Durham Public Schools Teachers embrace opportunities to make a change

This article was written for our sponsor, Durham Public Schools

An alumnus of Durham Public Schools, William Hill never imagined that he’d be named the district’s Teacher of the Year for 2022.

"I still wake up in shock that I was awarded this great honor," said Hill. "Throughout my career, I have been in awe of the teachers who preceded me in this role. To receive it myself has been a humbling experience."

Hill is in his seventh year of teaching English language arts and social studies to middle schoolers. He has found the role to be multifaceted, with the emotional aspect of teaching becoming more central in recent years.

"Dealing with the collective trauma of a pandemic on top of the emotions stemming from other existing social issues and life itself has really brought students' — and our own — social-emotional needs further into the forefront," he said.

Fortunately, the DPS slogan of "you belong here" encourages students and teachers to be themselves, and Hill has felt that from day one "without question," he said.

"Any of my past or present students and colleagues would tell you that I am definitely a character, and I have never felt that my personality was stifled as a DPS teacher," he said. "Authenticity is a key element of teaching. Students can sense when the adults in their lives are not being real, and that puts up a wall that endangers the effectiveness of instruction. Being yourself leads to real connections. Real connections lead to real learning."

Fellow teacher Lauren Casteen agrees that the district encourages authenticity, along with teacher leadership and creativity.

"We are encouraged to try new things," said Casteen. "At my school, if I want to try something or look into an opportunity for my students, even if it's something that hasn't been done, my administration is supportive and often even helps me find sources of funding and other resources if needed."

In her 10 years of teaching, Casteen has worked for other school systems. The contrast between teachers having to hide their identities at other districts and being empowered to teach at DPS as they see fit, within state standards, makes a big difference.

"I collaborate formally and informally with other world history teachers at my school about how best to teach and assess our content," she said. "My current principal let me paint my classroom purple and dye my hair pink because he understands that those things don't make me less professional — in fact, being unapologetically weird makes it safe for my students to do the same."

In addition to teaching world history and psychology, Casteen took over the yearbook program at her school mid-pandemic and turned it around.

"[The yearbook and] I were featured by both our yearbook publisher and DPS because of how I've revamped the yearbook to make it more equitable," she said. "I wouldn't have been able to do that without the support of my administration and district."

That support and the opportunities at DPS are the reasons Hill said he has grown as a teacher.

"In the six relatively short years since that first year, I have had the opportunity to sit on committees, co-lead professional development sessions, add certifications to my teaching license — the list goes on," he said.

If you would like to work in an environment that encourages growth, leadership, and authenticity, DPS is hiring teachers, after-school care workers, and bus drivers. The key to teaching at DPS, or anywhere, is to love not only the subject but the kids, said Casteen.

"They don't need saving," she said. "They don't need managing or controlling. They need respect and connection — and then for you to teach them some stuff. If you love the kids, they'll love you back, and all the work will be totally worth it."

This article was written for our sponsor, Durham Public Schools