Alabama Torchbearer Schools--Cited by Tony Thacker

ALABAMA STATE BOARD OF EDUCATION

Governor Bob Riley

President of the State Board of Education

District

1 Mr. Randy McKinney, President Pro Tem

2 Mrs. Betty Peters

3 Mrs. Stephanie W. Bell

4 Dr. Ethel H. Hall, Vice President Emerita

5 Mrs. Ella B. Bell

6 Mr. David F. Byers, Jr.

7 Mrs. Sandra Ray, Vice President

8 Dr. Mary Jane Caylor

State Superintendent of Education

Joseph B. Morton

Secretary and Executive Officer

Alabama Department of Education, Joseph B. Morton, State Superintendent of Education January 2006

No person shall be denied employment, be excluded from participation in, be denied the benefits of, or be subjected to discrimination in any program or activity on the basis ofd i s a b i l i t y, sex, race, religion, national origin, color, or age. Ref: Sec. 1983, Civil Rights Act, 42 U.S.C.; Title VI and VII, Civil Rights Act of 1964; Rehabilitation Act of 1973, Sec.504; Age Discrimination in Employment Act; Equal Pay Act of 1963; Title IX of the Education Amendment of 1972: Title IX Coordinator, P.O. Box 302101, Montgomery,Alabama 36130-2101 or call (334) 242-8444.

ALABAMA TORCHBEARER SCHOOLS - Lighting the Way to Student Achievementi

TABLE OF CONTENTS

Alabama Leadership Academy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .iiForeword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .iv

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .vTable 1: 2004-2005 Torchbearer Schools Statistics . . . . . . . . . . . . . . . . . . . . . . .vi

Torchbearer Schools: Introduction to Shared Core Values . . . . . . . . . . . . . . . . . .1AutonomyGoalsFacultyLeadershipAssessment and AchievementCulture and Climate

Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Consistency of EffortPurity of Purpose

Asbury School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Calcedeaver Elementary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Dutton Elementary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Foley Intermediate School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11W. C. Griggs Elementary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Highland Elementary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Highland Avenue Elementary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14Huxford Elementary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Maryvale Elementary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16Midland City Elementary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17Saint Elmo Elementary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18Western Heights Elementary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19West Jasper Elementary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Appendix A: Principal Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21Appendix B: Survey Quantitative Statistical Analysis . . . . . . . . . . . . . . . . . . . .24Appendix C: Qualitative Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

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ALABAMA LEADERSHIP ACADEMY 2004-2005iv

FOREWORD

The schools highlighted by the Torchbearer Schools Program are examples of the kind of positiveenvironments that principals, faculties, and staffs can create when they view the profession in a purelyselfless fashion. To be an educator is to be a part of a profession that is equal parts science and art. Manyare quite adept at the scientific facets of the job, but the art of teaching can only be mastered by those whotruly care for children. The Torchbearer Schools excel because they are staffed with administrators andteachers who not only understand the science, but also embrace the art of teaching. Those same facultymembers made it difficult to determine the reason for the success of the schools. In every case, theprincipals inevitably stated that the faculty and staff were the primary reason for any success that hadoccurred. Each faculty was equally as adamant that success would have been impossible without thesupport and guidance of their principal. Furthermore, no one at the schools sees what they are doing asparticularly out of the ordinary. In their minds they are simply doing their jobs. However, they do so ina manner that somehow inspires and empowers their students.

It was a privilege and a pleasure to visit the Torchbearer Schools and speak with their principals,faculties, and students. Their professional attitudes and consistently upbeat approaches were infectious.It is the aim of this publication to convey at least a small portion of what makes these schools special.For more information about the Torchbearer Schools, please feel free to contact Dr. Tony Thacker of theAlabama Leadership Academy by telephone at 334-353-4810 or by e-mail at [email protected].

INTRODUCTION

Read 10 good articles describing 10 “effective” schools and you will have read little about effectiveprograms and a great deal about effective people. These schools “work” because the people drivingthem are able. Nothing else, ultimately, is very important.

- Theodore R. Sizer, Founder, Coalition of Essential Schools

In December 2004 the Alabama Leadership Academy at the State Department of Educationconducted a study of the book No Excuses: 21 Lessons from High-Performing, High-Poverty Schools bySamuel Casey-Carter. The book contains both general research concerning raising achievement levels inschools with high-poverty student populations and specific methods used by the 21 schools highlighted.The schools highlighted clearly illustrate that dedicated professionals can make any school successful.However, many of the schools in the book are charter schools, private schools, or magnet schools and noneare located in Alabama. The implication to many who attended the book study was that Alabama had nohigh-poverty, high-performing public schools. The reality was that the work had simply never been doneto identify and recognize such schools.

The Torchbearer Schools Program was created to recognize high-poverty, high-performing publicschools in Alabama. To have been considered for recognition, schools must have met the following threecriteria:

1. At least 70% of the student population receiving free/reduced meals.2. Scored above the 50th percentile in all subjects at all grade levels on the Stanford

Achievement Test (SAT10) or the Alabama High School Graduation Exam (AHSGE).3. Have at least 66% of their students scoring at Level 3 or Level 4 on the Alabama Reading

and Math Test (ARMT).Thirteen schools met all three criteria and were recognized by the State Department of Education asTorchbearer Schools. Those schools and the scores utilized to determine them can be found in Table 1.

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ALABAMA LEADERSHIP ACADEMY 2004-2005vi

Table 12004-2005 Torchbearer Schools

SAT 10 ARMT Level 3/4

School Name System Free/Red Minority Reading Math Language Reading Math

Calcedeaver Elementary Mobile Co. 95.5% 91.4% 53.3 58.7 59.7 87.04% 68.52%

Maryvale Elementary Mobile Co. 94.4% 99.2% 53 65 62.7 85.23% 87.64%

West Jasper Elementary Jasper City 87.2% 53.2% 59 71.3 62.6 97.3% 94.6%

Highland Avenue Elementary Montgomery Co. 86.6% 81.2% 57.8 54.5 61.8 93.92% 78.38%

Huxford Elementary Escambia Co. 76.7% 44.8% 51.8 64.3 63.5 85.53% 88.4%

Midland City Elementary Dale County 76.4% 26.1% 50.4 54.7 53.3 81.08% 86.12%

Asbury School Marshall Co. 74.6% 12.2% 55.3 57.3 61.3 82.93% 86.12%

Foley Intermediate Baldwin Co. 72.5% 44.3% 50.3 50.3 51.3 87.5% 66.66%

Western Heights Elementary Eufaula City 72.5% 49.8% 54 55.3 56 85.72% 79.52%

Dutton Elementary Jackson Co. 72% 15.7% 57 61.3 53.7 89.91% 67.70%

Highland Elementary Etowah Co. 71.8% 0.0% 58.8 50.2 58.5 89.91% 70.39%

Saint Elmo Elementary Mobile Co. 70.2% 13.7% 53 54.3 50.2 83.51% 87.5%

W.C. Griggs Elementary Mobile Co. 70.2% 14.2% 58.7 65.7 62 89.89% 85.39%

The 13 principals of the Torchbearer Schools were asked to complete a survey (Appendix A) abouttheir school, and the answers supplied by the principals were entered into the statistical software (SPSS11.0) to determine means, standard errors, and variances (Appendix B). Principals were also offered anopportunity to supply additional information as needed. A compilation of their qualitative answers can befound in Appendix C.

Site visits were made to further discern why Torchbearer Schools were successful when otherschools with similar demographics had been less so. The site visits were invaluable. All 13 schools hadseveral traits in common. The most striking commonality was children who were excited about learning.However, each school also had distinctive characteristics that made them unique. All Torchbearer Schoolswere excellent in their own way and all exemplify what is possible when a group of individuals truly believesthat “what is” is never as good as “what could be.”

The remainder of this text is in two sections. The first section addresses characteristics that all 13schools have in common. The premise is that characteristics present in all 13 schools identified could, byextension, be applied to other schools resulting in similar success. Data from the Principal Survey was usedto reinforce the presence of the similarities discussed in this section. The second section consists of a briefsynopsis of each school and the characteristics that makes it special. Taken together, the two sections aremeant to accurately depict the culture and climate found in each of the schools discussed. As such, thetwo sections combined rightfully constitute a celebration of 13 schools that represent the many faces ofeducational excellence.

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TORCHBEARER SCHOOLS

Introduction to Shared Core Values

What the best and wisest parent wants for his own child, that must a democracy want for all itschildren. Anything less is a diminution of the society.

- John Dewey, Author, Democracy and Education

All schools should be the kind of place that anyp a rent would choose to have his/her children attend.Unfortunately, all schools are not such places. TorchbearerSchools are. Though their excellence is, in part, the productof exceptional attitudes, it is equally dependent on theprocesses that allowed those attitudes to develop. Each of theschools is unique, but they do share commonalities.

It was assumed that site visits to the 13 TorchbearerSchools would reveal similarities in approach and attitudeand that proved to be true. Ho wever, the most strikingsimilarity found at all of the schools was their completecommitment to the educational process and the well-being oftheir children. That commitment is exemplified by the verysimple motto of Dutton Elementary School, “Where LearningMatters.” It is the foundation of this school’s continual searchfor improvement and it drives the staff and faculty as well as

the students. Their commitment to improvement, and toeach other, is apparent in all Torchbearer Schools, and itcontinually draws the faculties together. Though it will bediscussed in greater detail in the Faculty section, now is anappropriate time to point out that all 13 principals of theTorchbearer Schools used the term “family” or “extendedfamily” at some point when discussing their schools. In fact,at Huxford Elementary School, the principal told every classand every teacher how deeply she cared for them. Such asense of community and shared responsibility was palpable inall Torchbearer Schools, and the benefits of such an attitudewere evident wherever one looked. The remainder of thissection presents a brief overview of several of the processesand methodologies common to all of the To rc h b e a re rSchools.

Autonomy

Everything that is really great and inspiring is created by the individual who is allowed tolabor in freedom. - Albert Einstein

One of the key privileges afforded to theTorchbearer principals is freedom, particularly the freedomto make instructional decisions in their schools. In thesurvey distributed to each of the principals, the mean scorefor Question 3, “I am allowed to make instru c t i o n a limprovement decisions,” was 3.92. The answers to Question5, “Central office staff members support my decisions,”yielded a similar statistic. The strength of the agreement inthe answers to both questions indicates that principals ofTorchbearer Schools enjoy a degree of autonomy that allowsthem to address student achievement issues specific to theirschool. Couple that autonomy with shared leadership, aprocess used extensively in Torchbearer Schools, and theresult is schools in which student achievement decisions arehighly influenced by the adults with the most knowledge ofthe challenges present…the teachers. It is not surprising thatTorchbearer Schools do a superlative job of addressing

existing problems; however, the autonomy afforded themalso allows them to proactively address future problemsmuch more effectively.

The autonomy enjoyed by the Torchbearer Schoolswas most often earned as opposed to freely given. However,the autonomy afforded these schools was provided because itwas both deserved and, in most instances, persistentlysolicited. Nine of the 13 Torchbearer principals were clear intheir belief that the changes that led to their schools’ successoften re q u i red strong stances with both faculty andimmediate supervisors. A group of teachers from AsburySchool went so far as to state, “We are a strong faculty who cando what we do because we know our principal will fight for thisschool and will fight for us if he knows we are right. Thatobligates us to do what is right because then we know he has our back.”

ALABAMA TORCHBEARER SCHOOLS - Lighting the Way to Student Achievement

Goals

In regard to the growth of the mind, we should set our goals very, very high, because we know thatmost people are capable of much more than they do or are.

- Seymor B. Sarason, Yale University

When walking through the 13 Torchbearer Schoolsit is apparent that the expectations for all students are veryhigh. However, high expectations do not set TorchbearerSchools apart from many schools that do not experiencesimilar levels of success. What does set them apart is that thegoals in To rc h b e a rer Schools are both tangible andmeasurable. In the survey instrument completed by theprincipals, eve ry principal strongly agreed with thestatement, “The goals of the school are tangible andmeasurable.” The goals of Torchbearer Schools are objectiveand specifically measurable because they are used to appraisethe schools’ progress. Where many schools have goals suchas seeking to “m a x i m i ze the learning potential of allstudents,” which is a laudable objective but one that ispatently immeasurable, To rc h b e a rer Schools strive toimprove certain skills, by certain percentages, in specificperiods of time. Such goals allow them opportunities tocelebrate successes, which they do often, or objectively assess

where they have failed and chart a new course.In addition, the goals of Torchbearer Schools are

discussed freely within the faculty and with the students.John Bell, Coordinator of the Alabama LeadershipAcademy, recounts a statement made by a principal in astruggling school when asked if she discussed test resultswith her students. Her answer was, “No, I do not want tohurt the children’s feelings.” Such an attitude clearlyoverlooks the truth of the matter—the students alreadyknow how they are doing on achievement tests and alreadyknow whether or not they are reaching the goals of theschool. To not discuss them openly and honestly with thestudent body does the students a disservice andcompromises the faculty’s credibility with their students.The Torchbearer Schools clearly communicate school goals,more often than not have them posted in hallways andclassrooms, and use any progress towards their goals asmotivation for further improvement.

Faculty

Teachers who chose the path of teacher leadership become owners and investors in their schools,rather than mere tenants.

- Roland S. Barth, Founder, Harvard Principal Center

If one thing sets the Torchbearer Schools apart fromother schools, it is the strength and commitment of theirfaculties. Such a statement is not meant to shed a less thanfavorable light on other faculties, but simply to point out thedifference that an energetic and committed faculty can makein the lives of children. Every Torchbearer principal praisedhis/her school’s faculty and staff. Each emphasized that thesuccess of the school was directly attributable to thepersonnel within it. Each also emphasized that his/herfaculties were filled with leaders who saw ALL students asTHEIR students and who sought to work with otherteachers to benefit everyone. Such individuals truly takeownership in the educational process.

At Dutton Elementary School, the staffwas described as “a dedicated group of professionalswho love what they do and are willing to go above and

beyond the norm to ensure that every child is successful.” AtHighland Avenue Elementary School the principal describedher staff as “spectacular” and “inspirational.” At MidlandCity Elementary School the principal stated that their successwas entirely a byproduct of a dedicated and caring staff. Shementioned that all but two staff members drove 30 or moreminutes to attend a non-paid SATURDAY workshop theweek before. In every instance the principals stated that theirfaculties were enthusiastic about teaching children and eachalso said that their faculties were constantly looking for bettermethods of teaching children.

Such statements speak to the importance of anexemplary faculty to the success of Torchbearer Schools.However, they also speak to the importance of a leader whorecognizes and celebrates excellence in the development ofsuch exemplary faculties.

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ALABAMA LEADERSHIP ACADEMY 2004-2005

In addition to their shared excellence, each of theTorchbearer Schools also reported that it experiences verylittle turnover in its staffs. However, both the principals andthe staff members interviewed felt that the turnover that hado c c u r red had been mostly positive. At Calcedeave rElementary School it was stated that “people leave if theydon’t fit in and people don’t fit in if they are not completelydevoted to the students.” At Foley Intermediate School thefaculty made it extremely clear that, “they work very hardtogether and they make teachers who are unwilling to work

uncomfortable to the point that they leave on their own.”At W.C. Griggs Elementary School two staff membersindicated that “teachers who are uncomfortable with datal e a ve and find employment elsew h e re.” At Hi g h l a n dAvenue Elementary School the faculty is a devoted group ofprofessionals that “do not accept anything less than excellencefrom each other. People leave who cannot live up to thatstandard.” Holding self and others to a shared standard ofexcellence is the true mark of professionals. The staff andfaculties of the Torchbearer Schools are indeed professionals.

Leadership

The principals of tomorrow’s schools must be instructional leaders who possess the requisite skills,capacities, and commitment to lead the accountability parade, not follow it. Excellence in schoolleadership should be recognized as the most important component of school reform. Withoutleadership, the chances for systemic improvement in teaching and learning are nil.

- Gerald N. Tirozzi, Executive Director, NASSP

The faculties of the Torchbearer Schools are allexamples of excellence. The same can be said for the leadersof the schools. Though the Torchbearer principals areextremely effective, each accomplishes tasks in his/her ownunique way. Teachers say that Terri Tomlinson, the formerprincipal of Maryvale Elementary School, appears to be thehappiest when she is teaching students or faculty somethingnew that she has learned. She called herself the ChiefLearning Officer. At Midland City Elementary School theprincipal is in every classroom on a daily basis, and teachersstated that she often participates in the teaching of lessons.At Highland Avenue Elementary School the principal wasdescribed as a “dynamo” by her staff and was lauded foralways trying to find new ways to get better. At HuxfordElementary School the principal runs the school as anextended family and because of that the staff and students areextremely close and extremely loyal to one another. AtHighland Elementary School the principal was described byher teachers as the “stern grandmotherly type who loveseveryone implicitly but does not put up with anything that

might hurt her kids.” At Dutton Elementary School theprincipal stated that you either lead, follow, or get out of theway and he had “done all three because his faculty is muchsmarter than he.” However, his faculty was unanimous intheir praise of him. At W.C. Griggs Elementary School theprincipal is the ultimate technician who is supre m e l yproficient and knowledgeable about assessments and theachievement level of her students. The principal at WestJasper Elementary School very accurately described himselfas the #1 Cheerleader.

Each of these leaders is different in approach, buteach is similar in accomplishments. In addition, all are veryhumble when asked to talk about themselves. Because theyare very self-aware and do not try to be anything that they arenot, these leaders do not see what they do as particularlyspecial. It is apparent that such an attitude, and their abilityto lead in a manner that is consistent and transparent, is whatengenders such strong loyalty from their staffs. Theirconsistency and their honesty are the keys to their success asleaders.

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Student achievement should be what drives allschools, and it plays a major role in what occurs atTorchbearer Schools. To determine how effectively they area d d ressing student needs, To rc h b e a rer Schools utilizestudent assessment extensively. Every principal surveyedstrongly agreed with Question 19, “Our students’ academicprogress is assessed on a regular basis,” and Question 21,“Testing is used as a diagnostic tool for improvement in myschool.” T h e re was also ve ry strong agreement withQuestion 22, “Student testing reveals teaching proficiency aswell as student knowledge,” and Question 23, “Asi n s t ructional leader, I personally insure that students areregularly tested.” The answers given in the section of thesurvey dealing with Assessment/Achievement indicated thatall To rc h b e a rer Schools rely heavily on assessment todetermine student achievement and to drive studentinstruction. What differentiates the Torchbearer Schoolsfrom many others is the amount of time they spendanalyzing their assessment data and the extent to which theydiscuss that data with their students.

At Western Heights El e m e n t a ry School theprincipal stated that, “Because of the amount of analysis ofstudent data that we do our teachers can allow their students toguide the instruction because it is based on student needs.” AtSt. Elmo Elementary School not only is the school involvedin “systematic, job-imbedded training that includes regularlyscheduled data meetings,” the “teachers are required to keepprogress monitoring booklets on each student.” Grade-leveland staff meetings held solely for the purpose of discussingstudent data are a common occurrence in TorchbearerSchools. The principals at West Jasper El e m e n t a ry,C a l c e d e a ver El e m e n t a ry, Highland Avenue El e m e n t a ry,Western Heights Elementary, W.C. Griggs Elementary, SaintElmo El e m e n t a ry, Ma ry vale El e m e n t a ry, Du t t o n

Elementary, and Foley Intermediate Schools were all explicitin their praise of the work that their faculties do in suchmeetings and the importance of the information garneredfrom looking at their data. Simply put, the extensive analysisof student achievement data conducted by faculties atTorchbearer Schools allows them to make decisions thatimpact instruction from a position of knowledge rather thana position of ignorance.

The importance placed on student achievementby Torchbearer Schools manifests itself in several interestingways at those schools. At all of the schools, the majority ofthe bulletin boards are devoted to student achievement andassessment data. At six of the schools, EVERY bulletin boardis devoted to student achievement. The overriding effect ofthe bulletin boards is that no matter where one walks in oneof these schools there is never a doubt about the importanceof student achievement.

Though the bulletin boards are a stro n gindication of the importance that is placed on studentachievement in these schools, there are many other indicatorsas well. At W.C. Griggs Elementary School every grade bookhas a copy of semester objectives laminated to the bottom ofeach page. Each assignment and test must list the objectiveit addresses. When a class goes to the library or the computerlab at Calcedeaver Elementary School that teacher pulls instudents from another class for remediation, effective l ydoubling the amount of remediation that some studentsreceive. Whenever students are standing in line at HuxfordElementary School, be it in the hallway waiting to use therestroom or in the cafeteria, they always have a library bookin hand and spend that time reading. At all of the schoolsthe library was a focus of activity and learning was theoverriding issue.

Assessment and Achievement

Where assessment is educative, we hear classroom and hallway conversations that are differentthan those heard in schools that use traditional assessment methods. Students are no longer askingteachers, “Is that what you want?” or “Is this going to be on the test?” Instead, learning goals andstandards are so clearly spelled out that students understand what they are expected to learn.Moreover, these goals and standards are spelled out in terms of performance so that students knowhow they are expected to demonstrate their learning.

- Grant P. Wiggins, Co-Founder, Center on Learning, Assessment and School Culture


Culture and Climate

What does it mean to “eradicate illiteracy?” It gives the impression of pulling out bad weeds. It’sinsulting. We don’t need to eradicate illiteracy, but the injustice that produces it.

- Paolo Freire, Author, Pedagogy of the Oppressed

Though the quote by Freire may seem to be out ofplace in a section devoted to culture and climate, it is anappropriate introduction to this section because it accuratelydepicts the intent of all Torchbearer Schools: the eradicationof the injustices that plague many educational institutionsand compromise their ability to reach children. The cultureof the Torchbearer Schools revolves around children, and itis evident wherever one goes. Inevitably, when one walksinto a classroom at any of the Torchbearer Schools one seesstudents engaged and on task and teachers actively engagedwith those students. Equally as important, students aresmiling. Several principals indicated that their culture wasproductive and positive because their faculties were just asinterested in learning better ways to teach as the studentswere in finding better ways to learn. Because of that, allchildren’s needs are being addressed and there are structuresin place to do so.

Nine of the Torchbearer Schools offer both after-school and before-school remediation. Children and parentsare welcome to attend. They do attend in large numbersbecause the schools are safe and inviting. In the Culture andClimate section of the survey instrument that principalscompleted, all 13 principals mentioned “safety” or “safeschool” as a key component of their culture and, ultimately,their success. All 13 principals agreed strongly withQuestion 33, “My school is a safe place for students.”Several studies have linked high achievement and schoolsafety, while others have linked the student detachment andthe decision to drop out with not feeling safe in the schoolenvironment. Such research indicates that safety is ofparamount importance if achievement is to be maximized.At Calcedeaver Elementary School the principal explained

her insistence on a safe school in this manner, “We are asmall school and everyone has a sense of family. You makesure that your family is safe.” Such a sentiment was echoedin many of the other schools and put into practice on a dailybasis. While walking into the school for the site visit atHighland Avenue Elementary School the State Departmentof Education staff member conducting the site visit was metin the hallway and directed to the “Parent’s Resource Room”where two parent volunteers questioned him to determine ifhe belonged on campus. One parent politely stated, “Youlook nice in your suit, but that doesn’t mean you’re supposed tobe here.” Clearly, Highland Avenue Elementary School isconcerned with the safety of its children.

Because the To rc h b e a rer Schools are safe andinviting places where students are continually engaged, it isnot surprising that they experience very few disciplinaryproblems. The 13 principals also attribute having fewdiscipline problems to the excellence of their staff. Eacha g reed strongly with Question 28, “Ef f e c t i ve teachersminimize discipline problems.” The principal at West JasperElementary School underscored this by saying, “I can onlyafford to be the #1 Cheerleader in this school because I havegreat teachers who are constantly teaching and that keeps mefrom having to stay in the office dealing with discipline.” TheTo rc h b e a rer Schools support the premise that schoolcultures are essentially an amalgamation of the culturesfound in individual classrooms. Every teacher contributes ordetracts from a school’s culture. The faculties at theTorchbearer Schools are exceptional in supporting a positiveschool culture by first supporting strong teaching in theirclassrooms.


Everything detailed in this study would be useless ifit were not for the purity of purpose found in each of theTorchbearer Schools. Quite simply, these schools, and theleaders of these schools, do everything with their students inmind. At Calcedeaver Elementary School every teacherknows the principal makes decisions based on the needs ofthe students. The principal stated that she truly values herstaff but was put there for the children’s benefit. AtHighland Avenue Elementary School the principal statedthat she required a spotless school. The custodian said it was

that way because the principal let everyone knowthe children deserve it. At Asbury School several

CONCLUSION

The idea that school is the center of teacher education is built on the realization that whatever teachers become

professionally, the process is not finished when they complete their teacher education program at 21. Learning to

teach well is a lifetime endeavor. - Elliot W. Eisner, Stanford University

students stated that everything is done with the students inmind and that that made them feel appreciated. At WesternHeights Elementary School the principal stated that thefaculty knows he cares for them deeply, but they also knowhe LOVES the kids. At West Jasper Elementary School theprincipal calls himself the #1 Cheerleader and the teacherssay there is NO doubt that he is there for the kids. AtHighland Elementary School the principal stated that themost precious time of her day is when a student gets chosento come to her office and read to her. It is obvious from theomnipresent smiles to the consistently caring attitudes thatthese schools are in the business of helping children learn.

The Torchbearer Schools share many similarities,but one of the most important is their constant search fori m p rovement. Though school cultures are notoriouslyresistant to change, they are constantly changing. The 13schools identified as Torchbearer Schools work hard to ensurethat change is positive and purposeful. At Foley IntermediateSchool a single-sex classroom pilot program was instituted inan effort to increase student achievement. At W.C. GriggsElementary School math classroom assignments are fluidbased on achievement levels. Students are moved from classto class according to needs. At Western Heights ElementarySchool the second graders were struggling with reading so

two fourth-grade teachers who had been identified asexceptional reading teachers agreed to move to the secondgrade. At West Jasper Elementary School five children fromeach class are identified for remediation at the beginning ofeach year. They can test out of the program, at which timeanother student is chosen. Each of these examplesunderscores a simple truth: these schools are learning sitesfor students, faculty, and staff. Their search forimprovement has caused the Torchbearer Schools to realizethat although they are different, they share two importanttraits that are necessary for success in any organization:Consistency of Effort and Purity of Purpose.

Consistency of Effort

Purity of Purpose

Whatever the Torchbearer Schools attempt, and theschools are programmatically different, they do in aconsistent and concerted manner. At Saint Elmo ElementarySchool they have an “Every Day Counts” calendar thatensures a consistent schoolwide focus on achievement. AtHuxford Elementary School aides work every afternoon with

students who have been identified as strugglers. At W.C.Griggs Elementary School interventions are done from 8:00-8:30 a.m. every morning, and small-group interventions aredone from 2:30-3:00 p.m. every afternoon. Whatever isdeemed necessary for success, the Torchbearer Schools do itevery day.

6


Each of the schools involved in the Torchbearerprogram excels in its own way. Each also has its specificchallenges. However, each does its best to overcome thosechallenges and, because of that, has found success. The finalquestion on the principal survey instrument asked, “Whatqualities or practices do you think make your school effectivewhere other schools with similar demographics are not?” Itis appropriate to end this section by presenting the principals’answers to that question.

A. Students and student needs drive our instru c t i o n .Everyone—teachers, students, custodians, and supportpersonnel—knows that they are a part of our success.

B. Some children receive intervention four or five times aday until they are able to improve.

C. Our staff works very hard on special projects and specialevents. We want our students to know that we are specialand they are important.

D. We work to help each other across the curriculum. Ourstaff really works together and our students see that.

E. The dedication of the faculty and staff is THE key. Theyhave internalized our mission statement and challengestudents to be their best.

F. We have very caring and intelligent teachers and staff.We are determined to reach our shared, common goals.

G. Hi g h - l e vel, on-going, capacity-building pro f e s s i o n a ldevelopment is a top priority. We have TOTALLYembraced the belief that poverty is not an excuse for poorachievement.

H. There is a strong commitment to excellence by theadministration and the faculty. Our parent involvementis very good and our parents help to make our schoolbetter.

I. My teachers participate in professional development thatallows them to provide input into instructional decisions.That means we have a very unified approach. Myteachers are extremely dedicated.

J. We have a very high-quality faculty and staff. We are afamily!! We have high-quality relationships with ourparents. Good Teaching = Good Discipline. We reallycelebrate successes.

K. Our staff is DEDICATED. They are open to new ideasbecause they want to help students learn. We ALWAYSput student interests first.

When one looks at the simple reasons the principalsstate are responsible for the success of their schools, it is bothreassuring and unsettling. It is reassuring because theirsuccess is possible in every school. It is unsettling because itis found in too few schools.

A more detailed look at each of the schools,presented in alphabetical order, follows.


ASBURY SCHOOL

State Board of Education District 6

Mr. William Aaron, PrincipalAsbury School

1990 Asbury RoadAlbertville, AL 35951

256-878-4068

A s b u ry School is located in rural nort h e a s tAlabama in the eastern section of Marshall County. AsburySchool was a K-8 junior high school until the fall of 2004when Grades 9-12 were added. Asbury School is a Title Ischool that serves 714 students. The student body isprimarily white, but 12% of the students are Hispanic.

Asbury School serves a rural student populationwhose parents work in local industry in neighboring citiesand towns. Poultry and cattle farms are the primary sourcesof income for parents not involved with local industry.

The primary grades at Asbury School have recentlyadded the Voyager Universal Literacy System to the readingcurriculum. The Voyager system provides intensive readingintervention and instruction in the areas of phonemicawareness, phonics, and fluency. In addition, Grades 4-6have implemented Passport, another series from VoyagerUniversal Literacy System, that is designed for students whoare struggling in reading and are at risk of falling furtherbehind.

Asbury School recently established a 21st CenturyCommunity Learning Center through a federal grant. Thegoal of the learning center is to create the type of learning

o p p o rtunities for students and adults that will furt h e renhance the school’s position as the hub of the community.It is also a primary facet of the school’s effort to eliminate anybarriers that might exist between the school and thecommunity.

When asked why Asbury School is special, theprincipal immediately gave three reasons:

1. The teachers are hard workers who get along well and whoshare information freely.

2. Our students are really interested in doing well.

3. We have a very, very supportive community that considersthis school to be a haven for our students.

When queried, the teachers all agreed with Mr.William Aaron’s assessment, but were quick to add that theywere lucky to have such a strong leader.

As is the case with many of the TorchbearerSchools, Asbury School does not have programs that aredistinctly different from other schools. However, it doesh a ve a dedicated and energetic staff implementing itsprograms.


CALCEDEAVER ELEMENTARY SCHOOL


Mrs. Lagaylis Harbuck, PrincipalCalcedeaver Elementary School

20185 Richard Weaver RdMount Vernon, AL 36560

251-221-1092

Calcedeaver Elementary School is an elementaryschool located in the rural northern section of MobileC o u n t y. The school has a student population ofapproximately 225 students, over 90% of whom are NativeAmerican. The heritage of the students plays a major role inthe daily life of the school. Calcedeaver not only has aChoctaw language program and a Native American danceteam (members of which are pictured above), it has a NativeAmerican Culture Exhibit (parts of which are pictured below)on school grounds.

The extensivep resence of Na t i veAmerican culture in theschool is testament tothe care that the staffand faculty have fortheir students. Mrs.Lagaylis Harbuck statedthat once the childrenbegan to understand andappreciate their heritage and culture, they started to blossomas individuals. That care does not end when students leaveCalcedeaver. The school has two individuals that regularlycheck up on former students attending the local middleschool and high school. Those individuals ensure that theformer students get any remediation that might be needed.

Calcedeaver is an Alabama Reading First Initiative(ARFI) school. Mrs. Harbuck attributes a good deal of theschool’s success to the cohesiveness of the faculty. She statedthat this cohesiveness was greatly enhanced by the focusedprofessional development that is the core of the ARFIp rogram. The faculty cohesiveness around re a d i n gimprovement has carried over into other aspects of thecurriculum. Mrs. Harbuck is understandably proud of her“very powerful faculty.”

Calcedeaver actively applies for, and receives, grantsto enhance their programs. Mrs. Harbuck is pictured belowin the “outdoor science lab” that was built with grant funds.

C a l c e d e a ver El e m e n t a ry School is a primeexample of what happens when exceptional people take itupon themselves to create an environment that meets allof the needs of their students. Because of the energy andd e votion of the staff at Calcedeaver El e m e n t a ry School,the students exc e l .


DUTTON ELEMENTARY SCHOOL


Mr. Dale Hancock, Principal180 Main Street

Dutton, AL 35744256-546-7409

Dutton Elementary School is a school located in arural section of Jackson County. The school was establishedin 1923, and the current building was constructed in 1957.The school has 19 dedicated faculty members and 14

support staff members, all of whom care deeply about the260 students that make up Dutton’s student body. Theprincipal describes his faculty as “able and willing, open-minded, and exceptionally capable”. He also stated thatbecause of the number of teacher leaders that he has in theschool, he “occupies the principal’s position but is not reallythe principal. Leadership at Dutton is a group effort.”Dutton is a Title I school and serves students in Kindergartenthrough Grade 8.

Dutton Elementary School is an Alabama ReadingInitiative (ARI) school. The faculty credits the ARI for itsgrowth in reading instruction. It also credits the job-imbedded professional development provided by ARI forincreasing teacher effectiveness across the curriculum. Thateffectiveness has resulted in a school environment where“teachers drive and data guides the learning process.”

Du t t o n’s motto is “Dutton School: W h e reLearning Ma t t e r s” and that motto permeatese ve rything that Dutton does. In Mr. Da l e

Hancock’s words, “At Dutton, we see students as learners.”He sees his primary job as providing the kind ofenvironment that optimizes the opportunities for students tolearn and, because of that, the focus of the staff has been to

make Dutton as muchlike a home away fromhome as possible. Theprincipal and/or theschool secretary greets thestudents every day as theycome into the building.As the pictures (left)clearly show, once in thebuilding the atmosphere isvery inviting.

The environment atDutton epitomizes caring and concern, but the school isexceptionally focused on student achievement. What makesDutton special is the ability to balance that caring attitudewith a rigorous academic curriculum. In Grades K-4 thereare 120 minutes of reading and 100 minutes of mathscheduled daily. In the middle school grades there are 80minutes of reading, 80 minutes of math, 80 minutes oflanguage, and 40 minutes of science/social studies scheduleddaily. Each grade is responsible for teaching a specific modeof writing. Any weaknesses that are uncovered are addressedt h rough one-on-one or small-group remediation andindividualized work in the computer lab. The ACC, MathFacts, Fluent Reader, Success Maker, Perfect Copy, and EasyTech programs are available to students. All teachers exceptmath teachers re q u i re journals and monitor them todetermine writing ability.

The result of this is that the staff and faculty havesucceeded in transforming a simple building into an invitingplace that exemplifies its motto, “Where Learning Matters.”

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“Town Hall” Office “French Bistro” Cafeteria “Goal Getters” Walk of Fame


FOLEY INTERMEDIATE SCHOOL


Mrs. Lee Mansell, Principal2000 South Cedar Street

Foley, AL 36535251-943-1244

Foley Intermediate School serves students in Grades4 and 5 and is located in the heart of Foley, Alabama. It is aTitle I school serving a student body of approximately 270children. The school has a staff of 21 teachers, 76% of whomhold Master’s degrees, and 15 support personnel.

A primary factor in Foley Intermediate School’ssuccess has been its proactive approach to finding better waysof meeting the needs of all students. Mrs. Lee Mansell,Principal, states that such a proactive approach necessitateschange and such change would not be possible if it were notfor the “motivated and hard-working” faculty that “reallycares for the students.” She also stated that her job is mademuch easier by a superintendent who is supportive of her andthe school.

The faculty was also described as very supportive ofone another, and part of that support was attributed to thefamiliarity that developed during the required, yearlong,cooperative teaching program overseen and instituted by theprincipal. The program is just one of many put into place bythe Building Leadership Team. The school implemented aPositive Behavioral Interventions and Support DisciplinePlan in 2002-2003. The faculty participated in trainingfocused on addressing the needs of minority and at-riskchildren in 2003-2004, and the school chose to participate in

the county’s Single Gender Classes Pilot in 2004-2005. Inaddition, the school provides art, music, and computerclasses to all its students. This has resulted in students whounderstand that they are the school’s primary focus.

In conversations with students randomly chosenduring a break, students indicated that “they liked theschool” and “felt safe there.” They also stated that “theprincipal is very helpful” and is “real nice if you follow therules.” They added that they “liked the teachers a lot.” Theonly negative remark in the entire conversation was thatthey wished the “high school people knew how to act on thebus.” The tenor of the conversation was a clear indicationof the amount of effort being expended by the school todevelop a positive culture conducive to learning.

Because of that effort, the school receives strongsupport from the community. Foley Intermediate Schoolregularly has more than 130 parents in attendance atquarterly PTO meetings.

Foley Intermediate School is an example of aschool constantly on the move, constantly in search ofimprovement, but always aware of the reason for thesee f f o rts…their students. Because of this, the schoolcontinues to be successful despite the demographic andeconomic changes occurring around it.


W. C. GRIGGS ELEMENTARY SCHOOL


Mrs. Laveral Graf, Principal6001 Three Notch Road

Mobile, AL 36619251-221-1330

W. C. Griggs Elementary School is located in asection of Mobile County that used to be rural, but isquickly developing into an urban setting. The school issurrounded by chemical plants and several Section 8 housingdevelopments. The area’s population is 88% white, 10%black, and 2% Hispanic. The demographic makeup of the540 students at the school reflects the area population.

The site visit to W. C. Griggs Elementary Schoolyielded two immediate truths: the school is an inviting placefor students and parents and it is ve ry dedicated toassessment and analysis of assessment. The pictures belowattest to those two facts.

What makes Griggs special? Mrs. Laveral Graf, theprincipal, answered in this manner:

We have worked very hard and are totally committedto the goal of every child reading on grade level or above. Wediscuss every child who is not working on grade level and createintervention plans, sometimes radical ones. We fluidly groupstudents on achievement levels based on math scores and movethem con-stantly as theya c q u i re theskills theyneed. Weh a ve beenb r e a k i n gd own ourdata byhomeroom ons t a n d a rd i z e dtests long beforeTestTrax did it forus. Teachers have been extrapolating data about theirhomerooms and evaluating their performance as long as I have

been principal here.

We have been honored for the last two years by theUniversity of South Alabama. The Dean of the EducationDepartment sends her graduating classes to Griggs to observeteachers teaching reading and to write their final essayexamination on the experience.

Mrs. Graf is adamant that the success at Griggs isattributable to “great teachers” who do an outstanding job.However, the hallmark of the school is consistency. Eachmorning students recite the school creed and the pledge.Eve ry morning and eve ry afternoon interventions arescheduled. All classrooms have posters listing the objectivesfor the quarter, and every teacher is required to address eachobjective. To ensure that happens, all grade books have theobjectives listed and every assignment or test lists whicho b j e c t i ves it addresses. As Mrs. Graf stated, “T h i sconsistency is vital to our students because they know whatto expect on a daily basis.” By extension, the faculty knowswhat is expected as well.

Not only does Griggs nurt u re its children, it

teaches them precisely what they need to be taught. It doesso because of the commitment of the faculty and thediligence of the administration.

Entryway Student Work Every Bulletin BoardCovers Every Hallway Addresses Data

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HIGHLAND ELEMENTARY SCHOOL


Mrs. Rebecca Miller, Principal3156 Tabor Road

Gadsden, AL 35904256-546-7409

Highland Elementary School is located in Etowah Countyon Lookout Mountain. The building was constructed in2004 after the previous structure was severely damaged byfire. It serves approximately 270 students in Grades K-8. Toquote the overview of the school submitted by the principal,Mrs. Rebecca Miller, “Upon entering Highland School, it iseasy to recognize the atmosphere of learning that is evident onthe faces of both the students and the faculty. Our school has awarm, soft presence, more like a home than a facility ofeducation.” Everywhere that one looks in the school there aretouches that add up to an atmosphere that invites children tolearn. Pictured below is one of the “reading nooks.” Suchinviting spots are found in rooms and hallways throughoutthe school.

When touring the school one will often findteacher’s aides or other personnel sitting with two or three

students in one of the nooks in the hallway quietly readingto one another.

The “highly devoted teachers and staff” ensure thatthe students of Highland Elementary School are beingeducated utilizing the latest re s e a rch and strategies.Highland’s computer lab is continuously in use and isstocked with over 40 educational titles that assist inremediation at all grade levels and in all subjects taught.Highland is proud of its lab, the programs in the lab, and thesuccess its students have had through utilization of thoseprograms.

Though the facilities at Highland are excellent, theprincipal is quick to point out that it is the faculty thatmakes Highland different. The faculty described itself as afamily. The consensus among them was that “like any familywe’ve had our growing pains but that’s because we areopinionated and passionate about our kids.” That passion ledto development of the school’s monitoring program thatrequires each student’s overall progress to be determinedevery two weeks and used as a formative guide for futureinstruction. In essence, each child’s weaknesses help todetermine his/her future instruction.

Accordingly, the faculty members at Highland aremajor proponents and compre h e n s i ve practitioners ofdifferentiated instruction. In addition, the school has made“project-based learning” a major focus and, in doing so, hasdeveloped a greater understanding of each child’s learningstyles.

The attitude at Highland is to demand excellencefrom everyone, but do so in a respectful manner. They can,they have, and they are successful in doing so.


HIGHLAND AVENUE ELEMENTARY SCHOOL


Mrs. Patricia Kornegay, Principal2024 Highland Avenue

Montgomery, AL 36107334-269-3690

Entry Hallway One of many colorful rooms Caboose “Reading Room”

Highland Avenue Elementary School is a historic,urban school located near downtown Montgomery. Thebuilding is 103 years old. The school has a rich history andheritage as a neighborhood institution and enjoys closecontact with the surrounding community, which includesalumni from as far back as 1912. The student population is310, with 28 faculty members. Highland Avenue is a Title Ischool serving students in Grades K-6. Grades K-2 have self-contained classes and Grades 3-6 are departmentalized.Highland Avenue is an ARI site, and the principal attributesa portion of the school’s academic success to the high-qualityprofessional development that is a core component of theARI. Learning at the school is monitored through continualassessment, and that assessment is used to guide and modifythe instructional process.

Though the programs in place at the school areimportant, the success of the school is primarily due to theimpact of the staff. Highland Avenue Elementary School isa clean, inviting, and dynamic school.

Mrs. Kornegay is quick to credit her staff for theatmosphere in her school. She says that the faculty andsupport staff is “spectacular in every way and everyone isfocused on a shared vision.” She further stated that theteachers are dynamic, aggressive, and very competitive in a

positive way. They are “professionals and they are the reasonthat we have such a professional atmosphere here.” Thatprofessionalism is apparent at all levels. Though 103 yearsold, the building is exceptionally clean and the custodian isvery proud of that fact. Parents volunteer on a daily basis toman the “parent resource room” and to ensure that visitors tothe campus are comfortable. The product of all this effort isthat Highland Avenue is a place in which one immediatelyfeels welcome.

Mrs. Kornegay was quick to answer when askedwhat she thought about the school. She replied, “I loveHighland Avenue School. I love my teachers…and I love mystudents.” Though she deflects the credit for the school’ssuccess to her staff, Highland Avenue has obviously benefitedfrom her love.

The ove rv i ew of the school submitted to theAlabama Leadership Academy ends with the follow i n gparagraph:

Everyone wants to know how we do it. It is all aboutbuilding positive self-esteem, establishing high expectations,obtaining total commitment from all stakeholders to ourmission, and knowing that nothing is impossible if you believe.

Those words come to life in the halls of Highland Avenue.


HUXFORD ELEMENTARY SCHOOL


Ms. Betty WarrenP.O. Box 10

Huxford, AL 36543251-294-5475

Hu x f o rd El e m e n t a ry School is locatedapproximately 16 miles north of Atmore in rural EscambiaCounty. It serves a student population of 270 K-6 students.Because Hu x f o rd serves the Po a rch Creek In d i a nReservation, approximately 40% of the student population isNa t i ve American. A large percentage of the studentsattending the school are latch-key children from single-p a rent homes. Hu x f o rd El e m e n t a ry’s building wasconstructed in 1928 and the original structure is still in use.

Huxford Elementary School is an Alabama ReadingInitiative School, and the staff and faculty, like in severalother Torchbearer Schools, attribute a portion of its successto the high-quality professional development provided by theAlabama Reading Initiative. However, Huxford’s success isclearly a byproduct of its staff. The atmosphere within theschool epitomizes what an extended family should be. Onecannot spend any time with Ms. Betty Warren, who has beenthe principal since 1992, without hearing “I love you”numerous times. The students and the teachers respondwith “I love you, too” just as freely. The school chose to giveup its gym—it now houses the library and computer lab—sothat it would not lose its sixth graders.

The staff at Huxford explained their success withthe following passage:

Now why have we been successful …We cannot attribute our success to a teaching

methodology and/or program. Our success is due to the mindsetof the faculty/staff, which is that of a family atmospherecomposed of generous amounts of love, discipline, and highexpectations. We truly believe every child can learn and besuccessful and we believe we can teach our children to reach theirpotential. The beauty of all this—the parents are aware of ourgoals and support and trust us fully with their children.

Our faculty/staff maintains a professional attitude atschool and works as a team sharing ideas and concerns. Whenyou blend supportive parents with caring teachers and addadministrative support, success is sure to be the outcome. AtHES we believe all these components contribute to our success.

Hu x f o rd El e m e n t a ry School is the kind ofenvironment where every child feels free to excel. The staffat Huxford ensures that is the case.

Huxford “Gym”


MARYVALE ELEMENTARY SCHOOL


Mrs. Terri Tomlinson, Principal1901 North Maryvale Street

Mobile, AL 36605251-221-1810

Maryvale Elementary School is a school of 550students, Grades pre-K through 5, located in the Maysvillecommunity in Mobile. Most students live in the publichousing that surrounds the school and come from single-parent homes headed by young mothers. Maryvale has beenconsidered a high-achieving, inner-city school for manyyears. Its focus has always been on student achievementdriven by high expectations.

The faculty at Ma ry vale is cre a t i ve andcollaborative, and this creates a positive environment for theentire school. The students at Maryvale are the benefactorsof the teachers’ diligence and hard work. The faculty andstaff also work extremely hard to let each student know thatthey are valued. In addition, the faculty is constantlyinvolved in effective, high-quality, sustained professionaldevelopment. The end product of these efforts is thatMaryvale has become a community of learners.

The attitude and culture at Maryvale are theimpetus for student achievement, but several programs haveprovided a structure that guides that achievement. Three arelisted below.• Maysville Mathematics In i t i a t i ve—A constru c t i v i s t

mathematics program that focuses on student learning,reasoning, questioning, and problem solving.

• Talents Unlimited—Talents Unlimited is the umbrella,and all programs fall under Talents. It is a critical thinkingand higher-order thinking model.

• Accelerated Reader—This program encourages students toread and test on books that are on their independentreading levels.

Maryvale is driven by the belief that assessmentdrives instruction. Though a substantial amount of time isspent on assessment, a greater amount of time is spent on theanalysis of those assessments. Ac h i e vement levels aredisplayed throughout the school on bulletin boards.

Maryvale is a technically proficient school that doesan exceptional job of disaggregating data and using that datato mold instruction. Howe ve r, the principal, Te r r iTomlinson, states that “Maryvale is special because of thefaculty, the students, and the parents.” Family nights areheld at least once per quarter and have a math and literacyfocus. These events have traditionally been well-attended.That attendance is an indication that the parents of Maryvalestudents understand and appreciate the hard work of theschool’s faculty and staff.


MIDLAND CITY ELEMENTARY SCHOOL


Mrs. Priscilla McKnight, PrincipalP.O. Box 1110

Midland City, AL 36350334-983-1252

Midland City El e m e n t a ry School is a ru r a lcommunity school of 450 students located in the Southeastcorner of Alabama. Midland City is located approximately30 miles from the state lines of both Florida and Georgia.Midland City Elementary School is a hub of the communityand works closely with all of its stakeholders. Over 350parents attended the Earth Day program presented by theschool. Such a turnout is not out of the ordinary and isindicative of the strong bond that exists between the schooland the community.

In the words of the principal, Mrs. Pr i s c i l l aMcKnight, “The dynamics of Midland City El e m e n t a rystrongly resemble that of a large family. Each member mustcommit to the mission established as a whole, but must also worksomewhat independently to bring about harmony.” The staff isdedicated to both the academic and emotional welfare of thestudents. Such dedication results in an environment of trustand cooperation that is evident among the faculty, staff,students, and parents. Parent input is a valued part of theplanning process at the school.

Besides being dedicated, knowledgeable, andexceptionally collaborative, the teachers at Midland CityEl e m e n t a ry School “know they are making a positived i f f e rence in their students’ lives.” As part of theireducational philosophy, the faculty constantly challengesstudents to continue to increase their intellectual abilities.The staff and faculty truly believe that “no one can ever beallowed to stop learning.”

Some effective teaching methodologies found at theschool include Daily Facts and Concept Reviews for Math,Daily Language Edit, small-group and partner reading,frequent DIBELS progress monitoring, in-school and after-school reading tutorial programs, and daily one-on-oneinstruction. Mrs. McKnight also states that the integrationof the Compass Learning Lab into the student’s schedule hasmade a major contribution to the increased achievementlevel of the students.

Midland City El e m e n t a ry School is a primeexample of what happens when dedicated teachers reach outto a community and truly welcome them as partners in theeducational process. In the end, such efforts always benefitthe students.

Learning Lab


SAINT ELMO ELEMENTARY SCHOOL


Mrs. Cheryl Chapman, PrincipalP.O. Box 250

St. Elmo, AL 36568251-957-6314

Saint Elmo Elementary School is located in thesouthwest corner of Mobile County and serves a studentpopulation of approximately 600 students. Its mission is to“establish a foundation that promotes success in order to developcompetent, well-rounded, valued individuals who are motivatedto continue the educational process.” Saint Elmo’s atmosphere isdescribed by its principal as “welcoming, family-oriented,academically focused, and very data-oriented.” It is importantto note that every staff member’s child of elementary age goesto school there.

Mrs. Cheryl Chapman, the principal, states that theschool has been successful “because of the teachers’ caringattitudes and their love for both the school and its students.”The faculty sees their job as removing barriers so that everychild is able to learn. At Saint Elmo every child is instructedbased on his/her individual needs. When asked how that waspossible, Chapman answered, “data analysis, data analysis,data analysis.” The reading coach’s room is testament to thelengths to which Saint Elmo goes to analyze data. Picturedbelow is the bulletin board used to chart the progress of eachchild’s reading ability throughout the year.

Saint Elmo is also an Alabama Reading Initiativeschool and credits the ARI for helping to bring additionalfocus to an already exemplary staff. Chapman insists that theARI has been successful only because of the complete buy-inof her faculty and staff. That complete buy-in was not asurprise because the staff has always “shown a willingness to trynew ideas that might help the students.” The care taken in thedevelopment of their library (shown below) is also testamentto the school’s commitment to literacy. Struggling readers areprovided additional reading time in the classroom andassisted by intervention specialists outside of the classroom.Students struggling with math are moved to small groupsthat specifically target their areas of weakness.

Saint Elmo’s staff and faculty have developed acomprehensive and consistent foundation of support for alll e vels of students. Because of that, each student hasbenefited.


WESTERN HEIGHTS ELEMENTARY SCHOOL


Mr. Jessie Warren, Principal520 Pump Station Road

Eufaula, AL 36027334-687-1140

Western Heights Elementary School is centrallylocated in Barbour County and serves 555 students in GradesPre-K through 5. The school is an Alabama Reading FirstInitiative site, and its teachers have gone through extensiveliteracy-oriented staff development for several years. Theschool’s daily uninterrupted reading block is two hours long.Teachers collaboratively plan together two days a week. Theprincipal and the leadership team meet with grade levels oncea month to conduct data meetings.

The leadership team at Western Heights conductswalk-throughs all year to observe teachers implementingstrategies learned during staff development. The principalconducts walk-throughs every week. Teachers are givenfeedback on what was observed in the classroom.

To quote the overview submitted by the school,“Western Heights is a special place for learning because of thededicated, loving, and caring faculty and staff that is in place.”

Mr. Jessie Warren, Principal, describes the staff as “very hard-working, go-getters.” They have managed to develop a schoolc u l t u re that is exceptionally clean, well organized, andextremely open. The school has 13 aides on contract, 5retired teachers who tutor, and approximately 20 other adultswho volunteer regularly. Every day there are two adults inalmost every class. Such coverage allows them to spend extratime in remediation for students who are struggling. Anequal amount of time is spent analyzing data to determineindividuals in need of remediation.

Western Heights does the expected things as well asany school. It is the unexpected things that set them apart.The Pre-K program appears to be very similar to many otherprograms until the students begin reciting words in Spanishas well as English. Not a lot of preschool-aged children arebeing taught to be multilingual. The school has alsoincorporated an extensive list of elective courses into thecurriculum. The electives include science, art, computers,and music. A picture of the keyboard lab is shown below.

Western Heights El e m e n t a ry School is anexample of what happens when a principal who loves hisschool is blessed with a staff that feels likewise. T h o u g hthe school has many outstanding programs in place, it ist ruly the staff that makes it special. What is mostencouraging is that the smiles on the students’ facesindicate that they too know that their school is special.That knowledge has motivated them to exc e l .


West Jasper Elementary School is a suburban schoolof 307 students located on the western edge of Jasper.Though the principal and several of the staff state that it“used to be the school on the other side of the tracks,” it isnow one of the most recognized schools in the state. WestJasper is an ARI Demonstration Site, an ARI PrincipalTraining Site, one of six national winners of the FordhamUniversity National School Change Award, and one of fivenational winners of the Education Trust’s Dispelling the MythAward. In addition, the school was awarded a Meeting theChallenge designation by the State Department of Education.Clearly, many things are being done right at this school.

When asked about what makes his school special,Mr. Eric Smith, the principal, stated that, “we not only havegreat kids, we have a tremendous faculty.” The faculty hasmoved from attending book studies to suggesting books tostudy. They participate in collaborative walk-throughs tohelp uncover and share effective teaching strategies. The staffat West Jasper is also comfortable and skilled in the use ofmultiple instructional strategies and uses that ability todifferentiate instruction based on student need. Among thestrategies being used in West Jasper classrooms are learningcenters, interest groups, group investigation, direct explicitinstruction, compacting tiered activities, tiered products,rubrics constructed jointly by students and teachers, and useof alternative forms of assessment. Teachers at West Jasperdifferentiate assessments and productsin addition to differe n t i a t i n ginstruction.

It only takes one site visit toWest Jasper to determine why it hasbeen so successful. When one arrives,he/she is met by one of the extremelyc o u rteous and continuously smiling

crossing guards (shown atright) with Mr. Smith).

WEST JASPER ELEMENTARY SCHOOL


Mr. Eric Smith, Principal

1400 West 19th StreetJasper, AL 35501

205-384-4311

Get there early enough and one can watch asstudents recite the West Jasper Spirit Creed.

I know I’m special as I can beCause I’ve got West Jasper pride in me!

My mind’s a pearl, my aim is high,My goals might even reach the sky.I come to school, with all my rest,

To listen, look, and learn, and do my best.Respecting my teachers and my classmates too

And of course myself in all I do.My uniqueness is what I bring, And I can accomplish anything

I’ve got that power, TIGER POWER!I’ve got that pride, WEST JASPER PRIDE, down inside!

There is something redeeming about being metoutside a school by smiling students and then watching themrecite a creed that they appear to truly believe. There are amultitude of wonderful programs in place at West Jasper, butthose programs are not the reason for the school’s success.There are the students who are continually on task andconstantly striving to better themselves. There are thefaculty and staff that are exemplary in every way, but deflectpraise to the children. There is an energetic principal whos u p p o rts and nurt u res the entire process but selflessly

describes himself as “just the #1c h e e r l e a d e r” and follows thatstatement up by saying “the teachersdo all of the work.” It is the peoplewho make West Jasper special, fromthe youngest preschool student to theoldest staff member, because each andevery one “got that pride, West JasperPride, down inside.”That pride is well-deserved.

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Scale1 = Strongly Disagree 2 = Disagree 3 = Agree 4 = Strongly Agree

APPENDIX ATORCHBEARERPrincipal Survey

CIRCLE ONEAutonomy

1. I am allowed to make most important decisions on my own. 1 2 3 42. I have complete control over hiring of teachers and staff. 1 2 3 43. I am allowed to make instructional improvement decisions. 1 2 3 44. I am allowed to make all school-level budget decisions. 1 2 3 45. Central office staff members support my decisions. 1 2 3 4

If your total score on Questions 1–5 is 15 or greater, please explain how your autonomy impacts student achievement inyour school. If not, please proceed to Question 6.

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CIRCLE ONEGoals

6. Goals and expectations are very clearly explained to parents. 1 2 3 47. Goals and expectations are very clearly explained to students. 1 2 3 48. My goals and expectations are shared by the staff and faculty. 1 2 3 49. All of my students are capable of learning at a high level. 1 2 3 4

10. The goals of this school are tangible and measurable. 1 2 3 4

If your total score on Questions 6-10 is 15 or greater, please explain how your (school’s) goals and expectations impactstudent achievement in your school. If not, please proceed to Question 11.

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CIRCLE ONE

Faculty

11. The teachers on my faculty are highly qualified. 1 2 3 412. The teachers on my faculty are teaching within their field. 1 2 3 413. I usually experience very little turnover on my faculty. 1 2 3 414. My faculty has uniformly high expectations of their students. 1 2 3 415. My faculty communicates effectively with one another. 1 2 3 416. My faculty is constantly looking for better methods of teaching. 1 2 3 417. My faculty meets regularly to discuss student achievement issues. 1 2 3 418. My faculty is enthusiastic about teaching children. 1 2 3 4

If your total score on Questions 11-18 is 24 or greater, please explain how your faculty impacts student achievement at yourschool. If not, please proceed to Question 19.

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Assessment/Achievement

19. Our students’ academic progress is assessed on a regular basis. 1 2 3 420. Parents are regularly updated concerning student achievement. 1 2 3 421. Testing is used as a diagnostic tool for improvement in my school. 1 2 3 422. Student testing reveals teaching proficiency as well as student 1 2 3 4

knowledge.23. As instructional leader, I personally insure that students are 1 2 3 4

regularly tested.24. Standardized tests accurately gauge our school’s success. 1 2 3 425. My school actively practices for standardized tests. 1 2 3 4

If your total score on Questions 19-25 is 21 or greater, please explain what impact that student assessment has had onstudent achievement in your school. If not, please proceed to Question 26.

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CIRCLE ONE

Culture/Climate

26. Parents are actively involved in our school activities. 1 2 3 427. There are very few discipline problems in my school. 1 2 3 428. Effective teachers minimize discipline problems. 1 2 3 429. My faculty addresses and values the cultural differences 1 2 3 4

in their classroom.30. Character education is an important part of the curriculum at 1 2 3 4

my school.31. Cleanliness is expected and valued in my school. 1 2 3 432. Teachers respect students in my school. 1 2 3 433. My school is a safe place for students. 1 2 3 4

If your total score on Questions 26-33 is 24 or greater, please explain what impact the climate and culture of your schoolhas had on student achievement. If not, please proceed to Question 34.

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__________________________________________________________________________________________________34. What qualities or practices do you think make your school effective where other schools with similar demographics arenot? Please be explicit.

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APPENDIX B

DESCRIPTIVE STATISTICSN Mean Std. Variance

Statistic Statistic Std. Error Statistic StatisticAUT1 13 3.46 .14 .519 .269AUT2 13 3.08 .18 .641 .410AUT3 13 3.92 .08 .277 .077AUT4 13 3.31 .21 .751 .564AUT5 13 3.92 .08 .277 .077AUT.MEAN 13 3.5385 .0917 .33050 .109G6 13 3.54 .14 .519 .269G7 13 3.85 .10 .376 .141G8 13 3.77 .12 .439 .192G9 13 3.38 .18 .650 .423G10 13 4.00 .00 .000 .000G.MEAN 13 3.7077 .0738 .26602 .071F11 13 3.54 .14 .519 .269F12 13 3.85 .10 .376 .141F13 13 3.77 .12 .439 .192F14 13 3.77 .12 .439 .192F15 13 3.54 .14 .519 .269F16 13 3.98 .02 .083 .007F17 13 3.85 .10 .376 .141F18 13 4.00 .00 .000 .000F.MEAN 13 3.7908 .0458 .16515 .027ACH19 13 4.00 .00 .000 .000ACH20 13 3.77 .12 .439 .192ACH21 13 4.00 .00 .000 .000ACH22 13 3.92 .08 .277 .077ACH23 13 3.92 .08 .277 .077ACH24 13 3.38 .18 .650 .423ACH25 13 3.69 .13 .480 .231ACH.MEAN 13 3.8131 .0592 .21328 .045C26 13 3.15 .19 .689 .474C27 13 3.38 .18 .650 .423C28 13 4.00 .00 .000 .000C29 13 3.69 .13 .480 .231C30 13 3.69 .13 .480 .231C31 13 3.77 .12 .439 .192C32 13 3.85 .10 .376 .141C33 13 4.00 .00 .000 .000C.MEAN 13 3.6938 .0731 .26365 .070Valid N (listwise) 13


APPENDIX CTORCHBEARERSQualitative Answers

Autonomy:

1. Self-governance allows me to concentrate on the needs of the students.2. The superintendent and the board of education allow each principal to make decisions based on the needs of the

students.3. I am allowed to recommend who I want to be hired. Rarely is someone hired that I did not recommend.4. The Building Leadership Team (BLT) participates in the interview process and has input into the hiring decisions. The

BLT is also involved in studying test and other data sources.5. My autonomy allows me to specifically focus on the needs of faculty and children. I am allowed to build programs that

address our specific needs.6. I have support and cooperation from my central office staff, and it empowers me to make decisions based on specific

needs of my school. I know that the central office staff will support me in my decision-making.7. Though I am allowed to make most decisions on my own, I actively seek the input of other principals, the assistant

superintendent, and the superintendent. Their input helps me to make better decisions. We work as a team, but I amallowed to make the final decision in most cases.

8. My central office staff gives me valuable support in my decision-making process, but they allow me to make decisionsbased on what is best for MY school.

9. We have a very strong faculty leadership team that is very instrumental in the decision-making process. Because thecentral office staff knows that we work hard as a team to make quality decisions based on our own needs, they arevery supportive of us.

10. I am supported by the central office and am allowed to voice any questions that I might have concerning any centraloffice directives. I feel that the central office values my input, including my concerns. I am treated as a professional.

11. I have complete control over scheduling of students and teachers and do so based on data.

Goals:

1. Our goals are established based on the school improvement plan. Professional development is also based on thesame plan.

2. We get what we expect! Teachers hold high expectations of their children and those expectations are also clearlyexplained to parents. There is no doubt about what we want and expect.

3. Parents, students, faculty, and the administration work together as a community to be a strong force for greaterachievement.

4. Mission and goals are expressed daily and are clearly defined for all stakeholders. We work together to achieve goals.5. Clarity of goals is essential, but comprehensive assessment of those goals is extremely important. Standardized tests

are only one of many ways to assess how well we are reaching our goals.6. We set assessable goals! We explain all goals to students and parents and we let them know that WE must meet

those goals.7. Goals and expectations are clearly defined to everyone. We actively involve parents in our effort to reach the high

goals that we set.8. School goals and school data are posted throughout the school. Everyone knows our goals, everyone knows our

expectations, and everyone knows that they have a part to play in our success.9. I set goals with my teachers and they reinforce those goals with their students. We make everyone aware of the

school’s goals. Parents are active participants in this process. Our parent conference participation rate is over 90%.10. Goals and expectations are clearly stated and supported by students, parents, and staff. The yearly goals are written,

public, and very measurable.11. We continually display student work and revel in their accomplishments.


Faculty:

1. Our faculty is involved in systematic job-imbedded training and regularly scheduled data meetings. During thesemeetings all faculty discuss assessment results together.

2. Teachers plan collaboratively twice a week for 60 minutes. They take part in extensive and intensive professionaldevelopment on a yearly basis.

3. The faculty is as much a family as a faculty. We actively share new teaching strategies to help increase studentachievement.

4. The greatest asset to this school is the collaborative nature of the faculty. The continually shared ideas and strategiesmake each other better.

5. My faculty has high expectations for themselves and each other. We meet regularly to reassess the needs of thestudents.

6. My faculty collaborates so that all can benefit. We have little turnover because we are a school family.7. My faculty is an extended family; we share everything. Our students know we care for one another.8. Six-year turnover is less than two percent. We are actively engaged in collaborative inquiry. We are an enthusiastic

learning community.9. We celebrate our success as well as student successes. We are happy when we do well. We meet regularly by grade

level and across grade levels. We like to celebrate success, so we work together towards our goals.10. Good people want to work here because we are excited about our students’ achievements. Our faculty makes it

uncomfortable for people who do not want to work hard and who do not like children.11. Our faculty communicates very well. We meet by grade level weekly and between grades as needed. We comprise

a network of ideas and we share everything that we think will help others.12. My teachers are exceptional. They plan together utilizing data and they are genuinely concerned about students.

Assessment/Achievement:

1. Data meetings focus on “how” to individualize instruction.2. We provide students with multiple opportunities to become comfortable with assessments. We try to test in formats

that resemble state-mandated tests.3. We have data meetings each month to discuss assessment and determine how to focus assessments.4. We use tests as diagnostic tools to shape our teaching. We explain the importance of tests to students and parents

as well.5. Assessments indicate level of mastery. They indicate how well all of us are doing. Assessments uncover areas of

weakness that need to be addressed for the student to achieve.6. We establish yearly student profiles based on assessment data and use them to address individual student needs. We

use many test-ready activities that increase students’ comfort with the tests.7. Assessments drive our school improvement plan. No they don’t tell us everything about a child, but they are valuable.

They are OBJECTIVE.8. Intervention students are assessed more often than others. We MUST know where all children stand. Assessments

also show us strengths and weaknesses in our instruction.9. Assessment is formal and systematic. Online assessments give immediate feedback and teachers adjust their lessons

based on individual feedback.10. We actively practice for standardized tests. We want children to be familiar with the format. 11. We use assessment to improve teaching efficiency. Teachers work together to create quality assessments. I check

test results in reading and math every quarter.12. We utilized standardized test results to drive small-group instruction. We actively seek to familiarize students with the

formats of standardized tests.13. “What gets measured gets done.” We administer practice tests three times before we take state assessments.


Culture/Climate:

1. Our culture is very parent-friendly, so we feel like an extended family.2. We strive to have a clean environment that is free from distractions. It is my job to ensure that we have an environment

that is conducive to learning.3. Children learn better in a clean, safe environment where everyone is respected.4. We actively seek to involve parents. Since parental involvement has gone up, discipline has improved considerably.

We strive to be orderly so that students feel safe in the school.5. We are very socially and economically diverse and we strive to teach in styles that make all students feel included and

wanted.6. Parents are actively involved. Our school is clean and safe. Students give back what is expected and what they are

given. We set high standards and our climate is now one of expected excellence.7. Increased parental involvement decreased disciplinary problems. Respect, teacher to student and student to teacher,

helps make a safe and secure environment for learning.8. We have a calm, caring environment. We are very proactive about cleanliness and safety.9. We believe that education is a collaborative effort between parents and the school. We have a Positive Behavioral

Support Plan that has drastically lowered the number of disciplinary referrals. Teachers embrace diversity. Charactereducation is a daily focus. We have a clean, secure, and safe school. Our students and our teachers take pride inthat.

10. Respect and kindness for every person are requirements from me on down.11. We are a safe, clean, and child-friendly environment. Our children feel cared for and respected, which minimizes our

discipline problems. We maintain very close communication with our parents, a practice that has made our climatemuch friendlier. We stress character education.

12. We believe prevention is better than maintenance. Our teachers and support staff continually work to show studentsthat we care for them. Ours is a positive environment filled with smiles and encouragement.

Why have you been successful where others have not?

1. The training that we have received as an ARI school has been very helpful in addressing the needs of at-risk students.2. Students and student needs drive our instruction. Everyone, teachers, students, custodians, and support personnel,

knows that they are a part of our success.3. Some children receive intervention four or five times a day until they improve.4. Our staff works very hard on special projects and special events. We want our students to know that we are special

and they are important.5. We work to help each other across the curriculum. Our staff really works together and our students see that.6. The dedication of the faculty and staff is the key. They have internalized our mission statement and challenge students

to be their best.7. We have very caring and intelligent teachers and staff. We are determined to reach our shared, common goals.8. High-level, on-going, capacity-building professional development is a top priority. We have TOTALLY embraced the

belief that poverty is not an excuse for poor achievement.9. There is a very strong commitment to excellence by the administration and the faculty. Our parent involvement is very

good and our parents help to make our school better.10. My teachers participate in professional development that allows them to provide input into instructional decisions. That

means we have a very unified approach. My teachers are very dedicated.11. We have a very high-quality faculty and staff. We are a family!! We have high-quality relationships with our parents.

Good teaching = good discipline. We celebrate successes.12. Our staff is dedicated!! They are open to new ideas because they want to help students learn. We ALWAYS put

student interests first.

Alabama Torchbearer Schools--Cited by Tony Thacker

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