Superintendent's Post-Entry Plan

Superintendent’s

Post-Entry Plan Listening, learning, and leading with equity, trust, and collaboration.

Superintendent Anthony S. Lewis, Ph.D.

“Public education has the power to transform lives, and as Superintendent, I am determined to ensure that Durham Public Schools provides a world-class education to every scholar so they reach their limitless potential while preparing them for success and their future.”

- Dr. Anthony S. Lewis

SUPERINTENDENT’S POST-ENTRY PLAN

From Our Superintendent Dear Durham Public Schools Students, Families, Staff, and Community, It is my distinct honor to be Superintendent of Durham Public Schools and serve this incredible community.

Since beginning my journey with DPS, I have been focused on listening and learning. Through school visits, conversations with students, families, educators, and community members, and engaging with the many individuals who make up this district, I have gained a deep appreciation for the energy, commitment, and passion that define DPS. Our district is rich with innovative programs, dedicated educators, committed families, and students full of potential. I have seen firsthand the remarkable teaching and learning happening in our classrooms, the creativity and resilience of our students, and the unwavering support from families and community members who believe in our mission.

As we look ahead, my focus is clear: we will continue to ignite the limitless potential of every student in Durham Public Schools. This means ensuring that every child—regardless of background, zip code, or circumstance—has the support, resources, and opportunities to thrive academically, socially, and emotionally.

As we celebrate what makes our district great, we must address our challenges including strengthening student achievement, creating a culture where every educator and staff member feels valued and empowered to perform at their best, and operating optimally to ensure that resources support our most important stakeholders—our students. We will ensure our schools are not just places of learning but also places of belonging, safety, and inspiration.

As I said during my Listening & Learning sessions, we have our work cut out for us. This work requires all of us—families, educators, staff, and community partners—coming together with a shared vision for success. I am committed to leading with transparency, collaboration, and a relentless focus on what is best for our students.

This post entry plan outlines what I’ve learned, the overarching themes from your feedback, and action steps we will want to work on together to move Durham Public Schools forward.

I am eager to partner with you as we work to ensure every student has access to a high-quality and enriching education as we build upon our strengths while addressing our challenges head on.

Thank you for your support and your unwavering belief in the potential of our students. The future of Durham Public Schools is bright, and I am excited for all that we will accomplish together.

With gratitude and commitment,

Anthony S. Lewis, Ph.D. Superintendent 02

SUPERINTENDENT’S POST-ENTRY PLAN

DPS Mission, Vision, and Core Beliefs Mission Durham Public Schools embraces, educates, and empowers every student to innovate, serve, and lead.

Vision Durham Public Schools: Igniting Limitless Potential

Core Beliefs Equity

Shared Responsibility

Our students and schools deserve equitable access to the resources and opportunities they need to succeed. Durham Public Schools and the community must distribute those resources in a manner that eliminates inequities.

Schools cannot do this work alone. Durham Public Schools must be intentional in acting collaboratively and involving all stakeholders, ensuring that our community utilizes its collective resources to support every child. The Durham community shares responsibility with DPS for the success of our children.

High Expectations Durham Public Schools will challenge every stakeholder, especially our students and educators, to embrace a growth mindset: the belief that every child can be academically successful. It is our expectation that all of our students will excel globally and reach their highest potential.

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A Child-centered Approach Our students deserve an education that is caring, is culturally responsive and embraces the whole child. Durham Public Schools will address the social, emotional, and academic needs of each student.

SUPERINTENDENT’S POST-ENTRY PLAN

About DPS Board of Education

“

Vice Chair Jessica Carda-Auten District 3

Joy Harrell Goff At Large

Natalie Beyer District 4

Wendell Tabb Consolidated District A

Emily Chávez District 1

Bettina Umstead District 2

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Chair Millicent Rogers Consolidated District B

If your actions inspire others to dream more, learn more, do more and become more, you are a leader.

- President John Quincy Adams

Demographics

Total Enrollment: 31,165 Grade Levels: 53.9% Elementary 20.7% Middle School 34.8% High School Racial/Ethnic Identity: 36.2% Black/African American 35.3% Hispanic/Latinx 19.8% White 6.2% Multiracial 2.5% Asian <1% American Indian or Hawaiian/ Pacific Islander

Gender Breakdown: 15,803 Male (50.7%) 15,362 Female (49.3%) Race/Ethnicity by Gender: Black/African American: 18.2% Male, 18% Female Hispanic/Latinx: 18.1% Male, 17.2% Female White: 9.6% Male, 10.2% Female Multiracial: 3.0% Male, 3.25% Female Asian: 1.2% Male, 1.3% Female 04

SUPERINTENDENT’S POST-ENTRY PLAN

Fiscal Year 2024-2025 Funding Sources State Local Federal Capital Outlay (construction, land acquisition and maintenance costs, funded largely by bonds) Child Nutrition Grant Additional Specific Revenue (donations, sponsorships)

$244,368,313 (34.5% of Total Budget) $207,601,332 (29.3%) $43,015,320 (6.1%) $161,600,679 (22.8%) $19,745,762 (2.8%) $22,037,520 (3.1%) $9,691,197 (1.4%) Total: $708,060,123

Academic Data (2023-2024 School Year)

Graduation Rate

83.4% 05

Number of Low Performing Schools

20

Overall Grade Level Proficiency

47%

SUPERINTENDENT’S POST-ENTRY PLAN

School Performance Grades

Number of Schools C or Better: 28 of 52 Schools (53.8%)

Proficiency Data (2023-2024 School Year) Reading Proficiency

Math Proficiency

Science Proficiency

from 2022-2023 for Grades 3-8

from 2022-2023 for Grades 3-8

from 2022-2023 for Grades 3-8

Biology Proficiency

English II Proficiency

Math I (Middle School Only)

from 2022-2023 End-ofCourse Test Results

from 2022-2023 Endof-Course Test Results

from 2022-2023 Endof-Course Test Results

0.8

4.1

0.8

6.2

0.7

2.5

Math I (High School Only)

0.7

from 2022-2023 Endof-Course Test Results

Math I (Middle School Only)

5.3

from 2022-2023 Endof-Course Test Results

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SUPERINTENDENT’S POST-ENTRY PLAN

Entry Plan Goals 1.

2.

3.

4.

5.

Establish a transparent, collaborative, and trusting relationship with the Durham Public Schools Board of Education.

Focus on instructional programming to close access and opportunity gaps in the lowest-performing schools while addressing the academic and social-emotional needs of all students.

Enhance organizational effectiveness and efficiency by providing robust support and services to schools, students, families, and the school community.

Identify and analyze critical issues to remove barriers and seize opportunities for accelerating student performance.

Create opportunities to listen to and engage a wide range of stakeholders, ensuring all voices are heard to build trust, understand the district comprehensively, and reignite excitement for the district’s mission, vision, and strategic plan.

SUPERINTENDENT’S POST-ENTRY PLAN

2023-2028 Strategic Plan

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SUPERINTENDENT’S POST-ENTRY PLAN

Entry Plan By The Numbers

57

8

Schools Visited

In-Person Listening & Learning Sessions

509

429

62

1,109

Registrants for Listening & Learning Sessions

Meetings with Community Partners

2,421

Online Comment Ratings

Online Survey Participants

Differentiated Data Points Received (in-person and online)

1

Belief that DPS Can Be the Premier School District in the Country

Session Insights Question 1: What are the strengths of Durham Public Schools?

Question 2: What areas need improvement?

Question 3: What should be the district’s priorities to address financial challenges?

Question 4: How can we raise academic success for all students and eliminate access and opportunity gaps?

Question 5: What will it take to make Durham Public Schools the premier school district in the country?

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SUPERINTENDENT’S POST-ENTRY PLAN

Question 1: What are the strengths of Durham Public Schools?

Summary: Durham Public Schools (DPS) boasts a variety of strengths, including a dedicated and passionate staff, strong community and parental engagement, and diverse program offerings. The district benefits from robust partnerships with local universities and community organizations, providing students with numerous pathways and opportunities. DPS is committed to inclusivity and equity, offering programs like free meals, English as a Second Language support, and restorative justice practices. The district’s diversity among students and staff enriches the educational environment, while strong leadership and innovative programs further enhance the learning experience. Despite challenges, DPS remains focused on continuous improvement and student success.

Dedicated Staff: Participants acknowledge the dedication and commitment of DPS staff as a unifying strength.

Teachers, administrators, and support staff are praised for their passion and hard work, often going above and beyond to support students despite the challenges. This dedication fosters a positive environment and contributes to the resilience and success of the school community.

Diversity: Diversity is a significant strength of Durham Public Schools, frequently mentioned by participants.

It encompasses ethnic, economic, and educational diversity, creating a melting pot of people. This diversity is seen in the student body, staff, and leadership, fostering an inclusive environment. Participants appreciate the exposure to different cultures and backgrounds, which enriches the learning experience. The diverse structure of program offerings, including dual language and Montessori, further supports this strength.

Community Engagement: Community engagement is highly valued in Durham Public Schools, with strong parental involvement and support from local organizations. Participants highlight the district’s efforts to listen to and incorporate community feedback. The community’s support is evident in various initiatives, such as advocacy for better funding and resources and the organization of extracurricular activities.

The presence of active PTAs and advocacy groups demonstrates a collective commitment to improving the schools. Events and forums for community input are appreciated, showing a willingness to collaborate and address concerns. This engagement fosters a sense of unity and shared responsibility for student success.

Staff Quality: The quality of staff in Durham Public Schools is frequently praised, with many participants noting their dedication and passion. Teachers and administrators are described as caring, committed, and highly qualified. The district’s efforts to support staff through professional development and mentorship programs are also highlighted. Despite challenges such as funding cuts and staffing shortages, the staff’s resilience and creativity in engaging students are commendable. This dedication contributes significantly to the positive experiences of students and parents.

Program Offerings: Durham Public Schools offers a wide range of programs and pathways to meet diverse student needs. Participants mention options such as year-round schools, magnet programs, and careerfocused offerings. The availability of extracurricular activities, including sports, arts, and clubs, provides students with opportunities to explore their interests and stay engaged. The district’s partnerships with local colleges and organizations enhance these offerings, providing additional resources and support. These varied programs are seen as a strength that helps students succeed academically and personally.

Support Services: Support services in Durham Public Schools are recognized for their positive impact on students. Participants highlight the availability of counselors, social workers, and mental health services.

Programs like Multi-Tiered System of Supports and restorative justice practices are appreciated for addressing students’ holistic needs. The district’s efforts to provide resources such as free meals and tutoring services are also noted. These support services contribute to a nurturing environment where students can thrive despite various challenges.

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SUPERINTENDENT’S POST-ENTRY PLAN

Question 2: What areas need improvement?

Summary: The responses highlight several areas needing improvement, including better support and resources for exceptional children, consistent communication and transparency from the district, improved school safety measures, addressing teacher shortages, and compensation issues. There are concerns about the quality and availability of school facilities, transportation inefficiencies, and the need for more equitable distribution of resources. Additionally, respondents emphasize the importance of trust, effective leadership, and better engagement with parents and the community. Issues with inconsistent policies, inadequate support for teachers, and the need for improved student services and interventions are also noted.

Discipline: There is a significant concern about the inconsistency and perceived leniency in the enforcement of disciplinary policies. Parents and teachers are frustrated with the lack of consequences for student misbehavior, which they believe undermines authority and contributes to a chaotic school environment. They call for stricter and more consistent disciplinary measures to ensure a safe and orderly learning environment.

Trust: Participants agree that trust is a fundamental issue that needs to be addressed. Whether it is through better communication or more consistent disciplinary actions, building trust between parents, teachers, and the administration is seen as crucial. Trust can be fostered by ensuring transparency, accountability, and responsiveness in all interactions and decisions made by the school district.

Communication: Communication issues are a significant concern among participants. Many responses highlight inconsistent communication between schools, parents, and the district, leading to confusion and frustration. There are calls for more transparent and timely updates, especially regarding policy changes, school events, and safety protocols.

Participants also mention the need for better communication tools and practices to ensure that all stakeholders are wellinformed. Overall, the perception is that improving communication would enhance trust and efficiency within the school system.

Exceptional Children Support: Support for exceptional children is seen as inadequate by many participants. There are concerns about the lack of consistent services, necessary tools, and trained staff to support these students effectively.

Some responses mention the need for better Individualized Education Programs (IEPs) and more inclusive policies. The perception is that the current system fails to meet the needs of exceptional children, causing significant hardships for families. Participants advocate for more resources and better training for staff to address these issues.

Teacher and Staff Support: There is a strong sentiment that teachers and staff need more support. Participants mention issues such as inadequate compensation, lack of resources, and high turnover rates. Many responses highlight the need for better professional development and support systems to help teachers manage their workload and improve their teaching practices. The perception is that without addressing these issues, it will be challenging to retain quality educators and maintain a high standard of education. Participants call for more investment in teacher support and resources.

School Facilities and Safety: Participants express concerns about the state of school facilities and safety measures. Issues such as inadequate maintenance, overcrowding, and lack of proper safety protocols are frequently mentioned. There are calls for better funding and management of school facilities to ensure a safe and conducive learning environment. The perception is that current conditions are not only affecting the quality of education but also the safety and well-being of students and staff. Participants urge for immediate improvements in these areas.

Transportation: Transportation issues are a recurring theme among participants. Many responses highlight problems with bus schedules, late arrivals, and inadequate routes, which affect students’ ability to get to school on time and participate fully in their education. There are also concerns about the safety and reliability of transportation services. The perception is that these issues create significant challenges for families and disrupt the educational process. Participants call for more efficient and reliable transportation solutions to address these problems.

Systemic Challenges: DPS faces systemic challenges that impact its effectiveness. Issues such as funding cuts, staffing shortages, and disparities in resources between schools create significant hurdles. These challenges can lead to frustration among staff and parents and sometimes result in a perception of inefficiency or lack of support. Addressing these systemic issues is crucial for the overall improvement and sustainability of the school district.

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SUPERINTENDENT’S POST-ENTRY PLAN

Question 3: What should be the district’s priorities to address financial challenges?

Summary: The responses emphasize the need for transparency, accountability, and efficient allocation of funds.

Priorities include improving staff compensation, particularly for teachers and bus drivers, addressing infrastructure needs, and ensuring equitable distribution of resources. There is a call for better financial oversight, reducing administrative overhead, and leveraging community partnerships. Respondents also highlight the importance of state-level advocacy, engaging parents and the community, and conducting thorough program evaluations.

Additionally, there is a focus on addressing transportation issues, supporting exceptional children, and enhancing communication and decision-making processes within the district.

Staff Compensation: Staff compensation emerged as the most frequently mentioned priority. Many responses emphasize the need to prioritize staff compensation, including teachers, bus drivers, and other essential staff. They argue that competitive salaries are crucial for retaining and attracting quality employees, which directly impacts the quality of education and overall school operations. Participants emphasized the need for competitive salaries to retain and attract quality teachers and staff. There were calls for equitable pay scales, differential pay for special programs, and ensuring that staff can afford to live in the district. The perception is that better compensation would lead to improved staff morale and retention, which in turn would benefit student outcomes. Additionally, there were concerns about the high cost of living in the area and the need for salaries to reflect that reality.

Infrastructure Investment: Other responses highlight the importance of investing in school infrastructure, including building maintenance, technology, and resources for students. They argue that a well-maintained and resource-rich environment is essential for effective teaching and learning.

Transparency and Accountability: Transparency in financial decisions was a significant concern among participants.

Respondents agree on the need for greater transparency and accountability in financial decisions. Ensuring that funds are allocated and spent effectively and that the community is informed about these decisions can help build trust and ensure that staff compensation and infrastructure needs are met. They called for clear communication about how funds are allocated and spent and for more staff and community involvement in the decision-making process. There were mentions of outdated financial forms, inconsistent policies, and the need for accurate and accessible financial information. The perception is that increased transparency would build trust and ensure that funds are used effectively. Participants also highlighted the importance of being honest about financial challenges and engaging the community in finding solutions.

Community Engagement: Engaging the community was seen as crucial for addressing financial challenges.

Participants suggested leveraging partnerships with local businesses, universities, and nonprofits to bring additional resources to the district. There were calls for more involvement of parents in PTAs and other school activities, and for better communication with the community about the district’s needs. The perception is that a strong community partnership can provide financial support and enhance the overall educational experience. Participants also noted the potential for community-based fundraising and advocacy at the state level.

Resource Allocation: Effective allocation of resources was a recurring theme. Participants stressed the need to prioritize spending on critical areas such as teacher pay, student programs, and infrastructure. There were concerns about the inefficiency and waste in the current system, and calls for a more strategic approach to budgeting. The perception is that better resource allocation would lead to improved outcomes for students and staff. Participants also mentioned the importance of evaluating programs to ensure they are working and reallocating funds as needed.

Advocacy: Advocacy at the state and federal levels was highlighted as a key priority. Participants noted the need to fight for more funding and resources for public schools. There were calls for organized campaigns to raise awareness about the financial challenges facing the district and to lobby for policy changes. The perception is that strong advocacy efforts can lead to increased funding and support from higher levels of government. Participants also emphasized the importance of engaging the community in these advocacy efforts to amplify their impact.

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SUPERINTENDENT’S POST-ENTRY PLAN

Question 4: How can we raise academic success for all students and eliminate access and opportunity gaps?

Summary: The responses emphasize the need for competitive teacher salaries, qualified educators, and financial support for new teachers. They highlight the importance of centering students, addressing student cell phone policies, and explaining assessment results. Consistency in class availability, professional development, and intervention strategies are crucial. Celebrating student growth, effective communication, and addressing transportation issues are also key. The responses call for equitable access to resources, addressing teacher shortages, and improving school environments. They stress the need for community partnerships, reducing standardized testing, and supporting diverse student needs. Overall, the focus is on holistic, inclusive, and well-supported educational practices.

Teacher Compensation: Many responses emphasize the need for better teacher compensation to attract and retain qualified educators. Competitive pay is seen as essential to prevent teachers from leaving for better-paying districts.

Financial support for beginning teachers and ensuring that teachers are well-compensated for their efforts are highlighted as critical factors in improving academic success.

Quality Teaching: Participants agree on the importance of having high-quality teachers in the classroom. Whether through better compensation or reducing the burden of standardized testing, the ultimate goal is to ensure that teachers are wellsupported and able to provide the best possible education to their students. Quality teaching is seen as a cornerstone for raising academic success and closing opportunity gaps.

Reduced Standardized Testing: There is a strong sentiment against the overemphasis on standardized testing. Many believe that constant testing increases student anxiety and detracts from actual learning. The focus should be on more holistic evaluations and reducing the number of tests to allow teachers to teach more effectively and students to engage in more meaningful learning experiences.

Teacher Support: Teacher support emerged as the most frequently mentioned category. Participants emphasized the need for competitive salaries, professional development, and adequate resources to attract and retain highquality teachers. There were concerns about teacher shortages, the need for qualified teachers in every classroom, and the importance of supporting teachers’ well-being. The perception is that well-supported teachers are crucial for student success and that current support systems are insufficient. Participants also highlighted the need for better communication and listening to teachers’ needs.

Student-Centered Approaches: Student-centered approaches were frequently discussed, with a focus on meeting the diverse needs of students. Participants mentioned the importance of centering students in educational strategies, addressing social-emotional needs, and providing equitable access to resources. There was a call for more inclusive practices, such as supporting neurodiverse students and ensuring all students have access to advanced courses. The perception is that a one-size-fits-all approach is ineffective, and tailored support is necessary for student success.

Community and Family Engagement: Engaging the community and families was highlighted as a key factor in raising academic success. Participants stressed the importance of building strong relationships between schools, families, and the community. Effective communication, involving parents in decision-making, and leveraging community resources were seen as essential. The perception is that schools cannot succeed in isolation and that community and family involvement is critical for creating a supportive learning environment.

Equity and Access: Equity and access were major concerns, with participants discussing the need to eliminate disparities in educational opportunities. There were calls for equitable distribution of resources, addressing gaps in access to advanced courses, and ensuring all students receive the support they need. The perception is that systemic inequities hinder student success and that targeted efforts are required to level the playing field. Participants also mentioned the importance of addressing the needs of marginalized groups, such as students of color and those with disabilities.

Curriculum and Instruction: Curriculum and instruction were frequently mentioned, with participants advocating for a more engaging and relevant curriculum. There were concerns about the overemphasis on standardized testing and the need for diverse instructional methods. Participants suggested incorporating more hands-on and experiential learning opportunities to make education more meaningful. The perception is that current instructional practices are often rigid and do not cater to the varied learning styles of students. There was also a call for more flexibility in curriculum design to better meet the needs of all students.

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SUPERINTENDENT’S POST-ENTRY PLAN

Question 5: What will it take to make Durham Public Schools the premier school district in the country?

Summary: To make Durham Public Schools the premier school district in the country, respondents emphasized the need for increased funding, improved safety, and mental health support. They highlighted the importance of community engagement, transparent communication, and parental involvement. Suggestions included revamping recruiting strategies, enhancing professional development, and fostering a culture of appreciation for all staff. Respondents also called for better marketing of programs, addressing basic operational issues, and ensuring equitable access to resources.

Building trust, retaining quality staff, and leveraging community partnerships were seen as critical steps. Overall, a holistic approach focusing on student well-being and academic excellence was advocated.

Focus on Safety: Many responses emphasize the need to prioritize safety in Durham Public Schools. Concerns about safety incidents, such as firearms being brought to school, and the need for better mental health support for students are highlighted. Ensuring a safe environment is seen as critical to creating a premier school district.

Focus on Academics: Other responses stress the importance of improving academic opportunities and rigor. Suggestions include offering more Science, Technology, Engineering, and Mathematics (STEM) programs, early college credits, and better professional development for teachers. The goal is to enhance the academic performance and preparedness of students to make the district stand out.

Community Engagement: Community engagement is a critical aspect mentioned by many participants. They emphasize the importance of advisory groups that include parents, students, and other community members to provide valuable input and work alongside schools and the district. There is a call for more intentional acts of appreciation for support staff and the need to engage all community stakeholders to understand their needs. Participants believe that building strong relationships with the community and recognizing families as key parts of the educational system are essential for success. Participants agree on the importance of engaging the community, including parents, students, and staff, in the decision-making process. Building trust and ensuring that all stakeholders feel valued and heard is seen as essential to addressing both safety and academic concerns. This collaborative approach can help bridge the gap between differing priorities. The perception is that a collaborative approach with the community will lead to a more supportive and effective school environment.

Leadership and Staff: Effective leadership and dedicated staff are seen as vital to making Durham Public Schools a premier district. Participants highlight the need for good leadership at all levels, including principals and administrators, who are knowledgeable, visible, and supportive. There is a strong emphasis on hiring and retaining quality teachers and staff, providing them with necessary professional development, and ensuring they feel valued and appreciated. The perception is that motivated and well-supported staff will lead to better student outcomes and a more positive school environment. Additionally, there is a call for more intentional professional development and training for staff to address current challenges.

Safety and Well-being: Safety and well-being are major concerns for participants, who believe that addressing these issues is crucial for the success of the school district. There are frequent mentions of the need to focus on student safety, mental health, and addressing incidents that occur at schools. Participants also stress the importance of creating a supportive environment for both students and staff, including providing resources for mental health and wellness. The perception is that a safe and supportive school environment will lead to better academic performance and overall wellbeing for students and staff.

Resources and Funding: Adequate resources and funding are seen as essential to improving the school district.

Participants mention the need for more financial support to provide better facilities, training, and resources for both students and staff. There is a call for transparency in how funds are used and ensuring that resources are allocated effectively. The perception is that with proper funding and resource management, the district can offer more opportunities and support for students, leading to better educational outcomes. Additionally, participants believe that investing in resources such as technology, arts, and extracurricular activities will enhance the overall educational experience.

Accountability and Transparency: Accountability and transparency are important themes mentioned by participants.

They emphasize the need for clear communication and honesty about the district’s performance and challenges. There is a call for regular surveys and feedback mechanisms to understand areas that need improvement and to ensure that actions are taken based on this feedback. Participants believe that holding staff and leadership accountable for their actions and decisions will lead to a more trustworthy and effective school system. The perception is that transparency and accountability will build trust within the community and lead to more consistent and meaningful improvements.

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SUPERINTENDENT’S POST-ENTRY PLAN

Lewis’s Lessons As I reflect on my first 100 days as Superintendent of Durham Public Schools, I am filled with gratitude and insight. This initial period has been a transformative journey. My experiences have allowed me to gain a deeper understanding of our district’s strengths, challenges, and opportunities for growth. My commentary and insights that follow are a culmination of these learnings, highlighting key takeaways that will guide our collective efforts moving forward. These reflections, in alignment with the goals of the Entry Plan, not only underscore the importance of collaboration and community but will illuminate the path ahead.

SUPERINTENDENT’S POST-ENTRY PLAN

1. Establish a transparent, collaborative, and trusting relationship with the Durham Public Schools Board of Education.

I had the amazing opportunity to be interviewed by the current Board as well as two of the outgoing Board members. During the interview process, it was evident that this group of individuals was deeply invested in the Durham Public Schools community, and there was a deep commitment to select a leader who would work in partnership with the Board and our community to chart the path forward. A critical part of my transition and my first goal has been to establish a transparent, collaborative, and trusting relationship with the Durham Public Schools Board of Education. The Board plays an essential role in shaping policies and providing governance, and I am committed to fostering a partnership built on mutual respect and shared purpose. Through open dialogue and regular one-on-one meetings with each Board member, we are working together to align our vision, set priorities, build trust, and ensure that every decision is made in the best interest of our scholars.

The Board and I held our first retreat on November 21, 2024, at the DPS Foundation Office and our second retreat on February 6, 2025, at the DPS Central Services building. We discussed Chapter 5, Roles, Responsibilities, and Relationships, from Donald R. McAdams’ book, What School Boards Can Do: Reform Governance for Urban Schools. In addition, we discussed the preferences in group work, governance policies, and governance team roles, administered a selfassessment, discussed our communication plan, Board priorities, and conducted an after-action review of a Board meeting. We also discussed my evaluation tool in which my work and our work will be assessed.

Trust is built over time through action, accountability, and a shared commitment to progress.

As we move beyond these first 100 days, I remain steadfast in my dedication to working hand in hand with our Board, educators, families, and community to transform Durham Public Schools into a premiere school district. Our scholars deserve nothing less. Together, we will continue to listen, learn, and lead—always with our scholars at the center of our decisions.

2. Focus on instructional programming to close access and opportunity gaps in the lowest-performing schools while addressing the academic and socialemotional needs of all students.

One of the key priorities during these first months has been a deep dive into our instructional programming. Through school visits, classroom observations, and conversations with educators and families, I have gained valuable insight into where our students are thriving and where we must do more to close access and opportunity gaps.

One of the data points that we should be proud of is that close to 81% of all of our DPS schools met or exceeded growth during the 2023-2024 school year. Based on my observations from attending many school’s middle-of-the-year data review meetings, we are poised to continue improving academic outcomes for all students.

I firmly believe that academic success cannot be achieved without addressing the socialemotional well-being of our students. Over the past 100 days, we have taken steps to ensure that students receive the support they need to thrive both in and out of the classroom.

The work of closing access and opportunity gaps requires bold action, targeted investments, and a relentless focus on high-quality rigorous teaching and learning. As we move forward, I am committed to collaborating with our educators, families, and community partners to ensure that every scholar—regardless of their background—has the support, resources, and opportunities needed to reach their limitless potential.

Durham’s students are full of promise. It is our collective responsibility to nurture that promise and remove barriers so that every child can excel.

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SUPERINTENDENT’S POST-ENTRY PLAN

3. Enhance organizational effectiveness and efficiency by providing robust support and services to schools, students, families, and the school community.

One of my top priorities has been evaluating our internal systems and procedures to ensure that schools receive the support and services they need in a timely manner to be successful.

Over the past few months, I have conducted a review of district operations to identify strengths and areas for improvement in transportation, facilities, human resources, and business and finance. In addition, I have met with principals, teachers, and staff to understand the operational challenges they face daily and worked to remove barriers that hinder responsiveness. During Listening and Learning sessions, I was made aware of the lack of responsiveness from Central Services departments. This reminded me of a quote from Alvin Wilbanks, who once said, “There are two kinds of people in this district: those who teach and those who support those who teach.”

Central Services exists to support what goes on in the schoolhouse. I have worked to enhance customer service efforts by prioritizing responsiveness, accountability, and clear communication with families, staff, and community members. Someone wise once told me there is a difference between customer service and hospitality. Customer service is answering the phone. Hospitality is answering the phone, anticipating what the caller’s needs, and ensuring their needs are met.

To show our commitment to hospitality, we provided training to Central Services leaders on the art of hospitality. This training will be shared districtwide. A team was formed to plan ongoing training for Central Services leaders as we lead with best practices for supporting schools.

The number one decisive factor in improving student outcomes is the classroom teacher.

Second to the teacher is the principal. ​​There is strong evidence that having an effective principal contributes substantially to student achievement. Given the magnitude of the impact of an effective principal and the scope of their impacts across a range of outcomes, it is difficult to envision an investment with a higher ceiling on its potential return than a successful effort to improve principal leadership. As a consequence, it is critically important that we focus on leadership development and succession planning for school and district leadership.

As we move beyond these first 100 days, my commitment remains clear: to create a school system that works seamlessly in service of student achievement. We will continue to refine our processes, remove inefficiencies, and enhance collaboration across all departments to ensure that Durham Public Schools operates at the highest level.

Organizational effectiveness is not just about systems—it’s about people. By building trust, improving transparency, and aligning our efforts, we will create an environment where students, educators, and families can succeed. Together, we are laying the foundation for a more efficient, responsive, and high-performing school district—one that truly meets the needs of every child in Durham.

4. Identify and analyze critical issues to remove barriers and seize opportunities for accelerating student performance.

Through school visits, community conversations, and data analysis, I have gained a deeper understanding of both the challenges we must overcome and the untapped potential within our district as we continue to identify and address the critical issues that hinder student achievement while seizing opportunities to accelerate performance for all learners.

While challenges exist, Durham Public Schools is also filled with incredible opportunities to transform outcomes for students. In my first 100 days, we have begun to assess our evidencebased instructional resources and practices to ensure that every child masters the standards and that every classroom has highly rigorous instruction. There is a huge opportunity for us to continue to partner with local businesses and higher education partners to provide students with

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SUPERINTENDENT’S POST-ENTRY PLAN

hands-on, real-world learning experiences, job shadowing, and internships.

Durham’s students are full of promise. By working together—educators, families, and community partners—we will unlock their full potential and accelerate academic performance across our district. The work has just begun, and I am honored to lead the charge.

5. Create opportunities to listen to and engage a wide range of stakeholders, ensuring all voices are heard to build trust, understand the district comprehensively, and reignite excitement for the district’s mission, vision, and strategic plan.

Schools cannot do this work alone. I have enjoyed establishing working relationships and monthly and/or frequent meetings with the Durham Council of PTAs, Durham Advocates for Exceptional Children, Durham Association of Educators, as well as our Durham City and Durham County leaders. One-on-one meetings with the city and county managers have also been invaluable. Twoway, consistent communication must be maintained to support outcomes for our students.

Trust has been lost due to the salary and other challenges over the past year. In addition, there have been similar challenges that have further exacerbated trust with regard to Master’s pay promises. I am sometimes asked “What is the best thing about Durham Public Schools?”, and my honest answer is the people who make up DPS. Our staff are the magic makers. I have met some amazing educators who are in this district because they want to be here. However, it is our responsibility to keep them here. One way we do that is by improving school and workplace culture and climates and investing in them financially. We need competitive pay for our teachers.

We also must have competitive pay for our bus drivers, food service workers, maintenance employees, administrative assistants, instructional assistants, and custodians. We are DPS must be more than a hashtag. It must be our battle cry to attract, retain, and sustain our talented and dedicated staff.

Trust is built through action, accountability, and collaboration. My first 100 days have set the foundation for a school system that listens, values diverse perspectives, and remains steadfast in its commitment to equity, excellence, and student success. I am excited about what we will accomplish together—because when we unite behind a shared vision, our north star, there is no limit to what our students can achieve.

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Turning Insight Into Action As I conclude the initial phase of listening, learning, and assessing the landscape of Durham Public Schools, it is clear that we stand at a pivotal moment—one that demands strategic action to propel us forward. This entry plan has provided invaluable insights into our district’s strengths, challenges, and opportunities, all of which lay the foundation for the next steps we must take.

However, progress does not come from simply identifying a long list of initiatives. Instead, we must focus on a set of targeted, high-impact actions that align with our mission, vision and strategic plan while ensuring clarity and understanding across our school community.

The following are the most critical priorities that will shape the future of our district. They are designed to build upon our strengths, address urgent challenges, and position DPS as a leader in educational excellence. Most importantly, these steps will serve as a blueprint for how we move from insight to action—together.

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SUPERINTENDENT’S POST-ENTRY PLAN

Superintendent’s Immediate Priorities for Durham Public Schools (Based on Listening & Learning Session Feedback and First 100 Days Learnings)

Enhance Academic Excellence & Rigor We must have schools that challenge and inspire students through rigorous, engaging, and high-quality instruction that prepares them for college, careers, and lifelong success.

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Improve Professional Development for Educators: Provide ongoing meaningful training in instructional strategies, innovative teaching techniques, and teachers’ Depth of Knowledge (DOK) instruction.

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Enhance Literacy & Math Support: Implement targeted interventions and supports to boost proficiency levels, particularly in underperforming schools.

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Increase Dual Enrollment Access: Explore and strengthen partnerships with local colleges for expanded dual enrollment opportunities.

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Establish a District-wide Instructional Framework: Establish a structured guide to outline the expectations, strategies, and evidence-based practices for teaching and learning. This ensures a common language, set of expectations for teachers, and instructional practices align across classrooms, schools, and grade levels.

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Enhance the Alignment of Curriculum, Instruction, and Assessment: Conduct a comprehensive curriculum audit and systematic review of the district’s curriculum, instructional practices, and resource allocation to determine their effectiveness, alignment, and impact on student achievement. This will also assist with the Identification of gaps and redundancies and evaluate how funding, staffing, and materials are distributed to support curriculum, instruction, and assessment.

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Embrace Artificial Intelligence (AI): Establish an AI Task Force to explore the ethical use of Artificial Intelligence, developing policies, guidelines, and professional development opportunities to ensure AI enhances teaching, learning, and operational efficiency while maintaining equity and data privacy.

Support Teachers and Staff

We must have schools that invest in, support, and empower our teachers and staff with competitive pay, professional development, and the resources needed to excel in their roles.

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Compensation and Retention: Ensure fiscal responsibility and advocate for salary increases, focusing on teacher retention, bus drivers, and support staff.

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Professional Development Expansion: Provide targeted training on classroom management, mental health support, and culturally responsive teaching.

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Workload Reduction Strategies: Implement administrative support initiatives to reduce noninstructional burdens on teachers.

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Implement Differential Pay for Hard-to-Fill Positions: Offer enhanced competitive incentives for exceptional children teachers, teachers working in identified low-performing schools, and bus drivers.

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Advocate for Local and State Funding: Partner with city, county, and state officials to aggressively push for increased funding to sustain competitive salaries to include Master’s pay and increased supplements.

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Explore Housing & Cost-of-Living Support: Explore partnerships with local organizations to provide housing and childcare assistance for staff.

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Enhance Beginning Teacher Mentor Programs: Strengthen support, staffing, and mentorship for newly hired educators to improve support and retention rates.

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Promote a Positive Workplace Culture: Foster an environment where teachers and staff feel valued, heard, and supported.

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SUPERINTENDENT’S POST-ENTRY PLAN

Strengthen Instructional Leadership and Principal Support

We must have schools that cultivate strong instructional leadership by equipping principals with the training, mentorship, and resources needed to support teachers and drive student success.

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Empower Principals as Instructional Leaders: Focus on coaching, meaningful, differentiated professional learning, data-driven decision-making, and accountability with high support.

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Maximize Time for Instructional Leadership and Building Support: Decrease the amount of time principals and Instructional Coaches are out of their buildings.

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Enhance Central Services Support for School Leaders: Set the expectation that schools are the Central Service’s clients; develop and reinforce hospitality skills of Central Services staff; and communicate effectively with principals. Administer a survey to principals to provide feedback on support received from Central Services.

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Enhance Principal Pipeline Program: Strengthen leadership development opportunities for assistant principals to learn from various DPS departments and Principals. Establish an aspiring principal program that provides hands-on leadership training to instructional coaches and teacher leaders.

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Enhance District Operations: Develop and implement standard operating procedures across all departments and schools to ensure consistency, efficiency, and accountability, with a focus on aligning practices to district goals.

Address Discipline Concerns

We must have schools that foster a safe and supportive environment for all students, where discipline is approached with fairness, consistency, and a focus on growth and responsibility.

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Review and Revise the Student Code of Conduct and Disciplinary Policies: Conduct a comprehensive review of current Student Code of Conduct and disciplinary policies to ensure consistency and fairness across all schools. In addition, policies should be examined to ensure subjective language is removed to ensure that discipline outcomes are not predicated on race, exceptionality, gender, socioeconomic status, or other identities.

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Professional Development: Provide additional training for administrators and teachers on effective classroom management and engagement strategies, as well as restorative practices.

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Regular Accountability Checks: Set up a monitoring system to frequently track discipline data and address inconsistencies and disparities.

Rebuild Trust within the Community

We must have a school district that actively engages with the community, rebuilding trust through transparency and works collaboratively to ensure every student’s success and well-being.

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Superintendent’s Open Forum: Host quarterly town hall meetings to engage parents, teachers, and students directly in discussions about district challenges and solutions.

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Transparency Measures: Establish a publicly accessible dashboard that tracks progress on key district initiatives, including discipline enforcement, academic performance, and resource allocation.

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Parent/Family Advisory Council: Create a council with parent/family representatives and community members to provide ongoing feedback to district leadership.

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Recognize & Appreciate Staff Contributions: Implement intentional acts of appreciation, including frequent recognition programs for staff.

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Improve Communication and Timely Responses: Streamline communication with userfriendly platforms for accountability feedback.

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Strengthen Community Partnerships: Enhance collaborations with local businesses, universities, and nonprofits to bring additional resources to schools.

SUPERINTENDENT’S POST-ENTRY PLAN

Boost Communication

We must have a school district that prioritizes clear, consistent, and open communication with all stakeholders to ensure everyone is informed, heard, and involved in the educational process.

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Consistent Messaging: Standardize district-wide communication processes to ensure clear and timely updates on district decisions, finances, events, and safety measures. Conduct frequent meetings with all Central Services staff to keep them informed of district happenings.

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Technology Upgrade: Enhance the district’s website and DPS mobile app to streamline information sharing and as the central hub for announcements, calendars, and emergency alerts.

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Monthly Superintendent Updates: Send a monthly message from the Superintendent summarizing key developments, challenges, celebrations, and upcoming initiatives. Explore opportunities to begin a DPS Superintendent Podcast to further inform stakeholders.

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Expand Multilingual Outreach – DPS serves a diverse community, and we must ensure that language is never a barrier to engagement. Increasing the availability of various language translations for emails, newsletters, social media posts, board meetings and website content— along with hiring more bilingual staff—can help families stay informed and connected.

Bolster Exceptional Children Support

We must have a school district that provides comprehensive and compassionate support for exceptional children, ensuring they receive the resources and individualized care necessary to thrive academically and socially.

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Exceptional Children Audit: Conduct a comprehensive assessment of exceptional children services to identify gaps in service delivery model, staffing, resources, and training.

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Increase Training for Staff: Provide specialized training for teachers and support staff on effective IEP implementation and inclusive classroom strategies.

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Family Support Programs: Establish parent workshops to help families navigate exceptional children services and advocate for their children’s needs.

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Community Support Programs: Explore the implementation of Unified Sports and Including People Selflessly programs.

Improve School Facilities and Safety

We must have schools that provide safe, modern, and well-maintained facilities, ensuring students and staff have the optimal environment to learn, grow, and succeed.

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School Facility Assessment: Conduct a district-wide audit to identify urgent maintenance and safety issues.

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Security Enhancements: Advocate for increased funding for school safety, mental health resources, and emergency preparedness.

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Facility Repairs & Upgrades: Prioritize renovations for the most outdated schools with the most deferred maintenance, seeking additional funding if necessary. Allocate funding for HVAC, roof repairs, and classroom technology improvements.

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Expand Digital Access: Ensure all students and teachers have access to the most cutting-edge technology for learning and school safety.

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Long-Term Facility Planning: Develop a roadmap for school renovations and expansions to support growing enrollment.

Foster Student Well-Being and School Climate

We must create learning communities that support students holistically, meeting their social and emotional needs to ensure overall success.

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Expand Mental Health Support Services: Advocate for funding to hire more counselors, social workers, and psychologists to provide direct support to students in crisis. Partner with HEART to provide an additional layer of support to schools.

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Supports for Students: Implement student surveys to identify those who feel disconnected and create intentional plans to connect them with a trusted adult.

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SUPERINTENDENT’S POST-ENTRY PLAN

Fix Transportation Issues

We must have a school district that ensures reliable, efficient, and accessible transportation for all students so they can arrive at school on time and ready to learn.

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Route Optimization: Conduct a review of current bus routes to improve efficiency and reduce delays.

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Increase Staffing for Transportation: Address bus driver shortages through recruitment incentives and improved working conditions.

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Create a Culture to Sustain Staffing: Facilitate a Transportation Engagement Survey to identify and address key areas for retention.

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Expand Community Partnerships: Explore partnerships with community childcare agencies to expand before and after school care.

Increase Financial Transparency & Accountability We must have a school district that demonstrates financial transparency and accountability, ensuring that resources are used effectively to support student achievement and the overall success of the community.

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Equitable Resource Distribution: Conduct a budget review to ensure that all schools receive adequate and equitable funding, especially those with greater needs.

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Advocate for Increased State & Local Funding: Work with state and local officials to secure additional funding for critical areas such as salaries, safety, and academics.

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Leverage Community Voices: Mobilize parents and stakeholders to advocate for DPS needs at the local and state level.

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Ensure Transparency in Budgeting: Launch Dollars & Decisions series to show how funds are allocated and spent. Ensure spending decisions are guided by data, community input, and student impact.

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Launch a Public Finance Dashboard: Create an online platform that tracks how district funds are allocated and spent.

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Secure Additional Grants & Partnerships: Identify external funding sources, including federal grants and community-driven fundraising efforts.

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Conduct a Resource Allocation Review: Evaluate current spending and reallocate funds to priority areas based on student and staff needs.

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Streamline Financial Policies: Modernize outdated financial reporting systems to improve efficiency and clarity.

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Conduct a Program Effectiveness Review: Evaluate district programs to determine which initiatives are producing measurable results.

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Hold Leadership Accountable for Outcomes: Create a culture of accountability where decisions are guided by student success metrics.

Elevate Family Engagement & Partnerships We must have a school district that actively strengthens family engagement and partnerships, recognizing that collaboration between schools and families is essential to fostering student success and a supportive learning environment.

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Expand Parent Involvement Initiatives: Strengthen and expand PTA/PTOs and create new opportunities for family engagement in school decision-making. Continue frequent meetings with the Superintendent and parent organizations.

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Launch a Community-Based Fundraising Initiative: Explore grant opportunities, corporate sponsorships, and public-private partnerships.

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Improve Two-Way Communication: Create dedicated channels for parents and family members to communicate with schools and receive timely updates.

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Create Mentoring Opportunities: Develop partnerships with community members and organizations to provide at least one mentor for every DPS secondary student.

SUPERINTENDENT’S POST-ENTRY PLAN

Strengthen the Board Governance Team We must have a school district that strengthens its Board Governance Team by fostering collaboration, accountability, and a shared vision to effectively guide and support the district’s mission and goals.

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Engage in Transparent Communication: We must engage in transparent communication by consistently sharing important information, updates, and decisions with each other and all stakeholders in an open, honest, and timely manner.

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Build Mutual Trust Through Collaborative Decision-Making: We must foster mutual trust by involving each other in the decision-making process, actively listening to diverse perspectives, and ensuring that all decisions are made transparently and in the best interest of students.

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Keep the District’s Mission As Our North Star: We must ensure that all decisions, policies, and actions align with the core values and goals that prioritize student success and community well-being.

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Provide Professional Development Opportunities to Enhance Leadership and Governance Skills: We must engage in professional development opportunities to enhance our leadership skills by investing in ongoing training, mentorship, and learning experiences that strengthen our ability to effectively lead and support the district.

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Prioritize Open Dialogue with the Community: We must prioritize open dialogue with the community by actively seeking input, listening to concerns, and fostering ongoing conversations that ensure all voices are heard and valued in shaping the future of the district.

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Conduct Efficient and Effective Board Meetings: We must set clear agendas, stay focused on key priorities, remain student-focused, and foster a collaborative environment that encourages productive discussions and timely decision-making while also providing opportunities for students from the Superintendent’s Student Advisory Council to attend and engage in the conversation, offering valuable perspectives for the Board to consider in decision-making.

Intersection of Immediate Priorities and Strategic Goals My immediate priorities for Durham Public Schools were not developed in isolation. They are closely aligned with the district’s 2023-2028 Strategic Plan, which encourages unified work toward excellence for every student. Both call for enhancing academic achievement, ensuring safe and supportive schools, and increasing family and community connections.

Amendments to the Strategic Plan are forthcoming, and we will continue to execute upon the blueprint that has been drafted for our district for the next several years.

Collectively, this has become a cohesive plan that builds upon the district’s strengths while addressing its greatest current challenges that require immediate attention, with every initiative being strategically positioned to support students and propel DPS as a leader in educational excellence and become a place where we #ExpectExcellence.

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Durham Public Schools is at a turning point. We must take bold, immediate action to improve staff pay, modernize facilities, enhance transparency, and strengthen community partnerships. By working together, we can build a school system that supports our educators, empowers our students, and earns the trust of our families and stakeholders. This is our moment for change, and I am committed to leading with urgency and accountability.

Our schools must be safe, academically strong, and deeply connected to our community. We will take swift, intentional action to ensure safety, enhance learning opportunities, and rebuild trust with all stakeholders. Through collaboration, accountability, and strategic investment, Durham Public Schools will become the premier district our students and families deserve.

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511 Cleveland St. Durham, NC 27702 (919) 560-2000 www.dpsnc.net

Superintendent’s Post-Entry Plan Listening, learning, and leading with equity, trust, and collaboration.

Superintendent Anthony S. Lewis, Ph.D.