A Tech Turnaround in Rural Schooling

After state funds disappear, an Alabama district adopts a stick-to-it campaign for its one-to-one learning initiative
BY SUZANNE LACEY/School Administrator, May 2020

Talladega County Schools in Alabama held onto its dream to launch one-to-one computing despite significant state funding cuts, according to Superintendent Suzanne Lacey (center).

On my first day as superintendent in July 2008, the governor of Alabama prorated all school districts’ funds across the state due to a decline in anticipated revenue. For the schools in Talladega County, this meant we would be losing approximately $4.8 million in state aid.

This news was devastating, to say the least, to a high-poverty, rural district where 72 percent of students qualify for free and/or reduced-price lunch and internet accessibility often is limited. Our dream of transforming schools through the integration of technology and project-based learning came to an abrupt halt.

During the previous two years, school district leaders, community partners and stakeholders had visited successful schools across the nation to observe classrooms and learn how tech tools were making a positive impact and personalizing student learning.

A Common Thread

Momentum in Talladega County, which serves 7,400 students, was at an all-time high. Plans to partner with a nationally recognized educational foundation showed great promise in helping our schools create a more innovative approach to teaching and learning. The multiple site visits we had made revealed a ­common thread — the incorporation of project-based learning combined with relevant real-world experiences as a means to engage students in the requisite 21st-century skills of personal communication, creativity, collaboration and critical thinking.

The integration of technology to support learning was equally impressive; moreover, the way in which students worked collectively, articulated their learning, and established a plan for either pursuing college or a career pathway after graduation made an enormous impact on the stakeholder team.

The realization I no longer could partner with the foundation to help lead this transformative work was extremely disappointing — not to mention the two years of research the district already had invested. To overcome this obstacle and realize our vision, I knew I would have to employ new, creative leadership practices: capitalizing on the expertise of our own, making innovation a priority and establishing new partnerships.

»Capitalize on the expertise of our own.

Steve Jobs said, “It doesn’t make sense to hire smart people and tell them what to do. We hire smart people so they can tell us what to do.”

Shortly after receiving the news from our governor, I assembled district leaders and the leadership team at Winterboro High School, the pilot school where the work was scheduled to begin.

Upon hearing the disappointing news about lost state support, the team responded with a relentless spirit: “We have done our homework. Two years of research will not be lost.” “We can do this. We have the knowledge and expertise among our ranks to be successful.”

At that moment, I felt a sense of guilt for underestimating this dynamic and resilient group of leaders who were more determined than ever to trudge forward. Quickly, district and school leaders shifted gears, crafting a new plan of action. I learned about the importance of empowering your very own to lead change and the significant impact their influence could have on an organization.

»Make innovation a priority.

Another leadership practice I used in the early stages of our work was to make innovation a priority.

To establish innovative practices, we equipped all students in the Talladega County Schools with computers to support their learning. This did not come without sacrifices, including the realignment of capital improvement funds to purchase computers instead of fulfilling maintenance needs. I laugh now at the number of school roofs that were patched instead of replaced just so I could buy devices for students.

Funds designated for textbooks also were applied to purchase devices. At the time, this practice was uncommon and required special permission from state officials. For a school district that routinely replaced textbooks according to a schedule, the thought of buying computers instead of textbooks was risky.

For our pilot school, creating an innovative learning environment proved challenging. The nearly century-old Winterboro school building had received several hip replacements on its way to a 21st-century learning space. To ensure dependable connectivity with our one-to-one device initiative, our technology department worked to add bandwidth throughout all learning spaces in the school.

District maintenance staff removed walls between classrooms to create collaborative learning suites and upgraded electrical capacity to meet the requirements of 60 desktop computers per suite. Interactive white boards replaced chalkboards, and tables and chairs replaced desks — all to enhance collaborative learning opportunities for students.

The new instructional technology model also allowed teachers to work more efficiently and creatively through a teacher-led comprehensive professional development initiative. If innovation was going to be a priority, a new model for professional learning was imperative.

Administrators realigned their daily operational responsibilities to include job-embedded professional development and cross-curricular project planning led by teachers. A coordinator for instructional technology was hired at the district level to facilitate professional development and to organize the innovative mindset rapidly occurring. Outdated resource teacher positions were redesigned into instructional technology coaches known as digital learning specialists.

Educators at other schools in the district began to take note and were hopeful theirs would follow suit. Winterboro High School became a destination location for visitors from within our district but also from communities across Alabama.

Suzanne Lacey (left), superintendent in Talladega County, Ala., has made it a priority to expand access to technology for students in her rural area.

»Find the partners to support your chosen course.

Valuable partnerships increased the visibility of the district’s work and provided expanded instructional opportunities. In 2014, the Alliance for Excellent Education featured Talladega County Schools on National Digital Learning Day at the Library of Congress. I consider this a pivotal point in the transformation process because other educators and potential partners took note of the work being accomplished in a high-poverty, rural school district.

During a three-year partnership, Digital Promise, an independent nonprofit organization, trained every principal and digital learning specialist at Google headquarters in California in the coaching model, which is designed to apply technology to the fullest in supporting student learning.

The district was awarded a $1 million grant by the National Science Foundation along with two other school districts to develop pathways for computational thinking. Through this collaboration with the League of Innovative Schools, we are developing a K-12 Computational Thinking Pathway that will engage students in algorithmic thinking, data collection and analysis, and model building and simulations. Primarily, we want students to think computationally across all content areas, not just in science, math and computer science.

Partnerships with industry leaders elevate the district’s work and provide a level of expertise that would not be readily available in-house.

Our Current State

Twelve years into the journey, the shift in academic rigor, student engagement and empowered leadership has resulted in systemic and sustained change in all 17 schools within the district.

The investment in technology has paid off for both students and teachers and continues to be a top priority in the annual operating budget. Plus, school buses travelling the longest routes are now outfitted with Wi-Fi so students can maximize their learning before arriving at school and on the way home. Onboard educators assist students with assignments and provide technology sup-port for elementary, middle and high school students.

The district’s current graduation rate of 95 percent reflects just how far the district has progressed, up from 75 percent when our journey began. In addition, 91 percent of our high school graduates are considered college- and career-ready based on criteria set by the state of Alabama (ACT benchmark scores, ACT Workkeys assessments, AP qualifying scores and career tech credentials.)

Opportunities in career technical pathways have increased to meet the demands of both the local and regional job markets. Plus, students now earn credentials in fields such as engineering, computer science and building construction to increase their marketability upon graduation from high school.

Based on our successful integration of technology with project-based learning and STEAM, nine of our schools have earned STEM certification through Cognia, the global accrediting agency, with the remaining eight schools in the district working to achieve this endorsement.

The success of the district has not gone unnoticed on the national stage. Winterboro High School was named a National School Change Award winner in 2012 by the National Principals Leadership Institute, a recognition for excellence for innovation and change. In subsequent years, Childersburg High School and Munford High School also were named national winners.

A Trajectory Change

Through it all, I have learned that exemplary leadership matters if a school system is to be highly functioning.

I had to make hard decisions early on as I faced the challenges associated with declining state funding. It was the collective work of determined stakeholders, however, that made the difference now 12 years later. I feel a great sense of pride and accomplishment for our work and how it has changed the trajectory of the district and, most importantly, the outcomes for students.

SUZANNE LACEY is superintendent of Talladega County Schools in Talladega, Ala. E-mail: slacey@tcboe.org