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 of
disability, 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.
 TABLE OF CONTENTS
Alabama Leadership Academy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ii
Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .iv

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .v
Table 1: 2004-2005 Torchbearer Schools Statistics . . . . . . . . . . . . . . . . . . . . . . .vi

Torchbearer Schools: Introduction to Shared Core Values . . . . . . . . . . . . . . . . . .1

Autonomy
Goals
Faculty
Leadership
Assessment and Achievement
Culture and Climate

Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Consistency of Effort
Purity of Purpose

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

Appendix A: Principal Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

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

ALABAMA TORCHBEARER SCHOOLS - Lighting the Way to Student Achievement

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 ALABAMA LEADERSHIP ACADEMY

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ALABAMA LEADERSHIP ACADEMY 2004-2005
 iii
ALABAMA TORCHBEARER SCHOOLS - Lighting the Way to Student Achievement
 FOREWORD
The schools highlighted by the Torchbearer Schools Program are examples of the kind of positive
environments that principals, faculties, and staffs can create when they view the profession in a purely
selfless fashion. To be an educator is to be a part of a profession that is equal parts science and art. Many
are quite adept at the scientific facets of the job, but the art of teaching can only be mastered by those who
truly care for children. The Torchbearer Schools excel because they are staffed with administrators and
teachers who not only understand the science, but also embrace the art of teaching. Those same faculty
members made it difficult to determine the reason for the success of the schools. In every case, the
principals inevitably stated that the faculty and staff were the primary reason for any success that had
occurred. Each faculty was equally as adamant that success would have been impossible without the
support and guidance of their principal. Furthermore, no one at the schools sees what they are doing as
particularly out of the ordinary. In their minds they are simply doing their jobs. However, they do so in
a 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 the
Alabama Leadership Academy by telephone at 334-353-4810 or by e-mail at tthacker@alsde.edu.

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ALABAMA LEADERSHIP ACADEMY 2004-2005
 INTRODUCTION
Read 10 good articles describing 10 “effective” schools and you will have read little about effective
programs and a great deal about effective people. These schools “work” because the people driving
them 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 Education
conducted a study of the book No Excuses: 21 Lessons from High-Performing, High-Poverty Schools by
Samuel Casey-Carter. The book contains both general research concerning raising achievement levels in
schools 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 none
are located in Alabama. The implication to many who attended the book study was that Alabama had no
high-poverty, high-performing public schools. The reality was that the work had simply never been done
to identify and recognize such schools.
The Torchbearer Schools Program was created to recognize high-poverty, high-performing public
schools in Alabama. To have been considered for recognition, schools must have met the following three
criteria:
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 as
Torchbearer Schools. Those schools and the scores utilized to determine them can be found in Table 1.

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ALABAMA TORCHBEARER SCHOOLS - Lighting the Way to Student Achievement
 Table 1
2004-2005 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) about
their school, and the answers supplied by the principals were entered into the statistical software (SPSS
11.0) to determine means, standard errors, and variances (Appendix B). Principals were also offered an
opportunity to supply additional information as needed. A compilation of their qualitative answers can be
found in Appendix C.
Site visits were made to further discern why Torchbearer Schools were successful when other
schools with similar demographics had been less so. The site visits were invaluable. All 13 schools had
several 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 Schools
were excellent in their own way and all exemplify what is possible when a group of individuals truly believes
that “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 13
schools have in common. The premise is that characteristics present in all 13 schools identified could, by
extension, be applied to other schools resulting in similar success. Data from the Principal Survey was used
to reinforce the presence of the similarities discussed in this section. The second section consists of a brief
synopsis of each school and the characteristics that makes it special. Taken together, the two sections are
meant to accurately depict the culture and climate found in each of the schools discussed. As such, the
two sections combined rightfully constitute a celebration of 13 schools that represent the many faces of
educational 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 its
children. Anything less is a diminution of the society.
- John Dewey, Author, Democracy and Education
All schools should be the kind of place that any
p a rent would choose to have his/her children attend.
Unfortunately, all schools are not such places. Torchbearer
Schools are. Though their excellence is, in part, the product
of exceptional attitudes, it is equally dependent on the
processes that allowed those attitudes to develop. Each of the
schools is unique, but they do share commonalities.
It was assumed that site visits to the 13 Torchbearer
Schools would reveal similarities in approach and attitude
and that proved to be true. Ho wever, the most striking
similarity found at all of the schools was their complete
commitment to the educational process and the well-being of
their children. That commitment is exemplified by the very
simple motto of Dutton Elementary School, “Where Learning
Matters.” It is the foundation of this school’s continual search
for improvement and it drives the staff and faculty as well as
Autonomy
Everything that is really great and inspiring is created by the individual who is allowed to
labor in freedom. - Albert Einstein
One of the key privileges afforded to the
Torchbearer principals is freedom, particularly the freedom
to make instructional decisions in their schools. In the
survey distributed to each of the principals, the mean score
for Question 3, “I am allowed to make instructional
improvement decisions,” was 3.92. The answers to Question
5, “Central office staff members support my decisions,”
yielded a similar statistic. The strength of the agreement in
the answers to both questions indicates that principals of
Torchbearer Schools enjoy a degree of autonomy that allows
them to address student achievement issues specific to their
school. Couple that autonomy with shared leadership, a
process used extensively in Torchbearer Schools, and the
result is schools in which student achievement decisions are
highly influenced by the adults with the most knowledge of
the challenges present…the teachers. It is not surprising that
Torchbearer Schools do a superlative job of addressing
ALABAMA TORCHBEARER SCHOOLS - Lighting the Way to Student Achievement
the students. Their commitment to improvement, and to
each other, is apparent in all Torchbearer Schools, and it
continually draws the faculties together. Though it will be
discussed in greater detail in the Faculty section, now is an
appropriate time to point out that all 13 principals of the
Torchbearer Schools used the term “family” or “extended
family” at some point when discussing their schools. In fact,
at Huxford Elementary School, the principal told every class
and every teacher how deeply she cared for them. Such a
sense of community and shared responsibility was palpable in
all Torchbearer Schools, and the benefits of such an attitude
were evident wherever one looked. The remainder of this
section presents a brief overview of several of the processes
and methodologies common to all of the To rc h b e a re r
Schools.
existing problems; however, the autonomy afforded them
also allows them to proactively address future problems
much more effectively.
The autonomy enjoyed by the Torchbearer Schools
was most often earned as opposed to freely given. However,
the autonomy afforded these schools was provided because it
was both deserved and, in most instances, persistently
solicited. Nine of the 13 Torchbearer principals were clear in
their belief that the changes that led to their schools’ success
often re q u i red strong stances with both faculty and
immediate supervisors. A group of teachers from Asbury
School went so far as to state, “We are a strong faculty who can
do what we do because we know our principal will fight for this
school and will fight for us if he knows we are right. That
obligates us to do what is right because then
we know he has our back.”
1
 Goals
In regard to the growth of the mind, we should set our goals very, very high, because we know that
most people are capable of much more than they do or are.
- Seymor B. Sarason, Yale University
When walking through the 13 Torchbearer Schools where they have failed and chart a new course.
it is apparent that the expectations for all students are very In addition, the goals of Torchbearer Schools are
high. However, high expectations do not set Torchbearer discussed freely within the faculty and with the students.
Schools apart from many schools that do not experience John Bell, Coordinator of the Alabama Leadership
similar levels of success. What does set them apart is that the Academy, recounts a statement made by a principal in a
goals in To rc h b e a rer Schools are both tangible and struggling school when asked if she discussed test results
measurable. In the survey instrument completed by the with her students. Her answer was, “No, I do not want to
principals, every principal strongly agreed with the hurt the children’s feelings.” Such an attitude clearly
statement, “The goals of the school are tangible and overlooks the truth of the matter—the students already
measurable.” The goals of Torchbearer Schools are objective know how they are doing on achievement tests and already
and specifically measurable because they are used to appraise know whether or not they are reaching the goals of the
the schools’ progress. Where many schools have goals such school. To not discuss them openly and honestly with the
as seeking to “m a x i m i ze the learning potential of all student body does the students a disservice and
students,” which is a laudable objective but one that is compromises the faculty’s credibility with their students.
patently immeasurable, To rc h b e a rer Schools strive to The Torchbearer Schools clearly communicate school goals,
improve certain skills, by certain percentages, in specific more often than not have them posted in hallways and
periods of time. Such goals allow them opportunities to classrooms, and use any progress towards their goals as
celebrate successes, which they do often, or objectively assess motivation 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 from beyond the norm to ensure that every child is successful.” At
other schools, it is the strength and commitment of their Highland Avenue Elementary School the principal described
faculties. Such a statement is not meant to shed a less than her staff as “spectacular” and “inspirational.” At Midland
favorable light on other faculties, but simply to point out the City Elementary School the principal stated that their success
difference that an energetic and committed faculty can make was entirely a byproduct of a dedicated and caring staff. She
in the lives of children. Every Torchbearer principal praised mentioned that all but two staff members drove 30 or more
his/her school’s faculty and staff. Each emphasized that the minutes to attend a non-paid SATURDAY workshop the
success of the school was directly attributable to the week before. In every instance the principals stated that their
personnel within it. Each also emphasized that his/her faculties were enthusiastic about teaching children and each
faculties were filled with leaders who saw ALL students as also said that their faculties were constantly looking for better
THEIR students and who sought to work with other methods of teaching children.
teachers to benefit everyone. Such individuals truly take Such statements speak to the importance of an
ownership in the educational process. exemplary faculty to the success of Torchbearer Schools.
At Dutton Elementary School, the staff However, they also speak to the importance of a leader who
was described as “a dedicated group of professionals recognizes and celebrates excellence in the development of
who love what they do and are willing to go above and such exemplary faculties.
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ALABAMA TORCHBEARER SCHOOLS - Lighting the Way to Student Achievement
 In addition to their shared excellence, each of the
Torchbearer Schools also reported that it experiences very
little turnover in its staffs. However, both the principals and
the staff members interviewed felt that the turnover that had
o c c u r red had been mostly positive. At Calcedeaver
Elementary School it was stated that “people leave if they
don’t fit in and people don’t fit in if they are not completely
devoted to the students.” At Foley Intermediate School the
faculty made it extremely clear that, “they work very hard
together 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 members
indicated that “teachers who are uncomfortable with data
l e a ve and find employment elsew h e re.” At Highland
Avenue Elementary School the faculty is a devoted group of
professionals that “do not accept anything less than excellence
from each other. People leave who cannot live up to that
standard.” Holding self and others to a shared standard of
excellence is the true mark of professionals. The staff and
faculties 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 school
leadership should be recognized as the most important component of school reform. Without
leadership, the chances for systemic improvement in teaching and learning are nil.
- Gerald N. Tirozzi, Executive Director, NASSP

The faculties of the Torchbearer Schools are all
examples of excellence. The same can be said for the leaders
of the schools. Though the Torchbearer principals are
extremely effective, each accomplishes tasks in his/her own
unique way. Teachers say that Terri Tomlinson, the former
principal of Maryvale Elementary School, appears to be the
happiest when she is teaching students or faculty something
new that she has learned. She called herself the Chief
Learning Officer. At Midland City Elementary School the
principal is in every classroom on a daily basis, and teachers
stated that she often participates in the teaching of lessons.
At Highland Avenue Elementary School the principal was
described as a “dynamo” by her staff and was lauded for
always trying to find new ways to get better. At Huxford
Elementary School the principal runs the school as an
extended family and because of that the staff and students are
extremely close and extremely loyal to one another. At
Highland Elementary School the principal was described by
her teachers as the “stern grandmotherly type who loves
everyone implicitly but does not put up with anything that
might hurt her kids.” At Dutton Elementary School the
principal stated that you either lead, follow, or get out of the
way and he had “done all three because his faculty is much
smarter than he.” However, his faculty was unanimous in
their praise of him. At W.C. Griggs Elementary School the
principal is the ultimate technician who is supre m e l y
proficient and knowledgeable about assessments and the
achievement level of her students. The principal at West
Jasper Elementary School very accurately described himself
as the #1 Cheerleader.
Each of these leaders is different in approach, but
each is similar in accomplishments. In addition, all are very
humble when asked to talk about themselves. Because they
are very self-aware and do not try to be anything that they are
not, these leaders do not see what they do as particularly
special. It is apparent that such an attitude, and their ability
to lead in a manner that is consistent and transparent, is what
engenders such strong loyalty from their staffs. Their
consistency and their honesty are the keys to their success as
leaders.

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ALABAMA LEADERSHIP ACADEMY 2004-2005
 Assessment and Achievement
Where assessment is educative, we hear classroom and hallway conversations that are different
than those heard in schools that use traditional assessment methods. Students are no longer asking
teachers, “Is that what you want?” or “Is this going to be on the test?” Instead, learning goals and
standards 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 know
how they are expected to demonstrate their learning.
- Grant P. Wiggins, Co-Founder, Center on Learning, Assessment and School Culture

Student achievement should be what drives all
schools, and it plays a major role in what occurs at
Torchbearer Schools. To determine how effectively they are
addressing student needs, Torchbearer Schools utilize
student assessment extensively. Every principal surveyed
strongly agreed with Question 19, “Our students’ academic
progress is assessed on a regular basis,” and Question 21,
“Testing is used as a diagnostic tool for improvement in my
school.” T h e re was also ve ry strong agreement with
Question 22, “Student testing reveals teaching proficiency as
well as student knowledge,” and Question 23, “As
i n s t ructional leader, I personally insure that students are
regularly tested.” The answers given in the section of the
survey dealing with Assessment/Achievement indicated that
all To rc h b e a rer Schools rely heavily on assessment to
determine student achievement and to drive student
instruction. What differentiates the Torchbearer Schools
from many others is the amount of time they spend
analyzing their assessment data and the extent to which they
discuss that data with their students.
At Western Heights El e m e n t a ry School the
principal stated that, “Because of the amount of analysis of
student data that we do our teachers can allow their students to
guide the instruction because it is based on student needs.” At
St. Elmo Elementary School not only is the school involved
in “systematic, job-imbedded training that includes regularly
scheduled data meetings,” the “teachers are required to keep
progress monitoring booklets on each student.” Grade-level
and staff meetings held solely for the purpose of discussing
student data are a common occurrence in Torchbearer
Schools. The principals at West Jasper Elementary,
Calcedeaver 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, Saint
Elmo Elementary, Mary vale Elementary, Dutton
Elementary, and Foley Intermediate Schools were all explicit
in their praise of the work that their faculties do in such
meetings and the importance of the information garnered
from looking at their data. Simply put, the extensive analysis
of student achievement data conducted by faculties at
Torchbearer Schools allows them to make decisions that
impact instruction from a position of knowledge rather than
a position of ignorance.
The importance placed on student achievement
by Torchbearer Schools manifests itself in several interesting
ways at those schools. At all of the schools, the majority of
the bulletin boards are devoted to student achievement and
assessment data. At six of the schools, EVERY bulletin board
is devoted to student achievement. The overriding effect of
the bulletin boards is that no matter where one walks in one
of these schools there is never a doubt about the importance
of student achievement.
Though the bulletin boards are a stro n g
indication of the importance that is placed on student
achievement in these schools, there are many other indicators
as well. At W.C. Griggs Elementary School every grade book
has a copy of semester objectives laminated to the bottom of
each page. Each assignment and test must list the objective
it addresses. When a class goes to the library or the computer
lab at Calcedeaver Elementary School that teacher pulls in
students from another class for remediation, effective l y
doubling the amount of remediation that some students
receive. Whenever students are standing in line at Huxford
Elementary School, be it in the hallway waiting to use the
restroom or in the cafeteria, they always have a library book
in hand and spend that time reading. At all of the schools
the library was a focus of activity and learning was the
overriding issue.

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ALABAMA LEADERSHIP ACADEMY 2004-2005
 Culture and Climate
What does it mean to “eradicate illiteracy?” It gives the impression of pulling out bad weeds. It’s
insulting. 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 of
place in a section devoted to culture and climate, it is an
appropriate introduction to this section because it accurately
depicts the intent of all Torchbearer Schools: the eradication
of the injustices that plague many educational institutions
and compromise their ability to reach children. The culture
of the Torchbearer Schools revolves around children, and it
is evident wherever one goes. Inevitably, when one walks
into a classroom at any of the Torchbearer Schools one sees
students engaged and on task and teachers actively engaged
with those students. Equally as important, students are
smiling. Several principals indicated that their culture was
productive and positive because their faculties were just as
interested in learning better ways to teach as the students
were in finding better ways to learn. Because of that, all
children’s needs are being addressed and there are structures
in place to do so.
Nine of the Torchbearer Schools offer both after-
school and before-school remediation. Children and parents
are welcome to attend. They do attend in large numbers
because the schools are safe and inviting. In the Culture and
Climate section of the survey instrument that principals
completed, all 13 principals mentioned “safety” or “safe
school” as a key component of their culture and, ultimately,
their success. All 13 principals agreed strongly with
Question 33, “My school is a safe place for students.”
Several studies have linked high achievement and school
safety, while others have linked the student detachment and
the decision to drop out with not feeling safe in the school
environment. Such research indicates that safety is of
paramount 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 a
small school and everyone has a sense of family. You make
sure that your family is safe.” Such a sentiment was echoed
in many of the other schools and put into practice on a daily
basis. While walking into the school for the site visit at
Highland Avenue Elementary School the State Department
of Education staff member conducting the site visit was met
in the hallway and directed to the “Parent’s Resource Room”
where two parent volunteers questioned him to determine if
he belonged on campus. One parent politely stated, “You
look nice in your suit, but that doesn’t mean you’re supposed to
be here.” Clearly, Highland Avenue Elementary School is
concerned with the safety of its children.
Because the To rc h b e a rer Schools are safe and
inviting places where students are continually engaged, it is
not surprising that they experience very few disciplinary
problems. The 13 principals also attribute having few
discipline problems to the excellence of their staff. Each
a g reed strongly with Question 28, “Ef f e c t i ve teachers
minimize discipline problems.” The principal at West Jasper
Elementary School underscored this by saying, “I can only
afford to be the #1 Cheerleader in this school because I have
great teachers who are constantly teaching and that keeps me
from having to stay in the office dealing with discipline.” The
Torc h b e a rer Schools support the premise that school
cultures are essentially an amalgamation of the cultures
found in individual classrooms. Every teacher contributes or
detracts from a school’s culture. The faculties at the
Torchbearer Schools are exceptional in supporting a positive
school culture by first supporting strong teaching in their
classrooms.

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ALABAMA TORCHBEARER SCHOOLS - Lighting the Way to Student Achievement
 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

The Torchbearer Schools share many similarities,
but one of the most important is their constant search for
i m p rovement. Though school cultures are notoriously
resistant to change, they are constantly changing. The 13
schools identified as Torchbearer Schools work hard to ensure
that change is positive and purposeful. At Foley Intermediate
School a single-sex classroom pilot program was instituted in
an effort to increase student achievement. At W.C. Griggs
Elementary School math classroom assignments are fluid
based on achievement levels. Students are moved from class
to class according to needs. At Western Heights Elementary
School the second graders were struggling with reading so
two fourth-grade teachers who had been identified as
exceptional reading teachers agreed to move to the second
grade. At West Jasper Elementary School five children from
each class are identified for remediation at the beginning of
each year. They can test out of the program, at which time
another student is chosen. Each of these examples
underscores a simple truth: these schools are learning sites
for students, faculty, and staff. Their search for
improvement has caused the Torchbearer Schools to realize
that although they are different, they share two important
traits that are necessary for success in any organization:
Consistency of Effort and Purity of Purpose.

Consistency of Effort
Whatever the Torchbearer Schools attempt, and the students who have been identified as strugglers. At W.C.
schools are programmatically different, they do in a Griggs Elementary School interventions are done from 8:00-
consistent and concerted manner. At Saint Elmo Elementary 8:30 a.m. every morning, and small-group interventions are
School they have an “Every Day Counts” calendar that done from 2:30-3:00 p.m. every afternoon. Whatever is
ensures a consistent schoolwide focus on achievement. At deemed necessary for success, the Torchbearer Schools do it
Huxford Elementary School aides work every afternoon with every day.

Purity of Purpose
Everything detailed in this study would be useless if
it were not for the purity of purpose found in each of the
Torchbearer Schools. Quite simply, these schools, and the
leaders of these schools, do everything with their students in
mind. At Calcedeaver Elementary School every teacher
knows the principal makes decisions based on the needs of
the students. The principal stated that she truly values her
staff but was put there for the children’s benefit. At
Highland Avenue Elementary School the principal stated
that she required a spotless school. The custodian said it was
that way because the principal let everyone know
the children deserve it. At Asbury School several
students stated that everything is done with the students in
mind and that that made them feel appreciated. At Western
Heights Elementary School the principal stated that the
faculty knows he cares for them deeply, but they also know
he LOVES the kids. At West Jasper Elementary School the
principal calls himself the #1 Cheerleader and the teachers
say there is NO doubt that he is there for the kids. At
Highland Elementary School the principal stated that the
most precious time of her day is when a student gets chosen
to come to her office and read to her. It is obvious from the
omnipresent smiles to the consistently caring attitudes that
these schools are in the business of helping children learn.

6
ALABAMA LEADERSHIP ACADEMY 2004-2005
 Each of the schools involved in the Torchbearer
program excels in its own way. Each also has its specific
challenges. However, each does its best to overcome those
challenges and, because of that, has found success. The final
question on the principal survey instrument asked, “What
qualities or practices do you think make your school effective
where other schools with similar demographics are not?” It
is appropriate to end this section by presenting the principals’
answers to that question.
A. Students and student needs drive our instruction.
Everyone—teachers, students, custodians, and support
personnel—knows that they are a part of our success.
B. Some children receive intervention four or five times a
day until they are able to improve.
C. 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.
D. We work to help each other across the curriculum. Our
staff really works together and our students see that.
E. The dedication of the faculty and staff is THE key. They
have internalized our mission statement and challenge
students to be their best.
F. We have very caring and intelligent teachers and staff.
We are determined to reach our shared, common goals.
ALABAMA TORCHBEARER SCHOOLS - Lighting the Way to Student Achievement
G. Hi g h - l e vel, 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.
H. There is a 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.
I. 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 extremely dedicated.
J. 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 really
celebrate successes.
K. Our staff is DEDICATED. They are open to new ideas
because they want to help students learn. We ALWAYS
put student interests first.
When one looks at the simple reasons the principals
state are responsible for the success of their schools, it is both
reassuring and unsettling. It is reassuring because their
success is possible in every school. It is unsettling because it
is found in too few schools.
A more detailed look at each of the schools,
presented in alphabetical order, follows.
7
 ASBURY SCHOOL
Asbury School is located in rural northeast
Alabama in the eastern section of Marshall County. Asbury
School was a K-8 junior high school until the fall of 2004
when Grades 9-12 were added. Asbury School is a Title I
school that serves 714 students. The student body is
primarily white, but 12% of the students are Hispanic.
Asbury School serves a rural student population
whose parents work in local industry in neighboring cities
and towns. Poultry and cattle farms are the primary sources
of income for parents not involved with local industry.
The primary grades at Asbury School have recently
added the Voyager Universal Literacy System to the reading
curriculum. The Voyager system provides intensive reading
intervention and instruction in the areas of phonemic
awareness, phonics, and fluency. In addition, Grades 4-6
have implemented Passport, another series from Voyager
Universal Literacy System, that is designed for students who
are struggling in reading and are at risk of falling further
behind.
Asbury School recently established a 21st Century
Community Learning Center through a federal grant. The
goal of the learning center is to create the type of learning
8
State Board of Education District 6
Mr. William Aaron, Principal
Asbury School
1990 Asbury Road
Albertville, AL 35951
256-878-4068
o p p o rtunities for students and adults that will furt h e r
enhance the school’s position as the hub of the community.
It is also a primary facet of the school’s effort to eliminate any
barriers that might exist between the school and the
community.
When asked why Asbury School is special, the
principal immediately gave three reasons:
1. The teachers are hard workers who get along well and who
share information freely.
2. Our students are really interested in doing well.
3. We have a very, very supportive community that considers
this 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 they
were lucky to have such a strong leader.
As is the case with many of the Torchbearer
Schools, Asbury School does not have programs that are
distinctly different from other schools. However, it does
h a ve a dedicated and energetic staff implementing its
programs.
ALABAMA LEADERSHIP ACADEMY 2004-2005
 CALCEDEAVER ELEMENTARY SCHOOL
State Board of Education District 1
Mrs. Lagaylis Harbuck, Principal
Calcedeaver Elementary School
20185 Richard Weaver Rd
Mount Vernon, AL 36560
251-221-1092

Calcedeaver Elementary School is an elementary Calcedeaver actively applies for, and receives, grants
school located in the rural northern section of Mobile to enhance their programs. Mrs. Harbuck is pictured below
County. The school has a student population of in the “outdoor science lab” that was built with grant funds.
approximately 225 students, over 90% of whom are Native C a l c e d e a ver El e m e n t a ry School is a prime
American. The heritage of the students plays a major role in example of what happens when exceptional people take it
the daily life of the school. Calcedeaver not only has a upon themselves to create an environment that meets all
Choctaw language program and a Native American dance of the needs of their students. Because of the energy and
team (members of which are pictured above), it has a Native d e votion of the staff at Calcedeaver Elementary School,
American Culture Exhibit (parts of which are pictured below) the students exc e l .
on school grounds.
The extensive
p resence of Na t i ve
American culture in the
school is testament to
the care that the staff
and faculty have for
their students. Mrs.
Lagaylis Harbuck stated
that once the children
began to understand and
appreciate their heritage and culture, they started to blossom
as individuals. That care does not end when students leave
Calcedeaver. The school has two individuals that regularly
check up on former students attending the local middle
school and high school. Those individuals ensure that the
former students get any remediation that might be needed.
Calcedeaver is an Alabama Reading First Initiative
(ARFI) school. Mrs. Harbuck attributes a good deal of the
school’s success to the cohesiveness of the faculty. She stated
that this cohesiveness was greatly enhanced by the focused
professional development that is the core of the ARFI
p rogram. The faculty cohesiveness around re a d i n g
improvement has carried over into other aspects of the
curriculum. Mrs. Harbuck is understandably proud of her
“very powerful faculty.”
9
ALABAMA TORCHBEARER SCHOOLS - Lighting the Way to Student Achievement
 DUTTON ELEMENTARY SCHOOL
Dutton Elementary School is a school located in a
rural section of Jackson County. The school was established
in 1923, and the current building was constructed in 1957.
The school has 19 dedicated faculty members and 14
“Town Hall” Office “French Bistro” Cafeteria
support staff members, all of whom care deeply about the
260 students that make up Dutton’s student body. The
principal describes his faculty as “able and willing, open-
minded, and exceptionally capable”. He also stated that
because of the number of teacher leaders that he has in the
school, he “occupies the principal’s position but is not really
the principal. Leadership at Dutton is a group effort.”
Dutton is a Title I school and serves students in Kindergarten
through Grade 8.
Dutton Elementary School is an Alabama Reading
Initiative (ARI) school. The faculty credits the ARI for its
growth in reading instruction. It also credits the job-
imbedded professional development provided by ARI for
increasing teacher effectiveness across the curriculum. That
effectiveness has resulted in a school environment where
“teachers drive and data guides the learning process.”
Dutton’s motto is “Dutton School: W h e re
Learning Ma t t e r s” and that motto permeates
e ve rything that Dutton does. In Mr. Dale
10
State Board of Education District 8
Mr. Dale Hancock, Principal
180 Main Street
Dutton, AL 35744
256-546-7409
Hancock’s words, “At Dutton, we see students as learners.”
He sees his primary job as providing the kind of
environment that optimizes the opportunities for students to
learn and, because of that, the focus of the staff has been to
make Dutton as much
like a home away from
home as possible. The
principal and/or the
school secretary greets the
students every day as they
come into the building.
As the pictures (left)
clearly show, once in the
building the atmosphere is
“Goal Getters” Walk of Fame very inviting.
The environment at
Dutton epitomizes caring and concern, but the school is
exceptionally focused on student achievement. What makes
Dutton special is the ability to balance that caring attitude
with a rigorous academic curriculum. In Grades K-4 there
are 120 minutes of reading and 100 minutes of math
scheduled daily. In the middle school grades there are 80
minutes of reading, 80 minutes of math, 80 minutes of
language, and 40 minutes of science/social studies scheduled
daily. Each grade is responsible for teaching a specific mode
of writing. Any weaknesses that are uncovered are addressed
t h rough one-on-one or small-group remediation and
individualized work in the computer lab. The ACC, Math
Facts, Fluent Reader, Success Maker, Perfect Copy, and Easy
Tech programs are available to students. All teachers except
math teachers re q u i re journals and monitor them to
determine writing ability.
The result of this is that the staff and faculty have
succeeded in transforming a simple building into an inviting
place that exemplifies its motto, “Where Learning Matters.”
ALABAMA LEADERSHIP ACADEMY 2004-2005
 FOLEY INTERMEDIATE SCHOOL
State Board of Education District 1
Mrs. Lee Mansell, Principal
2000 South Cedar Street
Foley, AL 36535
251-943-1244
Foley Intermediate School serves students in Grades
4 and 5 and is located in the heart of Foley, Alabama. It is a
Title I school serving a student body of approximately 270
children. The school has a staff of 21 teachers, 76% of whom
hold Master’s degrees, and 15 support personnel.
A primary factor in Foley Intermediate School’s
success has been its proactive approach to finding better ways
of meeting the needs of all students. Mrs. Lee Mansell,
Principal, states that such a proactive approach necessitates
change and such change would not be possible if it were not
for the “motivated and hard-working” faculty that “really
cares for the students.” She also stated that her job is made
much easier by a superintendent who is supportive of her and
the school.
The faculty was also described as very supportive of
one another, and part of that support was attributed to the
familiarity that developed during the required, yearlong,
cooperative teaching program overseen and instituted by the
principal. The program is just one of many put into place by
the Building Leadership Team. The school implemented a
Positive Behavioral Interventions and Support Discipline
Plan in 2002-2003. The faculty participated in training
focused on addressing the needs of minority and at-risk
children in 2003-2004, and the school chose to participate in
ALABAMA TORCHBEARER SCHOOLS - Lighting the Way to Student Achievement
the county’s Single Gender Classes Pilot in 2004-2005. In
addition, the school provides art, music, and computer
classes to all its students. This has resulted in students who
understand that they are the school’s primary focus.
In conversations with students randomly chosen
during a break, students indicated that “they liked the
school” and “felt safe there.” They also stated that “the
principal is very helpful” and is “real nice if you follow the
rules.” They added that they “liked the teachers a lot.” The
only negative remark in the entire conversation was that
they wished the “high school people knew how to act on the
bus.” The tenor of the conversation was a clear indication
of the amount of effort being expended by the school to
develop a positive culture conducive to learning.
Because of that effort, the school receives strong
support from the community. Foley Intermediate School
regularly has more than 130 parents in attendance at
quarterly PTO meetings.
Foley Intermediate School is an example of a
school constantly on the move, constantly in search of
improvement, but always aware of the reason for these
efforts…their students. Because of this, the school
continues to be successful despite the demographic and
economic changes occurring around it.
11
 W. C. GRIGGS ELEMENTARY SCHOOL
State Board of Education District 1

Mrs. Laveral Graf, Principal

6001 Three Notch Road
Mobile, AL 36619
251-221-1330

W. C. Griggs Elementary School is located in a We have been honored for the last two years by the
section of Mobile County that used to be rural, but is University of South Alabama. The Dean of the Education
quickly developing into an urban setting. The school is Department sends her graduating classes to Griggs to observe
surrounded by chemical plants and several Section 8 housing teachers teaching reading and to write their final essay
developments. The area’s population is 88% white, 10% examination on the experience.
black, and 2% Hispanic. The demographic makeup of the Mrs. Graf is adamant that the success at Griggs is
540 students at the school reflects the area population. attributable to “great teachers” who do an outstanding job.
The site visit to W. C. Griggs Elementary School However, the hallmark of the school is consistency. Each
yielded two immediate truths: the school is an inviting place morning students recite the school creed and the pledge.
for students and parents and it is ve ry dedicated to Eve ry morning and eve ry afternoon interventions are
assessment and analysis of assessment. The pictures below scheduled. All classrooms have posters listing the objectives
attest to those two facts. for the quarter, and every teacher is required to address each
What makes Griggs special? Mrs. Laveral Graf, the objective. To ensure that happens, all grade books have the
principal, answered in this manner: objectives listed and every assignment or test lists which
We have worked very hard and are totally committed objectives it addresses. As Mrs. Graf stated, “This
to the goal of every child reading on grade level or above. We consistency is vital to our students because they know what
discuss every child who is not working on grade level and create to expect on a daily basis.” By extension, the faculty knows
intervention plans, sometimes radical ones. We fluidly group what is expected as well.
students on achievement levels based on math scores and move Not only does Griggs nurture its children, it
them con-
stantly as they
acquire the
skills they
need. We
h a ve been
breaking
down our
data by
homeroom on
standardized Entryway Student Work Every Bulletin Board
tests long before Covers Every Hallway Addresses Data
TestTrax did it for
us. Teachers have been extrapolating data about their teaches them precisely what they need to be taught. It does
homerooms and evaluating their performance as long as I have so because of the commitment of the faculty and the
been principal here. diligence of the administration.

12
ALABAMA LEADERSHIP ACADEMY 2004-2005
 HIGHLAND ELEMENTARY SCHOOL
State Board of Education District 8
Mrs. Rebecca Miller, Principal
3156 Tabor Road
Gadsden, AL 35904
256-546-7409
Highland Elementary School is located in Etowah County
on Lookout Mountain. The building was constructed in
2004 after the previous structure was severely damaged by
fire. It serves approximately 270 students in Grades K-8. To
quote the overview of the school submitted by the principal,
Mrs. Rebecca Miller, “Upon entering Highland School, it is
easy to recognize the atmosphere of learning that is evident on
the faces of both the students and the faculty. Our school has a
warm, soft presence, more like a home than a facility of
education.” Everywhere that one looks in the school there are
touches that add up to an atmosphere that invites children to
learn. Pictured below is one of the “reading nooks.” Such
inviting spots are found in rooms and hallways throughout
the school.
When touring the school one will often find
teacher’s aides or other personnel sitting with two or three
ALABAMA TORCHBEARER SCHOOLS - Lighting the Way to Student Achievement
students in one of the nooks in the hallway quietly reading
to one another.
The “highly devoted teachers and staff ” ensure that
the students of Highland Elementary School are being
educated utilizing the latest re s e a rch and strategies.
Highland’s computer lab is continuously in use and is
stocked with over 40 educational titles that assist in
remediation at all grade levels and in all subjects taught.
Highland is proud of its lab, the programs in the lab, and the
success its students have had through utilization of those
programs.
Though the facilities at Highland are excellent, the
principal is quick to point out that it is the faculty that
makes Highland different. The faculty described itself as a
family. The consensus among them was that “like any family
we’ve had our growing pains but that’s because we are
opinionated and passionate about our kids.” That passion led
to development of the school’s monitoring program that
requires each student’s overall progress to be determined
every two weeks and used as a formative guide for future
instruction. In essence, each child’s weaknesses help to
determine his/her future instruction.
Accordingly, the faculty members at Highland are
major proponents and compre h e n s i ve practitioners of
differentiated instruction. In addition, the school has made
“project-based learning” a major focus and, in doing so, has
developed a greater understanding of each child’s learning
styles.
The attitude at Highland is to demand excellence
from everyone, but do so in a respectful manner. They can,
they have, and they are successful in doing so.
13
 HIGHLAND AVENUE ELEMENTARY SCHOOL
Highland Avenue Elementary School is a historic,
urban school located near downtown Montgomery. The
building is 103 years old. The school has a rich history and
heritage as a neighborhood institution and enjoys close
contact with the surrounding community, which includes
alumni from as far back as 1912. The student population is
310, with 28 faculty members. Highland Avenue is a Title I
school 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 attributes
a portion of the school’s academic success to the high-quality
professional development that is a core component of the
ARI. Learning at the school is monitored through continual
assessment, and that assessment is used to guide and modify
the instructional process.
Though the programs in place at the school are
important, the success of the school is primarily due to the
impact of the staff. Highland Avenue Elementary School is
a clean, inviting, and dynamic school.
Mrs. Kornegay is quick to credit her staff for the
atmosphere in her school. She says that the faculty and
support staff is “spectacular in every way and everyone is
focused on a shared vision.” She further stated that the
teachers are dynamic, aggressive, and very competitive in a
Entry Hallway One of many colorful rooms
14
State Board of Education District 5
Mrs. Patricia Kornegay, Principal
2024 Highland Avenue
Montgomery, AL 36107
334-269-3690
positive way. They are “professionals and they are the reason
that we have such a professional atmosphere here.” That
professionalism is apparent at all levels. Though 103 years
old, the building is exceptionally clean and the custodian is
very proud of that fact. Parents volunteer on a daily basis to
man the “parent resource room” and to ensure that visitors to
the campus are comfortable. The product of all this effort is
that Highland Avenue is a place in which one immediately
feels welcome.
Mrs. Kornegay was quick to answer when asked
what she thought about the school. She replied, “I love
Highland Avenue School. I love my teachers…and I love my
students.” Though she deflects the credit for the school’s
success to her staff, Highland Avenue has obviously benefited
from her love.
The ove rv i ew of the school submitted to the
Alabama Leadership Academy ends with the follow i n g
paragraph:
Everyone wants to know how we do it. It is all about
building positive self-esteem, establishing high expectations,
obtaining total commitment from all stakeholders to our
mission, and knowing that nothing is impossible if you
believe.
Those words come to life in the halls of Highland Avenue.
Caboose “Reading Room”
ALABAMA LEADERSHIP ACADEMY 2004-2005
 HUXFORD ELEMENTARY SCHOOL
State Board of Education District 1
Ms. Betty Warren
P.O. Box 10
Huxford, AL 36543
251-294-5475
Hu x f o rd El e m e n t a ry School is located
approximately 16 miles north of Atmore in rural Escambia
County. It serves a student population of 270 K-6 students.
Because Hu x f o rd serves the Poarch Creek In d i a n
Reservation, approximately 40% of the student population is
Na t i ve American. A large percentage of the students
attending the school are latch-key children from single-
parent homes. Huxford Elementary’s building was
constructed in 1928 and the original structure is still in use.
Huxford Elementary School is an Alabama Reading
Initiative School, and the staff and faculty, like in several
other Torchbearer Schools, attribute a portion of its success
to the high-quality professional development provided by the
Alabama Reading Initiative. However, Huxford’s success is
clearly a byproduct of its staff. The atmosphere within the
school epitomizes what an extended family should be. One
cannot spend any time with Ms. Betty Warren, who has been
the principal since 1992, without hearing “I love you”
numerous times. The students and the teachers respond
with “I love you, too” just as freely. The school chose to give
up its gym—it now houses the library and computer lab—so
that it would not lose its sixth graders.
ALABAMA TORCHBEARER SCHOOLS - Lighting the Way to Student Achievement
The staff at Huxford explained their success with
the 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 mindset
of the faculty/staff, which is that of a family atmosphere
composed of generous amounts of love, discipline, and high
expectations. We truly believe every child can learn and be
successful and we believe we can teach our children to reach their
potential. The beauty of all this—the parents are aware of our
goals and support and trust us fully with their children.
Our faculty/staff maintains a professional attitude at
school and works as a team sharing ideas and concerns. When
you blend supportive parents with caring teachers and add
administrative support, success is sure to be the outcome. At
HES 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 of
environment where every child feels free to excel. The staff
at Huxford ensures that is the case.
Huxford “Gym”
15
 MARYVALE ELEMENTARY SCHOOL
Maryvale Elementary School is a school of 550
students, Grades pre-K through 5, located in the Maysville
community in Mobile. Most students live in the public
housing that surrounds the school and come from single-
parent homes headed by young mothers. Maryvale has been
considered a high-achieving, inner-city school for many
years. Its focus has always been on student achievement
driven by high expectations.
The faculty at Maryvale is cre a t i ve and
collaborative, and this creates a positive environment for the
entire school. The students at Maryvale are the benefactors
of the teachers’ diligence and hard work. The faculty and
staff also work extremely hard to let each student know that
they are valued. In addition, the faculty is constantly
involved in effective, high-quality, sustained professional
development. The end product of these efforts is that
Maryvale has become a community of learners.
The attitude and culture at Maryvale are the
impetus for student achievement, but several programs have
provided a structure that guides that achievement. Three are
listed below.
• Maysville Mathematics In i t i a t i ve—A constructivist
mathematics program that focuses on student learning,
reasoning, questioning, and problem solving.
16
State Board of Education District 1
Mrs. Terri Tomlinson, Principal
1901 North Maryvale Street
Mobile, AL 36605
251-221-1810
• Talents Unlimited—Talents Unlimited is the umbrella,
and all programs fall under Talents. It is a critical thinking
and higher-order thinking model.
• Accelerated Reader—This program encourages students to
read and test on books that are on their independent
reading levels.
Maryvale is driven by the belief that assessment
drives instruction. Though a substantial amount of time is
spent on assessment, a greater amount of time is spent on the
analysis of those assessments. Ac h i e vement levels are
displayed throughout the school on bulletin boards.
Maryvale is a technically proficient school that does
an exceptional job of disaggregating data and using that data
to mold instruction. However, the principal, Terri
Tomlinson, states that “Maryvale is special because of the
faculty, the students, and the parents.” Family nights are
held at least once per quarter and have a math and literacy
focus. These events have traditionally been well-attended.
That attendance is an indication that the parents of Maryvale
students understand and appreciate the hard work of the
school’s faculty and staff.
ALABAMA LEADERSHIP ACADEMY 2004-2005
 MIDLAND CITY ELEMENTARY SCHOOL
State Board of Education District 2

Mrs. Priscilla McKnight, Principal

P.O. Box 1110
Midland City, AL 36350
334-983-1252

Midland City El e m e n t a ry School is a rural Some effective teaching methodologies found at the
community school of 450 students located in the Southeast school include Daily Facts and Concept Reviews for Math,
corner of Alabama. Midland City is located approximately Daily Language Edit, small-group and partner reading,
30 miles from the state lines of both Florida and Georgia. frequent DIBELS progress monitoring, in-school and after-
Midland City Elementary School is a hub of the community school reading tutorial programs, and daily one-on-one
and works closely with all of its stakeholders. Over 350 instruction. Mrs. McKnight also states that the integration
parents attended the Earth Day program presented by the of the Compass Learning Lab into the student’s schedule has
school. Such a turnout is not out of the ordinary and is made a major contribution to the increased achievement
indicative of the strong bond that exists between the school level of the students.
and the community. Midland City El e m e n t a ry School is a prime
In the words of the principal, Mrs. Pr i s c i l l a example of what happens when dedicated teachers reach out
McKnight, “The dynamics of Midland City El e m e n t a ry to a community and truly welcome them as partners in the
strongly resemble that of a large family. Each member must educational process. In the end, such efforts always benefit
commit to the mission established as a whole, but must also work the students.
somewhat independently to bring about harmony.” The staff is
dedicated to both the academic and emotional welfare of the
students. Such dedication results in an environment of trust
and cooperation that is evident among the faculty, staff,
students, and parents. Parent input is a valued part of the
planning process at the school.
Besides being dedicated, knowledgeable, and
exceptionally collaborative, the teachers at Midland City
El e m e n t a ry School “know they are making a positive
d i f f e rence in their students’ lives.” As part of their
educational philosophy, the faculty constantly challenges
students to continue to increase their intellectual abilities.
The staff and faculty truly believe that “no one can ever be
allowed to stop learning.” Learning Lab

17
ALABAMA TORCHBEARER SCHOOLS - Lighting the Way to Student Achievement
 SAINT ELMO ELEMENTARY SCHOOL
Saint Elmo Elementary School is located in the
southwest corner of Mobile County and serves a student
population of approximately 600 students. Its mission is to
“establish a foundation that promotes success in order to develop
competent, well-rounded, valued individuals who are motivated
to continue the educational process.” Saint Elmo’s atmosphere is
described by its principal as “welcoming, family-oriented,
academically focused, and very data-oriented.” It is important
to note that every staff member’s child of elementary age goes
to school there.
Mrs. Cheryl Chapman, the principal, states that the
school has been successful “because of the teachers’ caring
attitudes and their love for both the school and its students.”
The faculty sees their job as removing barriers so that every
child is able to learn. At Saint Elmo every child is instructed
based on his/her individual needs. When asked how that was
possible, Chapman answered, “data analysis, data analysis,
data analysis.” The reading coach’s room is testament to the
lengths to which Saint Elmo goes to analyze data. Pictured
below is the bulletin board used to chart the progress of each
child’s reading ability throughout the year.
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State Board of Education District 1
Mrs. Cheryl Chapman, Principal
P.O. Box 250
St. Elmo, AL 36568
251-957-6314
Saint Elmo is also an Alabama Reading Initiative
school and credits the ARI for helping to bring additional
focus to an already exemplary staff. Chapman insists that the
ARI has been successful only because of the complete buy-in
of her faculty and staff. That complete buy-in was not a
surprise because the staff has always “shown a willingness to try
new ideas that might help the students.” The care taken in the
development of their library (shown below) is also testament
to the school’s commitment to literacy. Struggling readers are
provided additional reading time in the classroom and
assisted by intervention specialists outside of the classroom.
Students struggling with math are moved to small groups
that specifically target their areas of weakness.
Saint Elmo’s staff and faculty have developed a
comprehensive and consistent foundation of support for all
l e vels of students. Because of that, each student has
benefited.
ALABAMA LEADERSHIP ACADEMY 2004-2005
 WESTERN HEIGHTS ELEMENTARY SCHOOL
State Board of Education District 2
Mr. Jessie Warren, Principal
520 Pump Station Road
Eufaula, AL 36027
334-687-1140
Western Heights Elementary School is centrally
located in Barbour County and serves 555 students in Grades
Pre-K through 5. The school is an Alabama Reading First
Initiative site, and its teachers have gone through extensive
literacy-oriented staff development for several years. The
school’s daily uninterrupted reading block is two hours long.
Teachers collaboratively plan together two days a week. The
principal and the leadership team meet with grade levels once
a month to conduct data meetings.
The leadership team at Western Heights conducts
walk-throughs all year to observe teachers implementing
strategies learned during staff development. The principal
conducts walk-throughs every week. Teachers are given
feedback 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 the
dedicated, loving, and caring faculty and staff that is in place.”
ALABAMA TORCHBEARER SCHOOLS - Lighting the Way to Student Achievement
Mr. Jessie Warren, Principal, describes the staff as “very hard-
working, go-getters.” They have managed to develop a school
c u l t u re that is exceptionally clean, well organized, and
extremely open. The school has 13 aides on contract, 5
retired teachers who tutor, and approximately 20 other adults
who volunteer regularly. Every day there are two adults in
almost every class. Such coverage allows them to spend extra
time in remediation for students who are struggling. An
equal amount of time is spent analyzing data to determine
individuals in need of remediation.
Western Heights does the expected things as well as
any school. It is the unexpected things that set them apart.
The Pre-K program appears to be very similar to many other
programs until the students begin reciting words in Spanish
as well as English. Not a lot of preschool-aged children are
being taught to be multilingual. The school has also
incorporated an extensive list of elective courses into the
curriculum. 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 an
example of what happens when a principal who loves his
school is blessed with a staff that feels likewise. Though
the school has many outstanding programs in place, it is
truly the staff that makes it special. What is most
encouraging is that the smiles on the students’ faces
indicate that they too know that their school is special.
That knowledge has motivated them to excel.
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 WEST JASPER ELEMENTARY SCHOOL
West Jasper Elementary School is a suburban school
of 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 is
now one of the most recognized schools in the state. West
Jasper is an ARI Demonstration Site, an ARI Principal
Training Site, one of six national winners of the Fordham
University National School Change Award, and one of five
national winners of the Education Trust’s Dispelling the Myth
Award. In addition, the school was awarded a Meeting the
Challenge 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 have
great kids, we have a tremendous faculty.” The faculty has
moved from attending book studies to suggesting books to
study. They participate in collaborative walk-throughs to
help uncover and share effective teaching strategies. The staff
at West Jasper is also comfortable and skilled in the use of
multiple instructional strategies and uses that ability to
differentiate instruction based on student need. Among the
strategies being used in West Jasper classrooms are learning
centers, interest groups, group investigation, direct explicit
instruction, compacting tiered activities, tiered products,
rubrics constructed jointly by students and teachers, and use
of alternative forms of assessment. Teachers at West Jasper
differentiate assessments and products
in addition to differe n t i a t i n g
instruction.
It only takes one site visit to
West Jasper to determine why it has
been so successful. When one arrives,
he/she is met by one of the extremely
c o u rteous and continuously smiling
crossing guards (shown at
right) with Mr. Smith).
20
State Board of Education District 7
Mr. Eric Smith, Principal
1400 West 19th Street
Jasper, AL 35501
205-384-4311
Get there early enough and one can watch as
students recite the West Jasper Spirit Creed.
I know I’m special as I can be
Cause 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 met
outside a school by smiling students and then watching them
recite a creed that they appear to truly believe. There are a
multitude of wonderful programs in place at West Jasper, but
those programs are not the reason for the school’s success.
There are the students who are continually on task and
constantly striving to better themselves. There are the
faculty and staff that are exemplary in every way, but deflect
praise to the children. There is an energetic principal who
s u p p o rts and nurt u res the entire process but selflessly
describes himself as “just the #1
cheerleader” and follows that
statement up by saying “the teachers
do all of the work.” It is the people
who make West Jasper special, from
the youngest preschool student to the
oldest staff member, because each and
every one “got that pride, West Jasper
Pride, down inside.”
That pride is well-deserved.
ALABAMA LEADERSHIP ACADEMY 2004-2005
 APPENDIX A
TORCHBEARER
Principal Survey
Scale
1= Strongly Disagree 2= Disagree 3= Agree 4= Strongly Agree

CIRCLE ONE
Autonomy

1. I am allowed to make most important decisions on my own. 1 2 3 4

2. I have complete control over hiring of teachers and staff. 1 2 3 4
3. I am allowed to make instructional improvement decisions. 1 2 3 4
4. I am allowed to make all school-level budget decisions. 1 2 3 4
5. 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 in
your school. If not, please proceed to Question 6.

__________________________________________________________________________________________________

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__________________________________________________________________________________________________

CIRCLE ONE
Goals

6. Goals and expectations are very clearly explained to parents. 1 2 3 4

7. Goals and expectations are very clearly explained to students. 1 2 3 4
8. My goals and expectations are shared by the staff and faculty. 1 2 3 4
9. 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 impact
student achievement in your school. If not, please proceed to Question 11.

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__________________________________________________________________________________________________

21
ALABAMA TORCHBEARER SCHOOLS - Lighting the Way to Student Achievement
 CIRCLE ONE

Faculty

11. The teachers on my faculty are highly qualified. 1 2 3 4

12. The teachers on my faculty are teaching within their field. 1 2 3 4
13. I usually experience very little turnover on my faculty. 1 2 3 4
14. My faculty has uniformly high expectations of their students. 1 2 3 4
15. My faculty communicates effectively with one another. 1 2 3 4
16. My faculty is constantly looking for better methods of teaching. 1 2 3 4
17. My faculty meets regularly to discuss student achievement issues. 1 2 3 4
18. 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 your
school. If not, please proceed to Question 19.

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__________________________________________________________________________________________________

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Assessment/Achievement

19. Our students’ academic progress is assessed on a regular basis. 1 2 3 4

20. Parents are regularly updated concerning student achievement. 1 2 3 4
21. Testing is used as a diagnostic tool for improvement in my school. 1 2 3 4
22. 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 4
25. 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 on
student achievement in your school. If not, please proceed to Question 26.

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22
ALABAMA LEADERSHIP ACADEMY 2004-2005
 CIRCLE ONE

Culture/Climate

26. Parents are actively involved in our school activities. 1 2 3 4

27. There are very few discipline problems in my school. 1 2 3 4
28. Effective teachers minimize discipline problems. 1 2 3 4
29. 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 4
32. Teachers respect students in my school. 1 2 3 4
33. 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 school
has had on student achievement. If not, please proceed to Question 34.

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________
34. What qualities or practices do you think make your school effective where other schools with similar demographics are
not? Please be explicit.

__________________________________________________________________________________________________

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23
ALABAMA TORCHBEARER SCHOOLS - Lighting the Way to Student Achievement
 APPENDIX B
DESCRIPTIVE STATISTICS
N Mean Std. Variance
Statistic Statistic Std. Error Statistic Statistic
AUT1 13 3.46 .14 .519 .269
AUT2 13 3.08 .18 .641 .410
AUT3 13 3.92 .08 .277 .077
AUT4 13 3.31 .21 .751 .564
AUT5 13 3.92 .08 .277 .077
AUT.MEAN 13 3.5385 .0917 .33050 .109
G6 13 3.54 .14 .519 .269
G7 13 3.85 .10 .376 .141
G8 13 3.77 .12 .439 .192
G9 13 3.38 .18 .650 .423
G10 13 4.00 .00 .000 .000
G.MEAN 13 3.7077 .0738 .26602 .071
F11 13 3.54 .14 .519 .269
F12 13 3.85 .10 .376 .141
F13 13 3.77 .12 .439 .192
F14 13 3.77 .12 .439 .192
F15 13 3.54 .14 .519 .269
F16 13 3.98 .02 .083 .007
F17 13 3.85 .10 .376 .141
F18 13 4.00 .00 .000 .000
F.MEAN 13 3.7908 .0458 .16515 .027
ACH19 13 4.00 .00 .000 .000
ACH20 13 3.77 .12 .439 .192
ACH21 13 4.00 .00 .000 .000
ACH22 13 3.92 .08 .277 .077
ACH23 13 3.92 .08 .277 .077
ACH24 13 3.38 .18 .650 .423
ACH25 13 3.69 .13 .480 .231
ACH.MEAN 13 3.8131 .0592 .21328 .045
C26 13 3.15 .19 .689 .474
C27 13 3.38 .18 .650 .423
C28 13 4.00 .00 .000 .000
C29 13 3.69 .13 .480 .231
C30 13 3.69 .13 .480 .231
C31 13 3.77 .12 .439 .192
C32 13 3.85 .10 .376 .141
C33 13 4.00 .00 .000 .000
C.MEAN 13 3.6938 .0731 .26365 .070
Valid N (listwise) 13

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ALABAMA LEADERSHIP ACADEMY 2004-2005
 APPENDIX C
TORCHBEARERS
Qualitative 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 am
allowed 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 decisions
based 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 the
central office staff knows that we work hard as a team to make quality decisions based on our own needs, they are
very supportive of us.
10. I am supported by the central office and am allowed to voice any questions that I might have concerning any central
office 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 the
same plan.
2. We get what we expect! Teachers hold high expectations of their children and those expectations are also clearly
explained 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 greater
achievement.
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.

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ALABAMA TORCHBEARER SCHOOLS - Lighting the Way to Student Achievement
Faculty:

1. Our faculty is involved in systematic job-imbedded training and regularly scheduled data meetings. During these
meetings all faculty discuss assessment results together.
2. Teachers plan collaboratively twice a week for 60 minutes. They take part in extensive and intensive professional
development on a yearly basis.
3. The faculty is as much a family as a faculty. We actively share new teaching strategies to help increase student
achievement.
4. The greatest asset to this school is the collaborative nature of the faculty. The continually shared ideas and strategies
make each other better.
5. My faculty has high expectations for themselves and each other. We meet regularly to reassess the needs of the
students.
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.

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ALABAMA LEADERSHIP ACADEMY 2004-2005
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. Character
education is a daily focus. We have a clean, secure, and safe school. Our students and our teachers take pride in
that.
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 climate
much friendlier. We stress character education.
12. We believe prevention is better than maintenance. Our teachers and support staff continually work to show students
that 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.

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ALABAMA TORCHBEARER SCHOOLS - Lighting the Way to Student Achievement