At Durham Nativity School…

We choose to be here because of the students and the mission:

While qualified educators and professionals have the opportunity to work at many schools, we are individuals who are specifically passionate about working with our young men. This is a unique and challenging environment. We need faculty and staff who are called and driven to make a difference in our students’ lives as they grow from boys to young men to adults on our twelve-year journey with them through middle school, high school, and college. We are here because we are excited about helping our students to dream big, strive to excel, never give up on achieving their academic goals, and empower them to make a difference in the world. They must be our “why” every single day. Everything we do breaks down barriers, creates opportunities, and fosters belonging to ensure all our young men reach their full potential. 

We believe in celebrating, uplifting, empowering, and amplifying our students: 

Our school is dedicated to fostering a culture of encouragement and high expectations.  

We expect faculty and staff to:

• Celebrate student achievements: Recognize and celebrate student accomplishments, both big and small. This helps to build confidence and motivation.
• Uplift student spirits: Create a positive and supportive environment where students feel valued and respected.
• Empower student voices: Encourage student participation and leadership opportunities. Help students develop their voices and feel confident advocating for themselves.
• Amplify student potential: Help students discover their strengths and talents. Provide opportunities for them to explore their interests and develop their passions.

By working together and following the expectations outlined in this document, we can create a school environment where our students feel empowered to reach their full potential.

Our faculty and staff prioritize… 

1. Understanding Boys:

• Understanding of brain development: Be familiar with middle school boys' unique learning styles and needs.
• Positive male role models: Provide positive male role models who can connect with students and challenge stereotypes.
• Differentiated instruction: Adapt instruction to address the different learning styles and needs of boys.
• Character development: Instill important values such as respect, responsibility, and integrity.

2. Academic Excellence:

• Strong pedagogy: Utilize engaging and effective teaching methods that cater to diverse learning styles.
• Data-driven instruction: Regularly assess student progress and adjust instruction based on individual needs.
• High expectations: Believe in the potential of all students and hold them to high academic standards.
• Culturally responsive teaching: Understand and value the students' backgrounds and experiences, incorporating them into the curriculum.

3. Social-Emotional Learning (SEL):

• Maslow before Bloom (Meet basic needs before learning): Recognize that students' basic needs (safety, food, belonging) must be met before they can focus on higher-level learning (analysis, evaluation, creation).
• Positive classroom environment: Create a safe and supportive space with restorative practices where students feel comfortable taking risks and learning from mistakes.
• Social-emotional development: Integrate SEL strategies to help students develop self-awareness, self-management, relationship skills, and responsible decision-making.
• Mentorship: Build strong relationships with students, acting as mentors and role models.
• Advocacy: Be an advocate for students' needs, working with families and the community to provide necessary support.
• Trauma-informed: Understand the potential impact of trauma on students' learning and behavior, and implement strategies that promote safety, trust, and regulation.
• Well-being: Prioritize students' and your own well-being by fostering a culture of self-care, mindfulness, and access to appropriate support systems.

4. Collaboration and Community:

• Collaboration with colleagues: Work effectively as a team to share best practices and support student success.
• Family engagement: Actively engage with families and build strong partnerships to support student learning at home and school.
• Community connections: Develop relationships with community organizations and businesses to provide students with enrichment opportunities and exposure to potential career paths.
• Commitment to an equitable learning environment: Be committed to creating an equitable learning environment where all students have the opportunity to succeed, regardless of background.

5. Continuous Improvement:

• Lifelong learning: Be committed to professional development and staying current with best practices in middle school education and working with low-income students.
• Self-reflection: Regularly reflect on teaching practices and seek feedback to continuously improve.
• Data analysis: Use data to improve and make data-driven decisions.
• Adaptability: Be flexible and willing to adapt to the changing needs of students and the school community.
• Humble: Approach your work with humility, recognizing that there is always more to learn and that collaboration and different perspectives enrich our understanding and practice. Be open to feedback and willing to acknowledge mistakes as opportunities for growth. Value the contributions of colleagues, students, and families.

6. Presence and Continuity:

• High expectations for attendance: We expect our faculty and staff to set an example for our students by being on time and adhering to leave allowance. Punctuality and high attendance are essential for creating a stable and predictable learning environment for our students.
• Clear and proactive communication: Clear and proactive communication is essential for building strong partnerships between home and school. We value open and honest dialogue with our students, families, and staff members. By sharing information and expectations clearly, we create a supportive environment where everyone feels informed and involved in our students’ success.