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DoDEA Celebrates 75 Years of Excellence in Teaching and Learning for Military-Connected Students

The Department of Defense Education Activity (DoDEA) is celebrating its 75th anniversary during the 2021-2022 School Year, continuing a tradition of excellence in education that began on October 14, 1946.

While a few schools on military bases within the continental United States and its territories were operating prior to World War II, the school system we know today as the Department of Defense Education Activity formally began with the establishment of dependents schools overseas. 

Shortly after the end of World War II and the arrival of military families overseas, the Army established a Dependents School Service (DSS) to establish schools for the children of American service members in the occupied countries Germany, Austria and Japan.  In the spring of 1946, two Army Majors, Virgil Walker in Germany and Herbert Ingraham in Japan, led the effort.  Both officers, experienced educators prior to the war, mobilized to recruit teachers, organize curriculum and develop budgets to support this major logistical effort.

From these humble beginnings, with classrooms in Quonset huts and empty barracks, school operations expanded rapidly. No one could have imagined that those early beginnings would last far longer than the mission of the occupational forces.

Since that foundational year, DoDEA expanded, consolidated and reorganized many times to meet the educational needs of military-connected youth. In 1992, Congress unified the domestic and overseas school operations under the Department of Defense Education Activity.

“While the world has changed dramatically since our system began.  The spirit of our teachers and administrators is the same now as it was then --- infused to the core with determination and innovation. DoDEA's core mission remains the same,” said DoDEA Director Tom Brady.

The 75-year effort has not been without its trials and tribulations, as well as successes. Our organization has overcome conflict, wars, natural disasters, political upheaval, 9/11, COVID-19, and more.  DoDEA knows and understands what is important to military families and students – a high quality education and a rigorous curriculum in a caring, dependable, predictable and stable environment. 

”A laser-like focus on teaching and learning in our schools, past and present, has better enabled our warriors to make lasting contributions to our nation's defense, and indeed the defense of freedom around the world. As a contributing partner and a key quality of life component within the communities we serve, DoDEA remains committed to providing the best education and care for Servicemembers and their families,” said Brady.

The commemoration will conclude with graduation celebrations at the end of the school year.  In between, we will acknowledge important milestones and highlight our history, significant achievements, and people.  We’ll look back with gratitude on the remarkable men and women who made it their life’s work to care for, educate, and empower more than 15 million military-connected children who have passed through our doors. 

Director Brady remarked that from our early beginnings, we have maintained an ongoing focus on continuous improvement, the future, and our promise and commitment to ensure Excellence in Education for Every Student, Every Day, Everywhere.

“As a DoDEA community, we take great pride in our history of accomplishing the mission. While there has been much change over the history of DoDEA, one thing remains constant -- students are at the heart of everything we do,” said Brady. 

As a DoD Field Activity today, DoDEA operates 160 schools in eight districts across 11 countries, seven U.S. states and two U.S. territories for more than 67,000 students.  The current footprint is configured to provide 21st-century instructional facilities and a world class education in the areas where our Nation’s Servicemembers and their families are located, and we maintain the organizational flexibility required to adapt to the evolving needs of the military services we support.

For more information and resources about the 75th Anniversary, visit the DoDEA website at: http://www.dodea.edu/75 .

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Americas Center for Instructional Leadership

Leading with purpose: developing, enhancing, networking, innovating.

Collaborating with school and district leaders to ensure excellent instruction and high academic achievement for all students.

Overview of the Center for Instructional Leadership (CIL)

The primary mission of the CIL is to ensure high academic achievement for all DoDEA students. The Centers for Instructional Leadership will systematically develop high-impact educational leaders in their pursuit of excellence and equity. Success is measured when all DoDEA schools ensure that every student is adequately prepared for success in college, careers, and citizenship.

The Americas CIL has four functions:

• Systemic Leadership Development and Support
• Professional Development for Systemic Priorities
• Learning Networks
• Innovative Best Practices

The Americas CIL works in partnership with District Superintendents, Community Superintendents, Instructional Systems Specialists (ISS), School Administrators, and Teacher Leaders to ensure that these individuals are well equipped to lead and support in their respective roles.

Our Services

We work directly with District Superintendents, Community Superintendents, Instructional Systems Specialists, and Teacher Leaders to provide professional development, learning networks, coaching, and systemic leadership development and support.

Effective school leadership has a significant impact on student learning. School leaders drive the culture by creating safe and welcoming learning environments, setting a clear vision, and enhancing teacher collaboration to advance student outcomes. The four functions of the CIL empower school leaders and enhance their effectiveness.

Who We Serve

District leadership.

The Center for Instructional Leadership provides support to executive leaders through coaching, executive leader networks, and professional learning. This function is undertaken by the Chief of Instructional Leadership Development. The chief facilitates networks across the region and provides individual coaching sessions on a consistent schedule with a focus on supporting district and community superintendents. 

Through feedback, the greater CIL Team offers differentiated support to district leaders to meet their specialized needs. This includes establishing and facilitating regional networks, initiating the sharing of resources, and supporting the leaders as they learn to embody the DoDEA definition of Instructional Leadership. The Chief and the CIL also work side-by-side with school leaders to support the implementation and monitoring of the DoDEA Learning Walkthrough and DoDEA Focused Collaboration initiatives. 

District and Community Superintendents are an integral part of our team, providing impactful leadership supporting DoDEA’s mission to Educate, Engage, and Empower Every Student, Every Day, Everywhere.

ISS Leadership

The Professional Development Specialist

The Center for Instructional Leadership (CIL) supports each district in multiple ways, including a team of Professional Development Specialists (PDSs), located throughout the Americas Region. The PDS is a key member of the CIL who designs, delivers, and evaluates professional learning in all areas of instructional leadership, with a focus on supporting ISSs. 

The PDS CIL Team Members support instructional leaders in the Americas Region through professional learning and coaching; they are assigned to support ISSs with their needs. The CIL facilitates networks of ISSs across the Americas Region and provides individual coaching sessions for ISSs, as requested. The PDS CIL Team offers differentiated support to ISSs to meet their specialized needs to include establishing and facilitating regional networks, initiating the sharing of resources, and supporting the next level of implementation of the College and Career Ready Standards (CCRS). The Instructional Systems Specialists (ISSs) are an integral part of our team, providing impactful support n their areas of expertise at the school, district, and regional levels. 

The PDS CIL Team is committed to supporting the ISSs through the following venues:

• Serving as thought-partners to ISSs
• Providing professional learning at the district and community levels
• Sharing support structures for Focused Collaboration
• Promoting and supporting the effective use and interpretation of data
• Teaming with HQ, regional, district, and school leaders for the implementation and sustainment of systemic priorities through the development of professional learning

Any ISS can reach out to a PPIS or PDS for coaching and support at any time. The PDS CIL Team Members are here to support the four functions of the CIL and be of support to districts and ISS teams for all their professional learning needs.

School Leadership

The Professional Practice Improvement Specialist

The Center for instructional Leadership (CIL) provides support for each district in multiple ways, including a team of Professional Practice Improvement Specialists (PPISs). There are PPISs strategically located in each community. The PPS is a key member of the CIL and designs, delivers, and evaluates professional learning in all areas of instructional leadership with a focus on supporting ISSs, school, and district leaders. 

The PPIS CIL Team Members support instructional leaders in the Americas Region through professional learning and coaching. They are primarily assigned to support school leaders with their needs inside of their assigned communities. The CIL facilitates networks of school leaders across the region and provides individual coaching sessions for principals and assistant principals on a consistent schedule and when requested. The PPIS CIL Team offers differentiated support to school leaders to meet their specialized needs. This includes establishing and facilitating regional networks, initiating the sharing of resources, supporting the leaders as they learn to embody the DoDEA definition of Instructional Leadership. Research has found that the impact of highly effective principals is equivalent to raising the achievement of a typical student by two or more months of extra learning in a single school (Hanushek & Rivkin, 2013). Principals and Assistant Principals are an integral part of our team, providing impactful leadership supporting DoDEA’s mission to Educate, Engage, and Empower Every Student, Every Day, Everywhere.

The PPIS CIL Team is committed to supporting leaders through the following venues:

• Providing ongoing consultation, coaching, and collaborative opportunities to implement research-based and student-centered instructional practices to foster professionalism, improve learning outcomes, and support transfer of learning into practice
• Serving as a thought-partners to school and district leaders
• Providing professional learning to include:
• Communities of Practice
• Professional Learning Networks
• Monthly School Leadership Meetings
• Conducting district and school visits supporting continuous school improvement efforts and sharing support structures for Focused Collaboration
• Facilitating CIL, district, and school leadership teams to make informed decisions and develop robust plans for improving student achievement, and monitoring school, district, and regional effectiveness
• Assesses the professional learning needs of leaders to meet systemic goals
• Develops and implements ongoing evaluation of professional learning experiences (inputs) and quality and degree of implementation (outputs) to identify performance deficiencies and inform professional development
• Participates in professional learning communities and networks to maintain skills, share effective implementation practices, resolve common concerns, and provide research-based instruction to improve student achievement.

Any ISS, School, or District Leader can reach out to a PPIS or PDS for coaching and support at any time. The PPIS CIL Team is here to support the four functions of the CIL and support districts and ISS for all their professional learning needs.

Tools and Resources

DoDEA Coaching Model : The DoDEA Coaching Model is a framework that is used to ensure that all coaching relationships are built on a foundation of trust where goals are set, actions are taken, and feedback is provided that is targeted and specific to help leaders move toward their goals.

DoDEA defines coaching as a “one-to-one process of providing deliberate support to clarify and achieve instructional leadership goals to ultimately impact student achievement goals. As highlighted in the Blended Coaching Model, coaching can be instructional (provide expert information, advice or resources) or facilitative) guide the coachee to learning using feedback and reflective questions). Effective coaching has the following characteristics: based on trust and permission, provides the coachee with data and feedback, values problems learning opportunities, uses listening and powerful questions, and is practiced in an ethical manner (Bloom, Castagna, Moir, & Warren, 2005). Coaching is not supervision, mentoring, training, or therapy. Coaching is a way to provide ongoing, consistent follow-up by way of questioning, demonstrations, constructive feedback, and intentional conversations about new strategies and knowledge”

DoDEA Coaching Model Innovation Configuration (IC) Map : The DoDEA Coaching Model Innovation Configuration (IC) Map aims to outline the core components of The DoDEA Coaching Model. The basis for the IC Map is a set of core coaching components drawn from the Blended Coaching Model and aligned with the International Coach Federation Core Coaching Competencies .

DoDEA Learning Walkthrough Implementation Guide 2.0: This guide supports instructional leaders in implementing the DoDEA Learning Walkthrough process within a Department of Defense Education Activity (DoDEA) school. It is designed to offer thoughtful guidance to DoDEA schools with an established culture of collaboration and inquiry, as well as those that are just beginning to observe instructional practices in classrooms and discuss teaching and learning in a focused manner.

Focused Collaboration Guide : Focused Collaboration is a structured time dedicated to making decisions that are grounded in evidence, accumulating and circulating knowledge and ideas, providing educators with support that improves the effectiveness of teaching, and creating a culture that increases teachers’ confidence. At the same time, it encourages teachers to be more open and actively engaged in a process of continuous improvement and change. All DoDEA schools have an established structure for collaboration, a minimum of 45 minutes per week within the duty day.

Regional Continuous Improvement Plan (RCIP)

RCIP Collaboration and Planning (Beginning of the Year) The Regional Continuous Improvement Plan Collaboration and Planning Session is the first of three strategic planning sessions comprised of school, district, and regional personnel divided into 8 committees. This session's purpose is to review multiple data sources from the previous year to assess the effectiveness of the action plans. HQ priorities and data are used to adjust goals, strategies, measures, and action plans to improve conditions for success for students, staff, or parents, ensuring all stakeholders are equipped to implement each RCIP component.

RCIP Analyze and Adjust (Middle of the Year) The Regional Continuous Improvement Plan Collaboration and Planning Session is the second of three strategic planning sessions comprised of school, district, and regional personnel divided into 8 committees The purpose of this session is to measure the progress of implementing RCIP action plans and identify barriers and mitigation strategies to ensure plans are implemented with fidelity. Additionally, mid-year data is evaluated to monitor progress towards benchmarks for goal attainment, identification of areas with the greatest need for support, and refinement of action plans based on mid-year analysis.

RCIP Analyze and Adjust (End of the Year) The Regional Continuous Improvement Plan Collaboration and Planning Session is the third of three strategic planning sessions comprised of school, district, and regional personnel divided into 8 committees The purpose of this session is to conduct a comprehensive review of the year’s work to measure progress in implementing RCIP action plans, celebrate and recognize successes, and identify barriers and mitigation strategies to overcome roadblocks that inhibited the implementation of tasks within RCIP action plans.  

New Leaders Essential Learning

The New Leaders Essential Learning Series is a 5-day series of professional learning sessions designed to equip new school leaders and Instructional Support Specialists with foundational information needed to successfully serve their school communities. The sessions are aligned to DoDEA initiatives and priorities and address topics in the categories of improving and monitoring teaching practices, operational functions, and management protocols.  

ISS-Kick-Off

Participants will understand the new expectations for the Americas Region ISSs and learn how to submit appropriate After-Action Reports (AAR) after providing a key service action. Day two participants will work within their respective breakouts (district/region/special education) on topics relevant to their work.  

High Quality Instructional Practices (HQIP) Leader Training

School, district, and regional leaders will meet quarterly to participate in the DoDEA High Quality Instructional Practices (HQIP) leadership professional learning. The purpose for High-Quality Instructional Practices is to refine educator reflective practice and elevate instructional practices to achieve excellence in education for every student, every day, everywhere in all content areas as evidenced by Common Student Behaviors. The HQIP Leadership PL aims to empower school leaders in cultivating a culture of highly impactful teaching practices.

Secondary Math Leader Training

Quarterly, school leaders gather to review and analyze best practices for supporting Secondary Math teachers in facilitating effective mathematical classroom instruction and initiating data-driven conversations during Focused Collaboration sessions. Leaders collaborate with colleagues to discuss the integration of both mathematical teacher practices and student mathematical practices into daily lesson instruction and student-focused activities.  In addition, the administrators review all available data reports to determine which ones are most useful when working with teachers to ignite a change in instructional practice. These quarterly meetings, provide leaders the opportunity collaborate and discuss systematic changes to provide a catalyst for ensuring all students receive equitable access to mathematics thereby receiving a high-quality education in a student-centered learning environment.

Multi-Tiered System of Supports (MTSS) Leader Training

DoDEA Multi-Tiered System of Supports (MTSS) quarterly professional learning sessions will build shared understanding of implementation of MTSS to include system guidance and DoDEA's integrated approach to social-emotional learning in support of providing high-quality instruction and increasingly intensive supports based on students' needs.

Our ISS Summits equip ISS with essential resources to address system-wide priorities and enhance their capacity to support teachers in the effective implementation of DoDEA initiatives. These summits foster opportunities for ISS to develop robust networks, share their expertise with colleagues, and stay informed about advancements in their field.

Summer Leadership Summit

The Summer Leadership Summit will provide opportunities to build relationships through collaboration, share leadership actions and best practices, and engage in professional learning. This weeklong learning is designed to equip leaders with the tools necessary to empower and inspire stakeholders, develop a shared vision, and lead change. The Summer Leadership Summit sets the stage for leading the continuous improvement process at the school level aligned to regional, district and DoDEA initiatives, priorities, and mission.

Professional Learning: Lunch & Learn Series

Designed with the user in mind, these monthly training sessions focus on the design and development of professional learning for Instructional Systems Specialists and Administrators.  The training seeks to inform and engage participants in thinking about and applying high-quality research-based concepts in education that meet end users' needs.  

School leader Network

The School Leader Network (SLN) engages in collaborative and supportive experiences that help school leaders gain access to resources designed to improve or foster leadership practices. During the SLN, school leaders have opportunities to receive resources and guidance from subject matter experts in various fields within the organization to support and strengthen leadership. By leveraging meaningful and relevant opportunities for ongoing, collaborative discourse, the SLN addresses skills and behaviors necessary to increase school outcomes leading to equitable and excellent education for every student, every day, everywhere.

New Leader Network

The New Leaders Network offers school administrators—whether new to their role or newly assigned to the Americas region—a chance to participate in collaborative and informative sessions. These sessions are designed to help school leaders access valuable resources and subject matter experts, enhancing their understanding of DoDEA policies and practices. Topics discussed could include incident reporting protocol, how to schedule and manage observation schedules, learning walkthroughs, and focused collaboration observations, staffing responsibilities, navigation of the DPMAP system and staff appraisal documentation, and organizing and adhering to mandatory deadlines and obligations throughout the school year.    

ISS Professional Learning Network

ISS Learning Networks provide a chance for Instructional Systems Specialists (ISS) to engage in collaborative experiences while sharing promising strategies. ISS Learning Networks will provide opportunities for participants to seek guidance, and/or gain access to resources designed to improve or foster professional practices that support teacher growth and DoDEA Initiatives. Professional Learning Networks (PLNs) are an effective way to foster school improvement (Brown & Flood, 2020).

Executive Leader Network

The Executive Leader Network is a monthly learning community for senior leaders across the Americas Region.  This network is designed to provide dedicated time to collaborate and share strategies to enhance leadership processes, system-wide support for school leaders and ISS, and develop shared commitments to advance school operations and student outcomes.

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DSIS Family Portal

Crossroads ES

3315 Purvis Road Quantico , VA 22134-1702 United States

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An official website of the Department of Defense. DoDEA is a Department of Defense Field Activity operating under the direction, authority, and control of the Undersecretary of Defense for Personnel and Readiness.

The appearance of hyperlinks does not constitute endorsement by the Department of Defense Education Activity (DoDEA) of non-U.S. Government sites or the information, products, or services contained therein. Although DoDEA may or may not use these sites as additional distribution channels for Department of Defense information, it does not exercise editorial control over all of the information that you may find at these locations. Such links are provided consistent with the stated purpose of this website.

You are leaving DoDEA's public website!

The appearance of hyperlinks does not constitute endorsement by the Department of Defense Education Activity (DoDEA) of non-U.S. Government sites or the information, products, or services contained therein. Although DoDEA may or may not use these sites as additional distribution channels for Department of Defense information, it does not exercise technical nor editorial control over all of the information that you may find at these locations. Such links are provided consistent with the stated purpose of this website.

The resource you are trying to access requires CAC authentication using the DoDEA network or connection to the DoDEA network via VPN.

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• Daegu Middle High School | DoDEA

Dear Visitors,

On behalf of our dedicated school staff, it is my privilege to extend a warm welcome to you as you explore our school website. Whether you are a prospective student, parent, guardian, community member, or simply seeking information about our educational institution, we are delighted to have you here.

Our school is more than just a building; it is a vibrant hub of learning, creativity, and opportunity. It is a place where dreams take shape, where curiosity is celebrated, and where young minds are nurtured to reach their full potential.

At Daegu Middle High School, we take immense pride in our commitment to excellence. Our educators are passionate, experienced, and dedicated to fostering a positive and engaging learning environment. We believe in the power of education to transform lives and shape the future, and we are committed to providing an exceptional educational experience for every student who walks through our doors.

As you explore our school website, you will find a wealth of information about our programs, curriculum, extracurricular activities, and the remarkable achievements of our students. It is our hope that this digital space serves as a valuable resource for you, providing insights into our educational philosophy and the vibrant life of our school community.

We value your presence and engagement. Please consider this website not just as a source of information, but as a portal for interaction and communication. If you have questions, inquiries, or would like to learn more about our school, our doors are always open, both digitally and physically. Your feedback and involvement are essential in our journey to provide the best possible education for our students.

Thank you for taking the time to visit our school website. We look forward to the opportunity to welcome you in person, and we hope that your exploration of our digital space inspires you as much as it inspires us every day.

Very Respectfully Principal Daegu MHS

Welcome Back to School SY 2024-25

Former DoDEA Director Reflects on His Journey

DoDEA Pacific holds first in-person Far East esports event

Mr. Willard E. Clites

Unit 15623 USAG Daegu Camp Walker APO , AP 96218 United States

Dr. Kimberly Kelly

DSIS Family Portal

Main Office

Community homepage.

Connect with

Department of Defense Education Activity

• 21st Century Education Facilities Specifications
• Work for DoDEA
• School Excellence Reports (SER)
• Department of Defense
• Reporting Discrimination
• Forms & Information Collections Programs
• Ombudsman Program
• Sexual Harassment Awareness and Prevention
• Military OneSource
• DoD IT Advancement Strategy (pdf)
• Preserving Our History
• DoD CIO Accessibility Statement
• Annual AHERA Notification
• No Fear Act
• Freedom of Information Act (FOIA)
• Privacy Program
• Web Accessibility Statement

An official website of the Department of Defense. DoDEA is a Department of Defense Field Activity operating under the direction, authority, and control of the Undersecretary of Defense for Personnel and Readiness.

The appearance of hyperlinks does not constitute endorsement by the Department of Defense Education Activity (DoDEA) of non-U.S. Government sites or the information, products, or services contained therein. Although DoDEA may or may not use these sites as additional distribution channels for Department of Defense information, it does not exercise editorial control over all of the information that you may find at these locations. Such links are provided consistent with the stated purpose of this website.

You are leaving DoDEA's public website!

The appearance of hyperlinks does not constitute endorsement by the Department of Defense Education Activity (DoDEA) of non-U.S. Government sites or the information, products, or services contained therein. Although DoDEA may or may not use these sites as additional distribution channels for Department of Defense information, it does not exercise technical nor editorial control over all of the information that you may find at these locations. Such links are provided consistent with the stated purpose of this website.

The resource you are trying to access requires CAC authentication using the DoDEA network or connection to the DoDEA network via VPN.

• Find Your School
• Regional Calendars
• Home-schooling
• Registration
• Virtual School
• Non-DoD Schools
• Accreditation
• College and Career Ready
• Comprehensive Assessment Program
• Dependents Education Council
• DoDEA Courses
• Education Policy and Operations
• Partnership and Resources
• Professional Learning
• Research, Accountability and Evaluations
• School Awards
• Student Awards
• Student Services
• Teachers & Administrators
• Technology and Innovation
• Universal Prekindergarten
• Civil Rights Program
• Equal Employment Opportunity Programs
• Executive Services
• Human Resources
• Information Technology
• Office of DoDEA Policy
• Office of General Counsel
• Office of the Inspector General
• Ombuds and Resolution Services
• Procurement
• Resource Management
• Safety and Occupational Health
• Security Management
• Strategic and Organizational Excellence
• DoDEA Connects
• Downloads and Resources
• Employee of the Quarter
• From Around DoDEA
• Observance Calendar
• Press Releases
• Publications
• About DoDEA
• Blueprint for Continuous Improvement
• Combined Federal Campaign
• COVID-19 Operational Guidelines
• Website Information
• School Home
• About Our School
• Counseling Services
• Get Involved / Partnerships
• Health Services
• Inclement Weather
• Library Services
• Policies and Procedures
• Principal's Corner
• Psychology Services
• School Activities
• School Excellence Report
• School Improvement
• School Meals Program
• School News
• Student Transportation

A Lifelong Passion: Wilford’s Journey to Teacher of the Year for Europe-South District

One can spend their entire life searching for their calling; but for some like Katie Wilford, they discover it at a young age.

“As long as I can remember, I always wanted to become a teacher,” said Wilford, a teacher at Rota Middle/High School. “When I was a young child, I would often pretend to teach my stuffed animals and pets or any other audience who would listen.”

Over the years, she continued to teach her fuzzy friends, and laughs when she said it was a childhood gift of a chalkboard that “sold” her on becoming a teacher. The birth of her younger brother with a cognitive impairment brought along the realization of the direction she wanted to pursue within teaching.

“I knew that I wanted to extend myself into the field of special education,” she said. “I enjoyed volunteering and working with my brother during his Special Olympics events and always fiercely advocating for his needs to be met.”

After high school, Wilford attended the University of Kansas because the school had one of the top-ranked special education programs in the country. “During my time at the University of Kansas, I volunteered at many schools,” she explained. “I conducted extensive research on a variety of educational topics specific to special education, human behavior, and the autism spectrum.”

Wilford elected to student teach abroad with DODEA at a school in Mannheim, Germany for her teaching practicum. Afterwards she returned to her university, defended her thesis, and graduated with a degree in special education. During that busy summer, she also got engaged and accepted a position at Atsugi, Japan. This began her DODEA journey that has spanned 18 years and three countries.

“I taught as a special education teacher for grades K-6 in Atsugi, Japan for four years before transferring to Vicenza Elementary School,” she said, “where I served as an elementary special education teacher and a preschool for students with disabilities teacher for four years.”

Wilford then moved to district-level support working out of offices in Okinawa, Japan and Vicenza, Italy as an Instruction Systems Specialist (ISS) within special education and autism spectrum for the schools within each district.

While Wilford enjoyed her experience at the district level for eight years, she missed working with students. This prompted Wilford and her family to make the move to Rota Middle/High School in 2022, to which she acknowledged, “I am thoroughly enjoying my time back in the classroom!”

In her current role, Wilford’s able to directly advocate for her students’ needs and assist them in their learning. Working in her fellow teachers’ classrooms, Wilford loves co-teaching the students and combining hands-on activities, movement, and social-emotional wellness mini-lessons for her students.

“Rota Middle/High School is a special place where students are at the center of all that we do, she said. “Every day I have the pleasure of working alongside some amazing educators and I have the privilege of co-teaching daily with a great team of people.”

Wilford attributes this to the smaller school environment where the teachers and administration have the ability to put a greater emphasis on the students and their needs. This perfectly melds with her personal teaching style, which she describes as “student-centered approach.” Wilford works to get to know the student, respects them and their views, and builds upon their strengths.

“My guiding principles are centered around consistent, inclusive practices to ensure that all students can access a free and appropriate education within their least restrictive environment,” she said. “I believe in providing voice and choice to students, so that they can provide input into their educational plans and advocate for themselves as they progress throughout their school career.”

Similar to how she advocated for her brother’s needs, she advocates daily for her students, but feels that teaching them to recognize and advocate for their own needs is essential for their long-term success. She encourages her students to think, problem solve and do the right thing even if no one is watching in their daily actions.

“I believe that each student has something unique to offer the world,” she said.

Her dedication to her students and the Rota Middle/High School community was recognized recently when she was awarded 2024-2025 Teacher of the Year for Europe-South District. During a regular staff meeting, District Superintendent Dr. Jeff Arrington and Community Superintendent Dr. Stephanie El Sayed, virtually joined the meeting.

“We were all curious as to why they had joined the meeting, and then they announced that I was the Europe South District Teacher of the Year,” she said. “I was in shock. I could not believe that I was the recipient of such an award.”

For Wilford, winning the award brought great validation for her life’s passion to teach as well as gratitude for her students, mentors, co-teachers, administration, and community.

“I truly love what I do and do what I love,” she said. “I am happy to stand as the Europe-South District Teacher of the Year to represent on behalf of all of the hard-working educators around the globe who truly love what they do!

Related News

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Greetings Brewster Bulldog Families,  

Welcome to Brewster Middle School and get ready for an exciting year filled with learning and the exploration of college and career possibilities. Our school team includes a diverse and highly qualified staff of educational experts ready to serve the needs of all our students. Brewster Middle School’s motto is “Nothing Less Than Your Best!”  

Every Brewster Bulldog is encouraged to be proactive in their learning. To assist our Brewster Bulldogs in achieving their academic goals our staff participates in weekly focus collaboration to design high quality instruction, review student progress, and provide tiered interventions and extensions to meet the learning needs of everyone. Throughout the school year, we encourage every family to contact our staff with any questions about the curriculum or your child’s academic progress.  

Brewster Middle School offers a robust selection of academic support programs, school clubs and organizations, and 7th and 8th grade athletic teams for students to explore. Academic support programs include homework zone and after-school tutorials; clubs and organizations include student government, National Junior Honor Society, yearbook, and Student-2-Student; and our athletic program for 7th and 8th grade includes football, softball, soccer, volleyball, wrestling, basketball, baseball, and track and field. Please contact the athletic director for information regarding the Brewster Bulldog Athletic Program.  

It is our goal that every Brewster Bulldog reaches their full potential and shares their talents and gifts with the community while learning to provide service to others. Similarly, we understand the importance of parental involvement in creating successful middle school experiences. We welcome and encourage our Brewster Middle School parents to volunteer and be a part of their child’s educational program and extra-curricular activities. We utilize the DoDEA Volunteer Application process. Please contact the front office for more information about volunteering.  

Brewster Middle School is an inclusive family that celebrates diversity and encourages innovation. We look forward to celebrating every success and partnering with you to overcome any challenges we may encounter throughout the school year. This year we are implementing our new Brewster Middle School communication plan as part of our school improvement journey to excellence and would value and encourage your feedback regarding the communication plan throughout the school year. 

On behalf of the staff at Brewster Middle School, we welcome you and express our gratitude for the opportunity to serve your family and for the service you and your family provide for all of us.  

State of the Americas 2024

Former DoDEA Director Reflects on His Journey

From the Heart of a Brewster Middle Schooler

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The appearance of hyperlinks does not constitute endorsement by the Department of Defense Education Activity (DoDEA) of non-U.S. Government sites or the information, products, or services contained therein. Although DoDEA may or may not use these sites as additional distribution channels for Department of Defense information, it does not exercise editorial control over all of the information that you may find at these locations. Such links are provided consistent with the stated purpose of this website.

You are leaving DoDEA's public website!

The appearance of hyperlinks does not constitute endorsement by the Department of Defense Education Activity (DoDEA) of non-U.S. Government sites or the information, products, or services contained therein. Although DoDEA may or may not use these sites as additional distribution channels for Department of Defense information, it does not exercise technical nor editorial control over all of the information that you may find at these locations. Such links are provided consistent with the stated purpose of this website.

The resource you are trying to access requires CAC authentication using the DoDEA network or connection to the DoDEA network via VPN.

PVAMU 2024-2035: Journey to Eminence Strategic Plan

PVAMU 2035: Journey to Eminence Strategic Plan

Prairie View A&M University is a state-assisted, public, comprehensive land grant institution of higher education. The university was designated in a 1984 amendment to the Texas Constitution as an “institution of the first class.” It is dedicated to achieving excellence and relevance in teaching, research, and service. It seeks to invest in programs and services that address issues and challenges affecting the diverse ethnic and socioeconomic population of Texas and the larger society including the global arena. The university seeks to provide a high quality educational experience for students who, upon completion of bachelors, masters, or doctorate degrees, possess self-sufficiency and professional competence.

Core Values

Access and quality.

Prairie View A&M University will provide high-quality educational opportunities to academically talented individuals from unserved and underserved populations, particularly those in economically and socially bypassed communities, as well as under-prepared students. The university aims to offer educational programs that will prepare all graduates to successfully compete in graduate and professional schools, as well as in the labor force. Furthermore, the university is dedicated to promoting the employment and advancement of faculty and staff, irrespective of age, ethnicity, gender, national origin, or socioeconomic background.

Prairie View A&M University will create and execute programs and services that inspire and guide students, faculty, and staff in advancing their professional knowledge and skills, developing self-confidence, self-discipline, and other qualities essential to becoming successful leaders in their professions and communities. Additionally, the University will provide on-campus and distance education programs to improve the opportunities for individuals in its service areas.

Prairie View A&M University will respond to the need for highly literate, technologically competent graduates educated to excel in the 21st century work force; further, the University will extend the products of its research and service to address concerns and solve problems such as violence, abuse and misuse; drug and alcohol abuse; mental, physical, and psychological neglect; environmental injustice; and other forms of social dissonance that compromise the quality of life for the citizenry.

Prairie View A&M University will be dedicated to the pursuit and discovery of new knowledge, ideas, and artistic creation that have a transformative impact on our communities, state, nation, and the world

Social Responsibility

Prairie View A&M University will encourage its faculty, staff, and students to actively participate in constructive social change through volunteerism, leadership, and civic action. Additionally, the university will utilize available channels to influence public policy on the local, state, national, and international levels .

Image captions

Message from Leadership

PVAMU Staff, Faculty, Students, Alumni, and Colleagues, 

Since 1876 Prairie View A&M University (PVAMU) has provided transformative educational experiences for tens of thousands of students who carry our rich legacy of excellence into the world. When we say, “excellence lives here”, it is evidenced by our outstanding alumni, our high-quality academic programs and the groundbreaking research we produce. Yet, excellence is not a resting place—for PVAMU it is a constant pursuit. We must be in a continuous state of transformation, ensuring that we are providing the most prolific and innovative educational experiences to all we serve. We must be on a constant quest for eminence. 

As we look to the future, we are mindful of the challenges and changes facing higher education, emphasizing the need for our university to be nimble innovative, and responsive to a shifting landscape. We look to the future of this university over the next 10 years through the lens of our newly developed strategic plan – PVAMU 2035: Journey to Eminence   .

Prairie View A&M University will be a premier, public, research-intensive HBCU that serves as a national model for student success.

Invest in PVAMU’s People and Performance Excellence

Goal Statement

Promote comprehensive growth through strategic investments in the professional development, resources, processes, and physical infrastructure crucial for advancing the capabilities and opportunities of PVAMU’s community members and university goals.

Key Performance Indicators

• Employee Satisfaction
• US News & World Report HBCU Ranking

Priority 1.1

Invest in faculty and staff:.

• Implement measures to balance faculty and staff workload aligned with university priorities
• Increase compensation to reflect the value of faculty and staff contributions
• Broaden access to summer funding opportunities that advance new ideas and greater research, scholarship, and creative works
• Elevate a culture of accountability and recognition by celebrating and rewarding faculty and staff productivity, achievements, and milestones
• Level up skills and knowledge through enhanced training and professional development programs
• Update and maintain processes to ensure activities are maximally streamlined

Completion Timeline

• Short (2-3 years)

Priority 1.2

Invest in students and alumni:.

• Enhance accessibility to available student grants and funding by investing in resources and tools that streamline the process of locating and applying for financial assistance
• Strengthen the connection to the alumni network by facilitating meaningful engagement and collaboration between current students and alumni
• Enrich the on-campus residential life experience through high-impact practices and robust programming tied to curricular and co-curricular life

Priority 1.3

Invest in facilities and technology infrastructure:.

• Prioritize addressing deferred maintenance needs across the majority of campus buildings
• Establish centralized gathering and event spaces for students to facilitate a greater sense of belonging and collaborative engagement.
• Align and bridge technology needs between academic units and central services
• Long (8-10 years)

Advance Teaching Excellence and Academic Relevance

Guarantee a steadfast dedication to excellence in instruction by equipping faculty with the necessary resources and support to effectively engage students at all levels and develop cutting-edge interdisciplinary programs that align with evolving market needs.

• Number of PhD programs
• Number of interdisciplinary/market-based undergraduate and masters programs

Priority 2.1

Ensure academic relevance and agility:.

• Foster interdisciplinary collaborations to promote innovative approaches to solving complex challenges and addressing emerging societal needs
• Aim to be agile and responsive to workforce demands and economic shifts
• Medium (5-6 years)

Priority 2.2

Maintain student-centric teaching culture:.

• Provide comprehensive faculty training programs to equip educators with effective strategies for meeting students at various levels of academic preparedness
• Ensure robust support and reward/incentive mechanisms to enable faculty to uphold the university's commitment to its teaching-intensive mission
• Grow student-faculty engagement built on a deep understanding of student needs and learning experiences

Priority 2.3

Foster high self-expectations in students:.

• Strengthen student-faculty and student-staff relationships by increasing the frequency and quality of interactions and touchpoints
• Implement comprehensive graduate school preparation
• Enhance career preparation initiatives
• Establish robust student mentorship programs with alumni

Enrich Student Success and Holistic Student Development

Enhance persistence to graduation by providing comprehensive support services, cultivating a culture of care, pride, and collaboration, and promoting initiatives that enhance academic achievement, personal well-being, and career readiness.

• Undergraduate yield
• 4-YR and 6-YR Graduation Rate
• YR 1 Retention Rate
• Manageable student debt

Priority 3.1

Enhance recruitment and onboarding of students:.

• Implement targeted recruitment strategies to attract a student body with varied backgrounds and interests (i.e. freshman, transfer, international, working adult, masters, and doctoral)
• Expand competitive recruitment approaches to increase enrollment of high-ability students (Top 25%)
• Implement required academic and support pathways (bridge programs) to ensure the success of developing students
• Strengthen student pre-advisement services
• Equip students with essential financial responsibility skills

Priority 3.2

Enhance communication and integration of student services:.

• Promote awareness and use of student resources
• Bolster technology systems needed to build personalized student communications
• Foster unity among university services by aligning the goals and activities of Enrollment Management and Student Success, Student Affairs, Business Affairs, and Academic Affairs
• Establish systematic data centralization and a comprehensive data warehouse

Priority 3.3

Prioritize holistic student care:.

• Invest in more expanded housing options, particularly for first and second year students
• Support development of CARE team
• Establish a childcare center on campus to support parents
• Invest in support services to meet the distinct needs of select student populations such as international students and student-athletes
• Help keep costs under control and prioritize affordability
• Support student mental health and well-being services and initiatives

Priority 3.4

Foster enhanced student outcomes:.

• Implement robust career counseling and coaching programs
• Maintain responsiveness to evolving workforce needs
• Expand opportunities for field experiences and career development initiatives

Drive Strategic Advancement of Research

Accelerate the university's research capacity, grow graduate programs and PhD completions, and develop and invest in research-intensive faculty, thereby elevating the university’s research profile and national and international impact.

• Annual research expenditures
• Annual PHD Completions

Priority 4.1

Grow research capacity:.

• Cultivate an enriching culture that values research, scholarship, and creative activity
• Recruit and retain teaching and research faculty that directly contribute to the elevation of the university as a research institution
• Invest in recruitment approaches to attract grant-supported research-intensive faculty to contribute to current and future research strengths

Priority 4.2

Streamline research processes:.

• Implement efficiencies to support increases in research awards and expenditures.
• Establish dedicated research support staff positions
• Enhance student recruitment processes and allocate marketing resources to attract high-quality research students

Priority 4.3

Grow and strengthen graduate programs:.

• Strengthen graduate education to ensure high quality and rigor
• Expand graduate programs in key disciplines that maintain market relevance and need.
• Attain milestone of annually awarding 70 doctoral research degrees
• Establish robust support for post-doctoral fellowships
• Secure funding resources to sustain graduate teaching and research assistants

Priority 4.4

Invest in research infrastructure:.

• Acquire necessary technology infrastructure and expand research and laboratory space
• Increase staffing to support the growing demands of research activities
• Strengthen supporting facilities infrastructure in areas of high demand

Foster Social Responsibility Within Prairie View and Beyond

Engage in initiatives that contribute solutions to societal needs, promote equity, deepen industry and alumni connections, and foster economic and community development within Prairie View and greater Houston while extending our impact through regional, national, and global outreach efforts.

• Percentage of students/ faculty participating in global experiences
• Greater Houston economic impact
• Alumni giving rate

Priority 5.1

Engage with pvamu alumni:.

• Amplify alumni success stories
• Organize alumni days on campus and implement an alumni mentorship program to strengthen ties between alumni and current students
• Enhancing alumni relations and communication
• Build culture of student, alumni, and employee giving to PVAMU

Priority 5.2

Grow global footprint:.

• Increase faculty, staff, and student participation in international programming such as presenting at international conferences, study abroad, Fulbright, and international internships and fellowships
• Use strategic branding and promotional efforts aimed at international recruitment and showcasing Prairie View's academic excellence on the global stage

Priority 5.3

Develop alongside the city of prairie view:.

• Leverage Prairie View's land assets for strategic city development initiatives
• Cultivate and nurture relationships with developers to facilitate mutually beneficial partnerships
• Utilize development opportunities as a means to create job opportunities for local residents and alumni

Priority 5.4

Mobilize the campus community to implement safety protocols and services to meet campus and community needs:.

• Conduct campus safety assessments (e.g., surveys, focused groups, etc.) to obtain feedback from stakeholders about campus safety.
• Establish and ensure the continuous operation of security, compliance, and risk management councils/committees to assess, develop, and recommend implementing policies, procedures, and protocols to mitigate campus risks.
• Elevate campus awareness and compliance by disseminating materials and conducting educational activities of legislative requirements.
• Implement safety and security measures and facilitate training that reduces vulnerabilities and addresses emerging threats.
• Strengthen the climate of trust and accountability of law enforcement personnel through transparency and campus/community engagement.

Priority 5.5

Increase partnerships in waller county and greater houston:.

• Establish a dedicated Community/Partnership Office to facilitate connections between students, alumni, and corporate partners
• Sustain land grant mission and engagement partnerships with local communities
• Expand utilization of athletic programs and facilities to connect with community and grow alternative revenue streams

Strategic Planning was Iterative and Collaborative

From September 2023 through August 2024 PVAMU partnered with Kennedy & Company to conduct a collaborative and focused assessment of the campus community and its values and developed a strategic plan that reflects its priorities and goals, including key performance indicators to measure success over the next ten years.

Prairie View A&M University will be a premier, public, research-intensive HBCU that serves as a national model for student success