SHOWCASING OUR DYNAMIC STUDENTS, TEACHERS AND STAFF
SPARK
MIDDLE SCHOOL SUCCESS INNOVATION AT JORDAN ADVANCEMENT THROUGH AP
Aalayah Faulcon Sanders
MESSAGE FROM THE SUPERINTENDENT
MESSAGE FROM THE SUPERINTENDENT
urham Public Schools is on an upward trajectory, and the evidence is clear. The most recent accountability results from the North Carolina Department of Public Instruction confirm what our educators, students, and families experience every day: DPS is moving forward with strength and purpose. Nearly 90 percent of our schools met or exceeded growth. More than half of our schools earned an A, B, or C performance grade, marking the highest number of A-rated schools since before the pandemic. Even more encouraging, DPS touted notable gains in reading and math proficiency, as well as in English learner progress. These achievements are not the result of chance. They are the outcome of tireless work by our educators, the resilience of our scholars, and the steadfast partnership of families and community members.
classrooms, you see much more – the spark of curiosity in a kindergartner learning to read, the determination of a middle schooler solving a math problem, and the confidence of a high school student preparing for college or a career. You see dedicated educators guiding students to think critically, collaborate, and dream boldly. You see schools alive with creativity, innovation, and joy. This is why I want to extend a personal invitation to you – our parents, community partners, alumni, and neighbors: Come visit and tour our schools. Step into our classrooms, talk with our students, and witness firsthand the remarkable teaching and learning taking place across our district. Your presence affirms our students’ value and strengthens the partnership between schools and community.
Durham Public Schools is more than an educational institution. We are the heartbeat of this community. Together, we are building a future that reflects Durham’s promise and potential. Our Schools. Our Community. Your Choice.
Yet, as proud as we are of these results, test scores alone cannot capture the full story of Durham Public Schools. When you walk through the doors of our
Anthony S. Lewis, Ph.D. Superintendent
STUDENT SOUND OFF
We asked three students,
“What do you like the most about your school?”
I like the community here and how I get to learn something new every day.”
JAIDEN ROSE
5th Grade
Bethesda Elementary
I like the people around me. They try their hardest to help me succeed.”
ABRAHAM JONES
8th Grade
Lucas Montessori Middle STUDENT SOUND OFF
ACKNOWLEDGMENTS
Spark Insider
Winter 2025
Volume 6 Issue 1
CONTRIBUTING WRITERS
Sheena Cooper Crystal Roberts
Maria Bajgain
Michael Yarbrough
I like having an open space where I can focus and get work done, and I really appreciate the teachers who support us and treat us with respect.”
JULIO AUSTRIA MEDINA
9th Grade
Durham Early College of Health Sciences
CONTRIBUTING PHOTOGRAPHER
Tony Cunningham, Jr.
GRAPHIC DESIGN
Kevin Brown
Lindsay Scott
NEWCOMER ACADEMY
Program supports international students navigating DPS
tepping onto foreign soil where the language, culture, and norms are much different from what you are accustomed to can be daunting. For students, navigating those changes can feel even more overwhelming when combined with the challenges of growing up, building new friendships, and finding their place.
Durham Public Schools created the summer Newcomer Academy in 2013 to help students who are experiencing their first year in U.S. schools navigate those changes more easily.
The program is facilitated by DPS teachers and features culturally and academically enlightening events and activities about Durham and the United States. There is a focus on experiential and project-based learning for gradelevel language and content in the core courses of English and Language Arts, Social Studies, Science, and Math.
“DPS students speak more than 100 languages, and we are very proud to serve students and families from all over the world,” said Sashi Rayasam, Director of English for Speakers of Other Languages Programs.
Newcomer Academy is open to third through ninth graders who are in their first year in U.S. schools. The academy is grounded in research-backed practices for
LEFT Students in the Newcomer Academy attend field trips throughout the community to reinforce classroom concepts while also getting to know Durham.
RIGHT The Newcomer Academy serves around 150 students per year in third through ninth grades.
language learning in social and academic settings, helping to build a bridge between the many cultures that create the diverse fabric of Durham Public Schools.
Courses are taught by a mix of ESL and content teachers. The content teachers have typically participated in Sheltered Instruction Observation Protocol (SIOP) and ESL Certification courses. Newcomer Academy not only prepares them for teaching during the school year but serves as a practicum during the summer.
MAKING AN IMPACT
The Newcomer Academy is about more than teaching students how to navigate a new community. Rayasam said that the newcomers’ program is a highlight of students’ and teachers’ lives.
LEARNING IN THE COMMUNITY
In addition to the courses that students take, they also attend field trips throughout the community to enhance their learning and to get to know the area better.
“This year, our high school students visited the [North Carolina] Museum of Natural Sciences, and the elementary and middle school students visited the Hub Farm,” Rayasam said.
Students have also participated in cooking activities with DINE – Durham’s Innovative Nutrition Education – a nutrition program offered by Durham County. Through interactive activities, students learn about healthy nutrition and making good food choices.
“It certainly gives me joy at a personal and professional level [to be] able to open doors of extended learning to around 150 students every year,” she said. “We have had the program at Lakewood Montessori in the past. This year, Brogden hosted our program.”
LEARN MORE
Families who wish to apply for the Newcomer Academy for their students may contact Rayasam at sashi rayasam@dpsnc.net.
She notes that the program’s success is due to a team of colleagues, including the school nutrition professionals who are sensitive to the dietary needs of our students, the transportation team who understand the courage it takes for students new to a language and culture to come to school eager to learn, and the committed teachers who bring their best selves every day and give up some of their vacation to enrich students’ lives.
GLOBAL CLASSROOMS
International teachers enhance learning through cultural exchange
here were lots of surprises awaiting Alvin De Leon on his first trip outside his home country, the Philippines, in late summer 2024 – and he’s very happy that trip brought him here to Durham.
“The first reaction was I was so amazed! The community felt simple, yet very progressive,” said De Leon, who teaches honors and AP Biology at Riverside High School. “People are very welcoming. I noticed how diverse the community is; there are many cultures represented in Durham. I felt like I could really belong here.”
De Leon is one of 271 international teachers working in Durham Public Schools this year who were recruited by Global Teaching Partners, an organization that promotes cultural exchange opportunities for students and faculty.
The district has worked with Global to place international teachers in more than half of DPS schools.
“We’re getting experienced teachers who, from most of their countries, really teach foundational, back-to-the-basics types of skills,” said Michelle Hayes, Executive Director of Talent Acquisition and Employee Recognition at DPS. Plus, many of these teachers offer a “love for learning, just being
excited about wanting to be here. For a lot of them, it’s a dream come true to teach in America.”
In addition to the Philippines, current international teachers in DPS hail from Barbados, Jamaica, Colombia, Argentina, Honduras, Kenya, and Zambia.
LEARNING FROM ONE ANOTHER
At the heart of the international teachers program are the cultural exchange opportunities that both students and teachers have, enhancing the experience for both.
International teachers are required to lead cultural exchange activities with their students and colleagues, including food, attire, music, talents, and more. De Leon said he also provides virtual meetups for his students from both countries so they can learn about one another.
Dr. Gloria Woods-Weeks, principal at Riverside, said she appreciates the impact that the international teachers have on her school.
“We are so pleased and honored to have our international teachers,” Woods-Weeks said. “Global representation is what expands and broadens our students’ horizons. Mr. De Leon has been so responsive and so supportive…. He is just simply so inspiring and a joy to work with.”
FINDING THE BEST FIT
International teachers typically commit to teaching for three to five years in DPS through the program.They then go back to their countries to teach for at least two years and share what they’ve learned in Durham. After that, if they meet all the criteria, they are allowed to come back to the United States for another three to five years.
Danté Johnson, Director of Educator Success for Global, works with Hayes and her team to match teachers from other countries with schools in which they are apt to be most successful.
Johnson also works with international teachers to help them assimilate once they arrive, including helping them find housing and showing them around Durham.
“I think the biggest thing for a lot of our teachers is preparing them for life here,” Johnson said. “We talk about going into the community, making sure they understand what’s around them – for example, where the nearest grocery store is, what to take with them when they go to the DMV.”
SUPPORT FOR ALL STAGES
Veteran international teachers are asked to serve as “transitional advisors” for the newly arrived teachers. Global coaches visit schools regularly to ensure that the new teachers have what they need for success.
“Our coaches partner with principals and curriculum coaches in the building to make sure our teachers are getting the resources they need,” Johnson said. “They’re there to help them become comfortable professionally and with how things operate in the classroom.”
Johnson added that they receive a warm welcome from DPS teachers and administrators, as well.
“I have principals calling me wanting to meet their teachers at the airport to welcome them,” he said. School families have also stepped up, including donating furniture and household items to help teachers get settled.
De Leon said that his experience at Riverside has been very supportive. Woods-Weeks and her administration “are more than willing to help because they know we are still adjusting and learning the system. They’re always asking us if we need anything or if we need help,” he said.
PAYING IT FORWARD
Now in his second year at Riverside, De Leon is paying it forward by serving as a transition advisor for a first-year international teacher.
“One thing that I have learned here is whenever I receive help, I’m going to share it with other people,” he said. “I got support from my transitional advisor. Now, I get to do the same thing, helping [my advisee] with the process, validating her feelings that this is normal and that everything is going to be OK.”
De Leon certainly has a lot of wisdom to share. He has thrived at Riverside – so much so that students and faculty voted to give him the RHS Pirate Hero Award in February.
“I was shocked, knowing that Riverside is one of the largest schools in Durham,” he said. “Having that award, I was motivated to be better and to provide better teaching and learning processes with my students.”
International teachers like Camilo Esmeral de Arco of E.K. Powe Elementary bring foundational instructional knowledge and cultural exchange opportunities that enrich the learning environment for students across DPS.
ADVANCING STUDENT SUCCESS
Increased AP access leads to higher performance in DPS
roadened access to Advanced Placement classes among all students, along with strengthened support for both students and teachers, has resulted in significant gains in AP course participation and exam performance across all student groups in Durham Public Schools for the 2024-25 school year.
Laura Parrott, Director of Advanced Academics, attributes this success to intentional efforts to make AP courses available to all students who are interested.
“We talk a lot about unlocking potential for all students,” Parrott said. “One of the biggest things we’ve been working on in our AP classes is helping refocus the narrative so that
More students across Durham Public Schools are taking Advanced Placement courses, accelerating their learning and helping them earn college credit.
students and families know that AP is for all. The perception is that AP is an elite group, and it’s not… It’s for anyone.”
INCREASING ACCESS AND PERFORMANCE
Here are some highlights of the success that more students are experiencing with AP courses across DPS:
• 2,284 students took at least one AP course in the 2024-25 school year, a 2.7 percent increase from the previous year.
• 4,518 AP exams were taken in the 2024-25 school year, a five-year high.
• 69.5 percent of exams had a score of 3 or higher. A 3, 4, or 5 is a “qualifying score,” potentially leading to college credit for that subject. The number of qualifying scores increased nearly 15 percent over the 2023-24 school year.
• There were three-year increases in participation across subgroups – 56.29 percentage points for Black students, 38.41 for Hispanic students, and 16.55 for white students.
have when they go off to college and have college credit is huge,” said Parrott, who’s quick to add that the benefits of AP courses aren’t just about cost savings.
“We’ve talked to students who are now in college, and they tell us things like, ‘It’s not just about the content knowledge, but I learned how to manage my time, improve my study skills, and write in a way that really conveys my thoughts,’” she said.
SUPPORTING TEACHERS TO SUPPORT STUDENTS
“We are getting some great results right now. Our high expectations lead to high support, and we believe our students are capable of doing this, and we are not going to leave them alone on their own to take on these challenges.
Dr. Gloria Woods-Weeks
• There were also three-year increases in AP exam performance across subgroups – 73.85 percentage points for Black students, 65.71 for Hispanic students, and 28.6 for white students.
BENEFITS FOR COLLEGE AND BEYOND
AP courses have long been available in core subject areas such as English, math, social studies, and the sciences. But as part of its focus on expanding access to advanced coursework, the district has recently added AP Music Theory, AP Art and Design, AP Computer Science Principles, AP Seminar and Research, AP African American Studies, and AP Pre-Calculus. There are plans to add AP Cybersecurity as early as the 2026-27 school year.
The more AP courses that students take, the more qualifying scores they have the option to earn on the exams, and the more college credit they may earn while still in high school. Earning college credit through AP coursework could help some students graduate college as much as a year early. One less year of college could add up to considerable savings on tuition and on interest for student loans.
“When we are able to offer quality AP courses in which students are successful, then the opportunity these students
In order to recruit more students to AP courses, Parrott said that the district has taken a holistic approach and worked closely with teachers, school staff, and administrators.
“We’ve gotten rid of many of the barriers that students may have faced in the past,” she said. “It used to be that AP teachers did all the recruitment, but we have pushed past that. How does the baseball coach look at the potential in his students? Or the media specialist? We have the whole school community fostering opportunities for these students.”
Changing mindsets and equipping teachers and staff to identify students they might have previously misidentified is essential, Parrott said.
Strategies for this include sending teachers to professional development activities across the state and district; providing detailed instructional reports for teachers so they can pinpoint areas where their students might need extra help; and providing access to AP Classroom, an online platform that allows teachers to provide content and create short quizzes to supplement their classroom learning.
Dr. Gloria Woods-Weeks is the principal of Riverside High School, which was recognized by the College Board as a “goldlevel” AP Honor Roll School for increasing AP participation and performance.
In addition to offering more professional development for teachers, Woods-Weeks said that there has been a focus on encouraging more students to take AP courses. The school hosts AP Potential Nights, where students and their families are invited to discuss the opportunities around taking AP courses.
Riverside also offers prep sessions, in-school tutoring, mentoring, and study groups for AP students and those considering the program.
THE A-LIST
t’s not every aspiring filmmaker who gets to make documentaries or tell stories through publishing and more while they’re still in high school. But that’s exactly what happened to Daiyu Cosmey. She had long dreamed of studying filmmaking but thought she wouldn’t get the chance until college – and only then if she were fortunate enough to be accepted into a popular program with tons of applicants, few of whom are accepted.
But when Cosmey arrived at Jordan High School a few years ago, she happily discovered the Jordan Innovation Lab, where students can study documentary filmmaking, book publishing, podcasting, scriptwriting, newswriting, and more in the field of communications. The discovery proved to be the launching pad for realizing her lifelong dream.
Jordan Innovation Lab casts student filmmakers, more
“If I hadn’t been in the Jordan Innovation Lab, I don’t know if I would have had the inspiration to apply to Howard,” said Cosmey, who started as a freshman this semester in the Film and Television Production program at the university. “It really showed me what I was capable of in my field of passion, and it taught me a lot about being able to be a leader.”
FOSTERING CREATIVITY AND CONNECTION
The Innovation Lab is the brainchild of Stuart Albright, who has taught English and creative writing at Jordan for 24 years, has a master’s degree from Harvard University, and is the author of nine books. He got the idea when students began returning to school after the COVID-19 pandemic forced virtual learning.
“I was trying to figure out what we could do to make our lives’ vocations feel more meaningful,” Albright said. “Storytelling has always been something that’s been very important to me, and I wanted to find a way to spotlight all the amazing things our teachers, faculty, and students are doing.”
In just three years, the program has grown from 35 to 135 students. To date, they have produced more than 300 videos and close to 100 podcasts, as well as published numerous books.
Albright grants his students flexibility and autonomy in bringing their projects to life. The video and podcast productions include documentaries, teacher profiles, news, sports, and even game shows.
Last year, a group of students decided to produce a documentary about Stagville Plantation, where nearly 1,000 enslaved people were held from the late 1700s through the end of the Civil War.
“This was really moving for my students. They ran the show; they made all the decisions about how they wanted to film it, and I was there to support them,” Albright said. “There’s a number of descendants from Stagville who go to Jordan whom I’ve taught through the years. It’s something powerful because it’s the story of a place that a lot of people don’t know about, and they should.”
SEEING THEIR WORK ON THE BIG SCREEN
ABOVE Stuart Albright works with students on a variety of creative projects in the Innovation Lab. BELOW Podcasting is one of the many skills that students can learn in the Innovation Lab.
Innovation Lab students now also have the opportunity to see their work on the big screen. In April 2025, Albright and Jordan art teacher Ann Thaden partnered with The Carolina Theatre to create the first annual Running Bull Film Festival.
Students spent the day at the theater and got to meet with professionals in the industry. Then, 19 Innovation Lab films were shown to the students, their families, and the community.
“They had a free showing where they got to see their work on a gigantic screen in this beautiful, historic building,” said Albright, who added that the Running Bull Film Festival will be happening again in April 2026.
Cosmey served as a teacher assistant to Albright during her senior year and was involved with the festival’s inception and launch. She helped with marketing the event.
“We focused on the students to get them excited about it,” Cosmey said. “We wanted to make them wonder, ‘What is this, and how can we be involved?’”
PREPARING FOR THE FUTURE
The future looks very bright for Albright’s students – and for the Innovation Lab. Students are graduating from the program with proficiency in Premiere Pro and Adobe Audition, which are very desirable skills for businesses looking to hire creative professionals. Most importantly, students are pursuing their next adventures with solid communication and technical skills –and more confidence.
“The thing I would say is that post-COVID, I noticed that many kids had forgotten the soft skill of being able to listen and communicate with their classmates,” Albright said. “Now, they have learned to reclaim the ability to see somebody for who they are. They learn how to ask interview questions, learn the stories of their classmates.”
Albright’s dream is to see the Innovation Lab replicated in other high schools in Durham. With his leadership and the way he inspires his students and colleagues, anything seems possible.
“A teacher like Mr. Albright, who would constantly tell me there was nothing I couldn’t do … he was the teacher to motivate you and to keep going,” Cosmey said.
The Durham Early College of Health Sciences held its official ribbon-cutting in September. Students can graduate from the program with professional certifications, ready to work, and Duke Health has committed to hiring 50-60 graduates each year.
BEST IS YET TO COME
DPS middle schools expand offerings, see growth
t’s never been a better time to be in middle school in Durham Public Schools.
Eight of the district’s 11 middle schools exceeded expected growth for the 2024-25 school year, according to the N.C. Performance and Growth Report, which is based on end-of-grade and end-of-course tests. The remaining three schools met their expected growth goals.
“The future of DPS middle schools is bright, and we are just getting started,”
said Dr. Kecia Rogers, Assistant Superintendent of Middle Schools. “We believe the best is yet to come for DPS middle schools.”
New academic programs. Upgrades for athletics. Enriched offerings in the arts. All this and more stem from teachers and administrators working together to build on the success that middle schools have been experiencing.
“Our middle schools are proving that when vision, leadership, and investment come together, real transformation happens,” Rogers said. “With every school meeting or exceeding growth, historic gains in academics, schools moving up in performance
grades, and reductions in suspensions, our middle grades are stronger than ever.”
“Our progress has been fueled by an intentional district investment in the middle grades, strong principal leadership, and a strategic leadership framework,” Rogers said. “It’s about building cultures of excellence where students are known, physically and emotionally safe, connected with others, challenged, and celebrated.”
BIG CHANGES ACROSS MIDDLE SCHOOLS
Here is a brief look at what’s happening and what is in store for Durham Public Schools middle schools:
MAGNET PROGRAMS
Magnet programs have expanded in middle schools in DPS.
This year, Brogden Middle School started the first Dual Language Immersion (DLI) program for middle
ABOVE Mayor Leonardo Williams poses with students at Lowe’s Grove Middle School. BELOW Arts programming has been enhanced across middle schools, providing more opportunities for students.
schools. Students will learn via both English and Spanish instruction to achieve bilingual and biliteracy proficiency.
In addition, DPS received an $11.4 million grant from the U.S. Department of Education last year that is being used in part to expand the middle school Montessori program to Lucas Middle School and to strengthen programming at The School for Creative Studies, which reverted to middle school grades from a 6-12 format this year.
“One focus [at Lucas] is going to be on outdoor learning,” said Dr. Kengie Bass, Director of Magnet and Choice Programs. “The school has hired outdoor learning specialists, and they will be utilizing all of the grounds. Students will be learning about the environmental side of things –land use, conservation, and pollution.”
The School for Creative Studies will revise its magnet program to focus on innovative learning through creativity, and it will have expanded performing arts options. The school now features a Modern Band option that includes
Here are a few highlights of what’s happening across middle schools in DPS:
• A new dual-language immersion program for early learners to extend their studies
• An additional middle school Montessori pathway
• Expanded career exploration programs that begin as early as sixth grade
• Signature programs in the arts, such as All-County Band and Strings
• STEM and global language instruction across all middle schools
• More accelerated math, English, science, and Spanish pathways in which students can earn high school credits
• Increased athletic opportunities, plus clubs and mentor programs
Middle school students have expanded options for learning growth and success.
instruction in musical genres such as rock, pop, Latin, R&B, jazz, and rap. The school has also introduced expanded athletics offerings this year.
CAREER AND TECHNICAL EDUCATION
Career exploration should start in middle school, and Career and Technical Education (CTE) Director Darian Harris and his team have taken steps to ensure that it does.
Each DPS middle school now features a Paxton/Patterson College and Career Ready Lab, where students can learn about 10 different career pathways through learning modules. These modules offer hands-on activities for learning about various career areas and developing skills. For example, in one module, students learn how to build and fly paper drones.
“CTE is for all students. The idea behind it is you’re temporarily trying on a career identity,” Harris said. “We don’t know what the future holds, but we know that the skills students are developing now are going to be useful in whatever they decide to do with their futures.”
CTE is also working to develop signature events for every grade level. At the Acceler8 event each October, all DPS eighth graders spend a day at the Durham County Memorial Stadium meeting representatives from businesses and organizations spanning dozens of career areas. Other events are being developed to explore additional pathways and skills.
ADVANCED ACADEMICS
Offering more opportunities for advanced coursework at the middle school level prepares students for future success.
“Every middle school now has an Academically and/or Intellectually Gifted (AIG) program specialist,” said Laura Parrott, Director of Advanced Academics. “Part of their responsibilities [includes] providing ongoing professional development to teachers, how to help them meet the needs of advanced students, and working directly with advanced learners, advocating for them to receive appropriate services. Part of their role is ensuring that there is a total school comprehensive program to develop academic talent in all students.”
middle schools, we have a big push for young people making sure that they find out who they are through the arts.”
This is happening in quite a few ways:
• Vertical alignment: Middle school band, chorus, theater, dance, and orchestra teachers visit elementary schools to talk to fifth graders about their program offerings and what might be good fits for them. In addition, many elementary school classes visit middle schools throughout the year to attend concerts and get a feel for what they like.
• Middle school students have flexibility in taking arts classes as electives and are not locked into one discipline. “They could take half a year of chorus and say, ‘I might not be a chorus person,’” said Turner. “We encourage that middle school setting to kind of figure out who you are.”
In addition, the number of high school classes offered at middle schools has increased, including environmental science, Math 1, Math 2, and English 1.
More eighth graders are also taking advantage of the Credit by Demonstrated Mastery offering, which allows them to demonstrate subject knowledge by taking an exam and demonstrating mastery through artifacts to receive credit for certain high school courses.
ARTS
Middle school is a crucial time for students to explore the arts in their various forms to help discover what is most fulfilling to them both as learners and as individuals.
“I’m a firm believer that there is an artist in every young person and every adult,” said Arts Director Les Turner. “In our
• All DPS middle schools now feature band, chorus, and visual arts.
ATHLETICS
“Middle school students and student athletes truly, truly matter,” said DPS Athletics Director David Hackney. “They are the young men and women who are going to be feeding into our high schools, and they’re going to be our next set of stars and next set of scholarship winners.”
That is why Hackney and his coaches and athletes are excited about upgrades to athletics facilities and grounds. With the recent reintroduction of athletics to the School for Creative Studies, there are now 11 middle schools competing.
“We’re currently working on upgrading all their outdoor facilities,” said Hackney, adding that new scoreboards have been added, and track resurfacing is under way. Plans are in the works for such upgrades at many other middle schools.
Dick’s Sporting Goods recently donated $20,000 to help purchase uniforms for middle schools. In addition, online ticket sales now exist for middle school sporting events, helping to improve efficiency and safety at events.
DPS middle schools offer a wide range of options, whether at a magnet program or a traditional school like Lowe’s Grove.
CREATING GLOBAL CITIZENS
International Baccalaureate program fosters confidence, curiosity
or families exploring advanced academic opportunities, the International Baccalaureate (IB) program often rises to the top of the list. Known around the world for its rigorous curriculum and focus on developing globally minded learners, IB challenges students not only to master subject matter but also to think critically, communicate effectively, and engage with their communities.
Designed to prepare young people for success in college, career, and life, the program emphasizes inquiry, research, and service – skills that reach far beyond the classroom.
“IB is more than just classes; it’s an opportunity for students to grow into globally minded, resilient people who are prepared for college, careers, and life,” said Sanders Benkwith, the IB Coordinator for the Diploma Program at Hillside High School. “The program opens doors and creates experiences that shape our students far beyond the classroom.”
The IB program was founded in 1968 in Switzerland by a group of educators who wanted to create a global education
for students who were living abroad. This group created the International Baccalaureate Organization (IBO) and the IB Diploma Programme, which is for high school students. The goal was to create a program where students could learn the knowledge and values needed to contribute to a more peaceful and interconnected world, rather than passively absorbing uninspiring and ineffective lecture-based teaching. With time, the program grew and expanded its reach.
THREE LEVELS FOR LEARNERS
In Durham Public Schools, the IB program is available in elementary, middle, and high school. The Primary Years Programme (PYP) is at E.K. Powe and Burton elementary schools, the Middle Years Programme (MYP) is a five-year program that begins at Shepard Middle School and continues through Hillside High School, and the Diploma Programme is available at Hillside.
“Students say the IB program challenges them and pushes them to be better learners, and alumni often share how well prepared they felt for college,” Benkwith said. “Many also talk about the close-knit, family-like community that comes from learning together in a small group.”
In addition to the focus on student agency to drive curiosity and responsibility for their own learning, the IB program provides enhanced learning opportunities. Starting in the elementary program, students can learn one of three languages: French, Mandarin, or Spanish. Later, students take
The International Baccalaureate program encourages students to be independent learners and critical thinkers.
on advanced coursework, a research project, and service projects.
“Unlike other academic programs, IB has a component of service embedded in all levels,” said Laura Parrott, Director of Advanced Academics.
“At the PYP level, students identify a need, plan and implement an action, then reflect on the learning process and the impact of their service. Students continue to participate in service throughout the MYP and DP programs. Creativity, Activity, Service (CAS) in the Diploma Programme and Service as Action (SA) in the Middle Years Programme develop personal growth, empathy, problem-solving, and social responsibility in students.”
The IB program teaches students Approaches to Learning (ATL), which are lifelong learning skills that help students become self-regulated learners. ATL includes five core categories: thinking, research, communication, social skills, and self-management.
EMPHASIS ON COMMUNITY
“The IB program positively affects students at Shepard by exposing them to cultures, experiences, and courses that they might not be a part of in another school,” said Dr. Yolanda Williams, the IB Coordinator at Shepard. “Our school places emphasis on community, family, academic excellence – regardless of background – and helping others.”
The program not only helps individual students but helps the community.
“The IB program fosters a community of diverse thought and learning,” said Amy Sanchez, the IB Coordinator at Burton Elementary. “Collaboration among students, staff, and families fosters an inclusive school community.”
All families in Durham County have the option to enroll in an IB program. There are attendance zones around all four IB schools. Those who do not live in
CREATING GLOBAL CITIZENS
those attendance zones still have the option to attend an IB program by enrolling in the annual application lottery, which typically opens in January. Results are usually announced the first week of March.
Families who are interested in IB programming should explore their school options at https:// welcome.dpsnc.net. Scan the QR code for an engaging video showing the IB program in action.
“Having been a part of the Hillside IB program for over a decade, I can honestly say it’s one of the most rewarding educational experiences for which I am involved,” said Keshetta Henderson, the MYP IB Coordinator at Hillside. “It’s not just about academics – it helps students grow into thoughtful young adults who want to make a difference. I’ve seen so many students become more confident and curious, and they learn to handle challenges with resilience. It further helps students to exceed their own expectations while providing strong support systems to ensure their success. A smile always crosses my face when they return to campus exclaiming how glad they were that they motivated themselves to keep going and how useful IB has been to them in the long run.”
Working in small groups helps to promote a strong sense of community in IB schools.
FULL CIRCLE
Aalayah Faulcon Sanders’ journey through DPS
alayah Faulcon Sanders is a poised professional and former top-tier college athlete. The 2012 graduate of Southern High School (now the Southern School of Energy and Sustainability) is the Director of Public Affairs for the Durham Housing Authority, and she has carved out a successful career in public relations and communications.
“I’ve been talking to little Aalayah a lot lately,” said Sanders, 31. “Romans 8:28 reminds me: All things work together for your good. The obstacles you face are giving you strength and experience. Trust the process. God created you for a reason and a purpose.”
A CHAMPION BORN IN DPS
Sanders calls herself a “DPS Champion,” not just because she excelled in Durham Public Schools but because the district – and its teachers, counselors, and coaches – shaped her through some of her most challenging years.
She started kindergarten at W.G. Pearson Elementary and moved frequently, attending Y.E. Smith, Hope Valley, Eastway, and Pearsontown elementary schools, as well as Davis Drive Elementary in Cary, before returning to Durham for middle and high school. Each move meant fresh starts, new friends, and new teachers.
“It was instability,” she admits, “but it also taught me adaptability.”
Despite the frequent transitions, she remembers her DPS years as overwhelmingly positive: joining art club at Hope Valley, playing at recess, and making friends she still has today. At Pearsontown, she found a mentor in then-Principal Dr. Eric Bracy, who is now the superintendent of Cumberland County Schools. Sanders said Bracy knew her family well and became an extended source of support.
FINDING STRENGTH IN TEACHERS AND COACHES
Sanders is quick to point out that her teachers and coaches often didn’t know the challenges she faced but that they still provided the support she needed and encouraged her to keep going.
“When you’re relying on your teachers and they show up for you anyway, that makes a difference,” she said. “So many teachers saw things in me that I didn’t see in myself.”
At Githens Middle School, advanced math teacher and track coach Maya White spotted her potential. Sanders thought of herself as a basketball player – until White put her in a track race. Wearing basketball shoes, Sanders stunned everyone by outrunning the team’s fastest sprinter.
“I didn’t even know what I was doing,” she said and laughed. “I just ran.”
From there, track became her safe haven. At Southern, she trained under Coach Rosalind Garmon, who’s now the CTE Equity Specialist, and Hall of Fame Coach Frank Davis of the Durham Striders. She broke – and still holds – school records, earned the title of Track Athlete of the Year across all Durham high schools in 2011 and 2012, and became a multi-event
All-American, ranking in the top eight nationally consecutively every year from 2008 to 2012.
She was also crowned Homecoming Queen her senior year.
FAMILY SACRIFICES AND SUPPORT
Through it all, her academic focus never wavered. Sanders graduated in the top tier of Southern’s graduating class. She challenged herself with Advanced Placement and Honors courses in language arts, history, and math, building the foundation that led her to major in public relations at The University of South Carolina’s School of Journalism and Mass Communications. She had acceptance letters pour in from schools across the country, including East Carolina University, Duke University, and The University of Pittsburgh.
Behind Sanders’ achievements stood a single mother who worked tirelessly to provide for her and her older brother, often making temporary sacrifices to ensure long-term success.
Today, her mother is a data scientist in the medical field –proof, Sanders said, that resilience runs in the family. Her grandparents, who lived in Northampton County, were equally instrumental, stepping in when her mother’s work schedule demanded it.
“They didn’t miss a beat with us,” Sanders said. “They supported my mom as she worked, and they supported me, too.”
FULL CIRCLE
Now, as a professional serving Durham families through the DHA, Sanders sees herself reflected in the students and families she meets – kids experiencing financial and emotional challenges, kids who rely on teachers and coaches for support.
“When people see me, they don’t know my story. But I’m a living testimony of what can come out of DPS,” she said.
Her son, fittingly named Champion, is three years old. The name reflects not just her athletic triumphs but her belief in advocacy, perseverance, and faith.
“As I think through the many schools and teachers I’ve had, I realize there were gems dropped along the way – even from the ones who challenged me,” she said. “Teachers truly act as extended guardians. They mold us at pivotal times in our lives. Now that I’m a mom, I’m even more grateful. I want my son to have that same support.”
From Few Gardens to All-American, from instability to inspiration, Aalayah Faulcon Sanders embodies what it means to be a DPS Champion.
GOING FURTHER, TOGETHER
DPS ignites potential through community partnerships
urham Public Schools has always believed that it takes more than great schools to build great futures – it takes an entire community. Across the district, our partnerships with local businesses, higher education institutions, nonprofits, and civic organizations provide our students with expanded opportunities to learn, lead, and thrive. These partnerships are not simply acts of generosity. They are bridges to real-world learning, career exploration, and community engagement. Whether through mentoring, internships, scholarships, or hands-on classroom support,
Vincent Price, J.B. Buxton, and Dr. Anthony Lewis.
our partners help us ignite the limitless potential of every student.
“Strong schools and strong communities go hand in hand,” said Superintendent Dr. Anthony Lewis. “When our students succeed, Durham succeeds.”
In recent years, we’ve seen partnerships grow in both scope and depth. Local businesses have adopted schools, universities have opened their labs and lecture halls to our scholars, and nonprofits have provided wraparound services that meet families’ most pressing needs. It’s the spirit of collaboration that makes Durham and DPS special and supports outcomes for students.
EDUCATIONAL PARTNERS
Durham Public Schools is proud to stand alongside our higher education partners – Durham Technical Community College, N.C. Central University, and Duke University – to expand opportunities for our students.
Durham Tech has long collaborated with DPS to provide early college, dual-enrollment, and workforce training opportunities that prepare students for both higher education and skilled careers. NCCU partners with our schools through academic enrichment, mentorship, cultural programming, and teacher preparation, creating pathways that inspire students and support educators. Duke University contributes to DPS through research collaborations, tutoring and mentoring programs, and initiatives that connect students with cutting-edge learning in science, health, and the arts.
students authentic insight into the workplace and allow them to connect classroom learning with real-world skills. Others offer financial support, classroom resources, or employee volunteer hours that enrich school programs and provide critical services to families. Industry partners in fields such as technology, healthcare, advanced manufacturing, and finance are also helping to shape curriculum and career pathways, ensuring that DPS graduates are well-prepared for the workforce of today and tomorrow.
NONPROFIT ORGANIZATIONS
“Strong schools and strong communities go hand in hand. When our students succeed, Durham succeeds.
Dr. Anthony Lewis, Superintendent
Together, these institutions embody the promise of Durham’s educational ecosystem: a community where every student can dream big and achieve more.
BUSINESS AND CORPORATE PARTNERS
Durham Public Schools benefits greatly from the engagement of business and corporate leaders across the region. From small businesses in downtown Durham to global corporations headquartered in the Triangle, local businesses are investing in our students’ futures. Many provide internships, apprenticeships, and job-shadowing experiences that give
Just as business and higher education partners play a vital role in supporting our schools, nonprofit organizations are at the heart of Durham’s commitment to caring for the whole child. Across the district, nonprofits step in to provide wraparound services that go beyond academics, offering everything from food security and housing assistance to mental health support, arts enrichment, and afterschool programming. Organizations dedicated to literacy work side by side with teachers to strengthen reading skills, while youth-serving groups create safe spaces for leadership development and civic engagement. Arts and cultural nonprofits bring creative expression into our classrooms and auditoriums, and social service agencies ensure that families can access essential resources when they need them most. These partnerships help remove barriers to learning.
In Durham, our nonprofit partners remind us that education is a community endeavor and that when we come together to support students and families, we create the conditions for success. Every day, our students benefit from the commitment of partners who give their time, talent, and resources to strengthen Durham Public Schools. If you are a business leader, nonprofit organization, faith-based group, or community member who believes in the power of education, we invite you to join us. By partnering with DPS, you can help create opportunities that inspire students, support families, and uplift our community.
To learn more about becoming a DPS partner, please visit dpsnc.net
Durham Public Schools Board of Education
Bettina Umstead, Chair
Millicent Rogers, Vice Chair
Natalie Beyer
Jessica Carda-Auten
Durham Public Schools
Emily Chávez
Joy Harrell Goff
Wendell Tabb
A BOUT THESPARKINSIDER
The DPS Spark Insider is a publication produced by Durham Public Schools in partnership with Durham Magazine. The Spark Insider shares the stories of DPS students, teachers, and staff with the larger Durham community.
dpsnc.net