Jahara Davis
Jahara Davis is an innovative K-12 educational leader and the founding Assistant Principal of Durham Early College of Health Sciences (DECHS). A proud “Double Eagle” graduate of North Carolina Central University, she holds an undergraduate degree in English Literature and master’s degrees in education and school administration.
Davis brings extensive experience as a reward winning teacher, including DPS Teacher of the Year, Principal Intern, and community advocate, with a proven track record of creating student-centered programs, building school culture, and forging strong partnerships with universities, health organizations, and local leaders.
Known for her creativity, entrepreneurial spirit, and commitment to equity, she has spearheaded initiatives ranging from culturally responsive curriculum development to staff and student recognition programs, always emphasizing collaboration, academic excellence, and holistic student growth.
Beyond her professional role, Davis is deeply family-oriented and draws inspiration from her personal journey as a mother, mentor, and advocate for the next generation of leaders.
Building Bridges: Engaging K–5 Students with Confidence and Care
Join Vice Principal Davis for an interactive training designed for scholars in Partners for Success (PFS), America Reads/America Counts (ARAC), and Leap2School (L2S). This session equips tutors with practical tools to:
- Build meaningful connections with K–5 students through curiosity, encouragement, and trust.
- Demonstrate professionalism and initiative while supporting teachers in the classroom.
- Make reading fun and accessible by using simple, student-centered literacy strategies.
Through role-play, scenario practice, and hands-on activities, scholars will leave prepared to inspire young learners, foster confidence, and create joyful experiences around reading and learning.”
Foundations of Engagement
Isabella Dearing
Foundations of Engagement is a set of modules developed through a cross-campus collaboration which provides an opportunity to explore essential questions related to community engagement. In this introductory session, we address topics of identity and positionality, power and partnerships, and root cause analysis. This training is offered through the Duke Office of Civic Engagement, part of the Duke Office of Durham and Community Affairs.
Middle School Math
Middle School Development
Luke Carman
Director of Community Schools Partnerships/ Durham County Lead – Student U
Using Math Modules K-2
Using Math Modules 3-5
Stephanie Brock
Curriculum Specialist-Math-K-5
Stephanie Brock is a dedicated elementary math specialist with over 20 years of teaching experience in North Carolina. She is passionate about supporting students, teachers, and school leaders through evidence-based instructional strategies, professional learning, and a focus on equity in mathematics. Stephanie’s work centers on helping all learners build confidence and success in math while fostering strong professional learning communities across schools.
English Language Learners
Alaina Burr
Assistant Principal – Durham School of the Arts
Alaina Burr is the Assistant Principal of Durham School of the Arts. She is a NC native with 19 years’ experience in education. During her years as an ESL teacher, she provided instruction in all core content areas before becoming a Teaching and Learning Coach to support in-person and virtual instruction.
This session will focus on creating welcoming spaces for English language learners, best practices for language learning, and how students demonstrate language mastery in listening, speaking, reading, and writing to achieve academic success.
Racial Equity
Iwinosa Idahor
Executive Director of Equity Affairs and Program Evaluation – Durham Public Schools
This session will focus on providing students with an overview of the importance of understanding and advancing equitable educational experiences for students from historically marginalized groups. This learning opportunity will be facilitated through an engaging look at data and an exploration of our own positionality, discussing the potential impact on students.
