacher, School of Science and Engineering)  Working for the Dallas ISD has been a wonderful experience. Everyone on my campus has been more than helpful, and as a new teacher I appreciate all the help and support the administrators and staff members have given me. We take our core
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beliefs seriously and, since the beginning of the school year, our main purpose has been to improve student academic achievement while making sure that even at-risk students can achieve at the same rate as our non-at-risk students. As a teacher it is great to constantly be receiving feedback regarding our teaching performance. This allows us to constantly monitor our progress and make the necessary changes in order to provide our students with the best quality instruction. At Martin Luther King, Jr. Learning Center, we believe that everyone has a dream, and as teachers we make sure that our students receive the best quality instruction so they can reach their dream. (Nancy Garcia, First year AC, Martin Luther King)  As  a  teacher  at  MLK  for  the  past  six  years,  I’ve  always  known  MLK  to  be  an   exceptional campus. It is truly a jewel in the crown of South Dallas. This school year has been very challenging for some, but I do not view it this way. The Core Beliefs should already be embedded in the hearts and minds of good teachers. We have many talented teachers who were hand-selected to be here, and they have a genuine desire to be here as well. The Core Beliefs are a vehicle to move us to greater excellence. Curriculum  alignment  should  also  be  an  integral  part  of  a  good  teacher’s  planning   process. The spotlight that is being shed on it this school year is helping us become more focused and driven. These attributes and educational philosophies have always been the vital thrust at Martin Luther King, Jr. Learning Center, and I believe we can only achieve higher dreams for the students to continue on toward excellence. (Felecia Young, teacher, Martin Luther King)  Educational leadership is difficult. We are lucky on our campus to have an exceptional leader who encourages students, supports the faculty and informs parents. Our campus believes that the interaction among and interdependence of students, parents and faculty  is  crucial  for  students’  development  and  success.  It  is  a  formula   that has yielded great success for our students, a positive workplace for faculty and a reliable atmosphere for our parents. I consider myself very lucky to be a part of this team. (Tenured teacher Alfonso Correa, School for the Talented and Gifted)  This is my 24th year to teach and my first year to teach in DISD. I love my job, my students, and my school. My principal is extremely supportive and encourages me to do my best for my students. I am working very hard to align the curriculum for my subject with another teacher at a different school in our building. Even though our two schools are competitive with each other, our administrators are encouraging us to collaborate and build the best course possible for our students. We can see that our hard work is paying off, because our students are doing very well. That, after all, is
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why we teach. (New teacher to TAG, Judy Hromcik, School for the Talented and Gifted)  My two years at Billy Earl Dade have been among the best experiences of my teaching career. Though few things never seemed easy, I have always had supportive staff members to assure me that I really can enjoy teaching. It's not enough to know the course curriculum but to teach in such a way that it reaches each and every student. Everyone, from top to bottom, and ongoing support and positive feedback have made teaching a rewarding experience. That makes me truly appreciate that I love to learn as much as I love to teach. Failure  isn’t  an  option  when  you  are   supporting each other for greatness! (Alexandria Jackson, First Year Inclusion Teacher, Billy Earl Dade)  I am a middle school teacher at Billy Earl Dade Middle Learning Center in Dallas ISD. Needless to say, I work with a challenging group of young people. The Core Beliefs assist me in guiding the young people through these challenges. The new non-negotiables for student success such as objectives, Demonstrations of Learning and multiple response strategies in conjunction with aligned instruction keeps us on target for success. I especially appreciate the feedback from spot observations from the administrative team. The feedback allows me the opportunity for reflection on how to better plan my instructional days. (Celeste Bonner, Eighth Grade U.S. Studies Teacher, Billy Earl Dade)  I work with a very professional team of administrators, faculty and staff who have the passion for working with children who are in dire need. This staff has an urgency for helping and going beyond the call of duty, holding each other accountable towards a commitment for success. The administrators mentor, coach and direct our learning to a higher level during Staff development, providing time for collaboration among staff to share new ideas, wonderings and putting into action, ways to improve achievement for  students.    I  think  of  the  book  I  read  awhile  back,  titled  “From  Good  to  Great,”   because this campus is advancing toward greatness. We are moving forward with a positive mindset, which shines on our kids by modeling what great teachers do. (Jeaneen K. Mims, Reading Language Arts, Paul L. Dunbar)  We have integrated core beliefs at our campus and utilize them to guide our instruction and enhance our school academic achievement. Like the core of an apple, these beliefs are planted deeply inside, and as we internalize them, we can be assured of having guidance every step of the way. (Faye Davis, Paul L. Dunbar)
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 I have always worked well in highly structured environments especially when it comes to incorporating the curriculum. My administrator has always aligned her vision with structured systems that would facilitate the vision of curriculum alignment. Addressing curriculum alignment has been an initiative on our campus since  I  have  been  a  staff  member  here  at  the  “Great”  James  Madison  High  School.       Now, having a more district wide focus in this area, it has been a great asset in addressing this concern that has always been a focus of our school for the last few years. Having district wide support will serve to continue our campus effort to ensure this is happening. (Aaron  Hunter,  The  “Great”  James  Madison)  I work with a very resourceful principal. She has always made sure that the teachers in  this  building  received  information  or  training  to  ensure  the  students’  success.   Implementation of the core beliefs was not difficult for me because that is the culture of the building where I work. The personality of the building is to embrace anything that is going to make this community proud of the academics in this school. (Rundia Miller, James Madison)  Leading Change: Celebrating Progress “If  I  cannot  change  when  circumstances  command  it,  then  how  can  I  expect  others to?”   —Invictus A core belief to improve curriculum alignment and instruction geared toward the advancement of greater student achievement and success for all students has been implemented districtwide. The administrative team on our campus has done a great job providing us with the resources, training, and feedback vital to the success of every teacher. I believe a supportive administrative team is the key to teacher success, and teacher success is a major component in the academic success of our students. (Tessica Edwards, Communication Applications Teacher, Health Professions Magnet)  As a teacher for 33 years, I can honestly say that the past 11 years at the High School of Health Professions have been my best. The Principal is aware and concerned with the needs of the faculty, staff and students. This is one of the most professional and caring learning environments I have worked in. When you have this kind of commitment and concern from the top, it trickles down to everyone, and we all benefit. (Beverly Gunter, Health Professions Magnet)
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 The DISD Core Beliefs embody our purpose, processes, and ideals of education. By fostering each belief, high academic achievement is attainable for every student. (Irene Lyons, Irma Lerma Rangel YWLS)  I believe the district's core beliefs have changed the workplace by becoming the driving force behind our planning and delivery of instruction to our students. It is a positive, true reminder of what good teachers have always believed. (Kimberly Clark Ferguson, Science Department Chair, Irma Lerma Rangel Young Women's Leadership)  I have had the privilege of working with an outstanding team of individuals whose dedication to young children supersedes the call of duty. We come to work every day filled with passion and drive to make a difference in the lives of our students. Failure is not an option, but commitment and perseverance will always remain in the forefront as we strive to maintain a standard of excellence. (Qiana Donaldson, Rosie Sorrells School of Education & Social Services)  I work at a wonderful place where Excellence unleashes the genius in every child; not only is the genius unleashed in our students, but it is also unleashed among faculty and staff. One of the practices our campus incorporates is continuous learning among all... students and staff. I personally enjoy the academic reading in regard to book studies, educational research articles and discussing best teaching practices. At Harry Stone, I believe in the statement, "Iron sharpens iron". Not a day goes by at Stone where academic achievement isn't our focus. Just walk through the halls and you will see effective instruction from all angles, such as teachers dedicated to helping each other, students engaged and learning, people helping each other grow. We are a team that is committed to student excellence and support each other to achieve it. I can truly say, "I love my school!" (Tomeka L. Middleton-Williams, Elem. Science Lab, Harry Stone Montessori)  Harry Stone Montessori Academy offers the better of two educational domains. The perfect blend of public school education combined with Montessori curriculum leads our students to become successful global citizens of our world. Our school is influenced and led by a committed and talented staff of educators who strive each day to make a true effort and positive difference in the lives of all students and families we serve. Our exceptional staff does this by aligning each lesson to not only match and follow the four core beliefs, but to knowingly encourage lifelong learning for

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academic excellence in each student! (Patricia Bradfield, PreK-Kinder Montessori Guide, Harry Stone Montessori)  I think that the Core Beliefs are helping me to stay focused and deliver purposeful, high-quality lessons to my students. I understand that I am the one who makes the most  difference  in  students’  academic  performance  and  their  future.  Therefore,  I  need   to be prepared at all times. As a teacher on campus, I am excited to work with staff members who are committed to children and are in pursuit of excellence every single day. The Core Beliefs have united the students, staff and community at our campus and beyond! (Olga Pacot, 6th Grade Pre-AP Reading, AVID, Barack Obama Male Leadership)  My campus has truly embraced this new pathway of discovering and implementing best practices of pure pedagogy within DISD. It has been an awakening learning experience leading to endless opportunities for growth. As an educator, I strive for perfection because I produce the future leaders of tomorrow so it has been extremely helpful to engage in feedback conversations with my administrators regarding classroom instructional effectiveness. Although the work is hard, the 'proof is in the pudding'...my students are soaring through the sky! (Courtney Crouch, 6th Grade Pre-AP Language Arts, Barack Obama Male Leadership)

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