Learning from Those Who Lead Our Schools

Right now, schools across our area are working hard to recruit strong, well-prepared teachers, and new teachers often have many options when deciding where to begin their careers. Graduates from local programs like Duke’s master of arts in teaching (M.A.T.) can choose between charter schools, neighboring districts, or public schools right here in Durham. Durham Public Schools (DPS) is home to many incredible schools doing meaningful work for a diverse range of students. Still, factors like pay differences across districts or smaller class sizes elsewhere can make the choice of where to work feel complicated for early-career teachers.

Dr. Caitlin Donovan (assistant director of the M.A.T. program) and I are strong believers in Durham Public Schools and want more Duke M.A.T. students to feel excited and confident about working in the district. With that goal in mind, we hosted a principals panel to connect M.A.T. students directly with school leaders from DPS. The purpose of the panel was simple: give students the chance to hear directly from school leaders and learn what teaching in DPS can really look like. With the support of the Duke Graduate School Professional Development Grant, we were able to invite five principals from a variety of DPS schools.

Panelists, who included Don Jones of Durham School of the Arts down the road, Susan Taylor of Jordan High School, Lamonte Dixon of Hillside High School, and Brandon Hodges of Southern High School, answered both pre-prepared questions and on-the-spot questions from M.A.T. students about professional expectations, school culture, and tips for a successful first year. This format allowed for honest conversation about school culture, leadership, and what principals are truly looking for in new teachers.

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Throughout the panel, students asked thoughtful questions they might not typically have the chance to ask during a job interview. Principals shared stories about their schools, highlighted the strengths of their staff, and offered practical insight into the “dos” and “don’ts” of the profession.

As an M.A.T. student myself, I can confidently say this was one of the most valuable panels I have ever attended. My peers and I filled pages of notes as principals shared advice that felt both realistic and encouraging. The panel provided meaningful insight not only for those of us hoping to teach in DPS, but also for those planning to build long, sustainable careers in the classroom.

After the panel, M.A.T. students shared a meal with the principals, creating space for more informal conversation. This time allowed principals to get to know students more personally and learn what they value in a future school community. For students planning to teach in DPS, these connections offered an early opportunity to build relationships and get a feel for school culture, while those considering teaching out of state still benefited from the chance to practice networking and learn from experienced school leaders.

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Once hands had been shaken, résumés exchanged, and the principals headed out, there was a shared sense that the experience had been something special. Alexa Epstein, a future science teacher, said, “Hearing directly from principals in the Durham Public School district helped both prepare me for what is important in an interview and learn more about what is done on the administrative side of a school. I truly enjoyed getting sincere advice from individuals who have been in education for years.”

Another M.A.T. student, Geneva Sovinec, reflected on how impactful it was to hear directly from a school leader: “I really enjoyed listening to Jordan High School’s principal, Ms. Taylor, when she gave her honest opinion about what she looks for in incoming first-year teachers. It gave me a lot of perspective for what I should be prioritizing as I step into my career, ultimately shaping how I approach interviews and curriculum planning.” 

Panels like this one do more than support students in the moment: they shape the way future educators approach their careers. By creating space for authentic conversation, relationship-building, and reflection, this experience helped M.A.T. students feel more prepared, more confident, and more connected to the communities they hope to serve. The lessons shared by DPS principals will continue to influence how we approach interviews, curriculum planning, and collaboration long after this panel.

We are incredibly grateful for the funding from The Graduate School that made this experience possible; it directly supported meaningful connections between future teachers and local school leaders, reinforcing Duke’s commitment to strong community partnerships and public education. We are excited to continue the work of this grant with our alumni-centered mock interview day and first-year success workshop later in the semester. Because of this opportunity, Duke M.A.T. students are better equipped to enter classrooms with clarity, purpose, and a deeper understanding of what it means to teach (and stay) in Durham Public Schools and beyond. 

Author

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Lauren Lucas

Master’s student, Master of Arts in Teaching

Lauren Lucas is currently a Master of Arts in Teaching student at Duke University, specializing in secondary science education. She is a graduate of Belmont University, where she earned a degree in biology with an emphasis in ecology and biodiversity. She is currently a student teacher who is passionate about making science meaningful, engaging, and accessible for all students. Lauren is especially interested in helping students connect scientific concepts to real-world issues right here in Durham. She values collaborative learning and strives to create a classroom where curiosity and inquiry drive the learning process. Lauren is excited to continue growing as an educator and inspiring the next generation of scientists.