Collaborating for Excellence in Lake City, Florida

How does a district come together to address standards? Step 1 is to come together. Columbia County Schools in Lake City, FL, did this in a Summer Institute for three upper level schools—Columbia High, Fort White Middle and High, and Richardson Middle—in May/June, 2005. Step 2 is to address standards. They accomplished that also, creating a scope and sequence for each grade level, linking Sunshine State standards to each instructional unit, constructing performance-based assessments and rubrics, and identifying a target unit to prepare for piloting in the fall.

Step 3 is to create a professional learning community. Participants found that communicating and collaborating on student achievement issues can create a potent learning experience for students that exceeds what can be done at individual schools. “The value of bringing all the schools together cannot be overstated,” noted one teacher. Work time within content areas provided opportunities for teachers from the different schools, first of all, to get to know one another as respected colleagues, and secondly, to collaborate on a product that will provide consistent attention to state standards at each grade level in each subject. Cindy Clark from Richardson Middle says, “Modern Red has given teachers from different schools within the county the opportunity to come together and build district level continuity.”

Teachers consistently expressed appreciation for the opportunity to work with others. One comment summed this up nicely, “Our ‘isolationism’ began to melt as we worked together to plan activities, lessons, and assessments for 2005-2006. At first I feared I would not fit in because the teachers in my group were not from my school, but soon I realized that we are all alike…we all want to do the best thing for our students.”

Language arts teacher Ernie Jones claims, “Mapping out our instruction and aligning our units to the standards was a positive and empowering experience. The potential to impact our students’ achievement is huge.” Teacher Tobyn Lee observed, “This process has empowered teachers to not only improve student achievement but themselves as well. It has given teachers direction, purpose, and a common goal where they can work and grow together professionally.”

Additional summer sessions addressed such areas as literacy and organizational issues. “Task forces allowed our work in Lake City to be truly comprehensive,” says Marci Kozinn, MRSH Site Manager for the district.

The support of the district personnel, vital to long-term success, motivates teachers to continue their efforts. From the beginning, Superintendent Sam Markham visited the training sessions. Assistant Superintendent L.C. Bradley and Kitty McElhaney, Director of Secondary Education have been supportive advocates. They remain closely involved and continuously show their support for the district’s students, as do building principals Joann Chamberlin, Keith Hatcher, and Keith Couey. When decisions are made or questions arise, it always comes down to one issue: How does this support or increase student performance? There is no more appropriate benchmark.

The summer institute established three conditions for a district noted for excellence: communication, coherence, and collegiality. Combine these with support and encouragement from the district office, coordination and planning with their site manager, ongoing training sessions, and the desire to make a difference for students, and you have exactly what it takes to make all students high achievers.

October 2005