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2016-2017 Durham Public Schools High School English Instructional Focus

Durham Public Schools high school English teachers are expected to support the academic growth by engaging students in

1. increasingly fluent use of morphology for advanced word attack, deep understanding of texts, and rigorous text analysis.

2. purposeful interaction with texts which represent a rich diversity of voice, experience, perspective, ethnicity, and genre.

3. close critical reading of a variety of appropriately complex texts.

Durham Public Schools high school English teachers will have access to high quality professional development, ongoing support, and classroom coaching to learn about, collaborate, practice and reflect on classroom instruction, collaboration, and current issues in education.

Durham Public Schools

High School English Mission Statement & Program Philosophy

Through an integrated study of reading, writing, listening, and speaking, the goal of English language arts education is to prepare students to be strategic consumers and producers of information and literature as scholars, employees and citizens, acquiring the necessary knowledge, skills, and habits of mind to become lifelong learners and thinkers.

English language arts courses provide learning opportunities to build students’ ability to transfer their classroom learning as critical thinkers and effective communicators. A standards based English language arts curriculum provides an instructional framework that guides teachers and administrators as they plan, implement, and support meaningful literacy instruction.

Program Beliefs
To support our mission, we accept the following beliefs to guide our professional learning, planning, implementation and professional reflection.
· All students learn through a variety of relevant experiences.
· Research shows that active learning is essential.
· Instruction should be rigorous yet scaffolded to respond to student needs.
· Students must be prepared to thrive with flexibility and creativity for a future not yet
· Cultural perspective is a key component in all communication.
· Assessment should be ongoing, diagnostic, and aligned with instruction.
· Meaningful writing and reading habits are essential to literacy.