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Durham Public Schools PL
Welcome to the Durham Public Schools Professional Learning Schedule of Professional Learning! Here you will find a comprehensive list of PL sessions occurring throughout our district.

If you are looking for on-demand PL, click here to view the DPS Asynchronous PL Course Catalog.
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Wednesday, August 5
 

10:00am EDT

Session 2: Disaggregating Discipline Data for Equity (Data with Dignity: Using Equity-Centered Inquiry to Drive Change) | Facilitated by Student Support Services | Open District-Wide | https://t.ly/UwAIb
LIMITED
Wednesday August 5, 2026 10:00am - 12:00pm EDT
Limited Capacity seats available
Presenters: Iwinosa Idahor | [email protected] | Equity Affairs; Melissa Watson | [email protected] | Director of Student Alternatives & Supports
Location: https://t.ly/UwAIb
Description: This interactive session helps educators and school system leaders connect the dots between perception, policy, and place. Participants examine how their own mental models are shaped by broader social norms—and how those patterns influence who teaches, who learns, and who thrives. Using Educators Handbook and Panorama discipline dashboards, participants will surface patterns, question assumptions, and strengthen their ability to lead equity-centered, restorative change.
Subject Area(s): *None (Non-Instructional)
Topic(s): Culturally Responsive Practices, Social Emotional, Equity, Student-Centered Learning
Targeted Instructional Grades: *None (Non-Instructional), Leadership
Targeted Roles: All Roles (Non-Specific)
Wednesday August 5, 2026 10:00am - 12:00pm EDT
Online
  *None (Non-Instructional), Culturally Responsive Practices, Social Emotional, Equity, Student-Centered Learning
  • ONLINE MEETING URL https://t.ly/UwAIb
  • SESSION MATERIALS ❌ ERROR shortening URL. Please check this link: N/A and try again. (Request failed for https://t.ly returned code 422. Truncated server response: { "message": "Destination URL Not Allowed. Please email [email protected] if you have any questions."} (use muteHttpExceptions option to examine full response))
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