Alabama ASCD

Advocacy: Be a Champion for Students

Teachers like doors.

When noisy neighboring classrooms, inconsistent principals, and the world at large get to be too much, teachers just shut their doors & focus on that which offers some sense of control– their classroom community. Teachers are accustomed to reducing barriers and eliminating distractions – and in the physical world of schools, that sometimes means shutting their doors.

Unfortunately, that shut door also traps in the innovation, leadership, & dynamic energy of day-to-day learning in their collective classrooms. And when the decision making groups like the Alabama legislature consider bills affecting teaching and learning, the most practical and knowledgeable voices are not in the room.

AASCD and CLAS are trying to do something about this. And the answer is advocacy.

An advocate can be thought of as one who champions a cause. Educators are champions for their students, but often feel intimidated by legislators and the details of the legislative process. AASCD & CLAS need YOU to expand the way in which you see yourselves being a champion for your students. Consider just a few specific steps you could take to help champion the cause of public education:

  1. Know your legislators & build a relationship with them. And make sure they know you. Call them. Email them. Invite them into your classrooms and schools. Let them see what excellence looks like. Show them how much you do (often with so little). Share with them what you need. Do not assume that just because they have been to school that they understand teaching and learning in 2018. Names, faces, and specific stories mean a great deal to legislators.
  2. Keep up with pending legislation. This website can help you know what laws are being considered by the Alabama legislature. Ensure that you are informed. Read up on issues affecting schools, teachers, and students. Each Friday, CLAS shares a weekly update with its members, and included in that are legislative updates. Share your views with your legislative representatives. Make your voices heard!
  3. Join the CLAS Leadership Network. The CLN helps busy educators organize for advocacy in the most effective ways. Susie Ellison with CLAS is your contact person ( /800-239-3616), and she does a wonderful job of communicating with us and on our behalf. Join me in the CLN!
  4. Participate in one of the CLAS Advocacy Days. As a function of the CLN, CLAS is piloting two “CLAS Advocacy Days” this session on January 30th and February 27th. Participants will gain an up-close view of the legislative process, meet with legislators, and advocate for public education. Look for a report on these two days in the future, as CLAS hopes to expand this project in next year’s legislative session.

This January, AASCD will send representatives to Washington, DC for LILA , ASCD’s annual Leadership Institute for Legislative Advocacy. AASCD will meet with each member of the Alabama congressional delegation and their staffs and participate in leadership sessions which will empower AASCD to be a more effective champion for teaching and learning.

Expect to hear a report on the CLAS Advocacy Days and LILA at our AASCD meeting this summer. In the meantime remember: legislators will hear from AASCD and CLAS as organizations. But what our representatives tell us is that nothing is more powerful to them than hearing directly from individual teachers, principals, & district school leaders. So share your stories. Tell them what you need. And be an advocate and champion for Alabama’s students.


Follow up post to “Digital Portfolios: Guiding Students Toward Accomplishment”

In February of 2016, we brought you a blog post entitled “Digital Portfolios: Guiding Students Toward Accomplishment”. Now, after a period of iterating, reflecting, shooting video, and editing, Madison City Schools’ instructional team has released a new 38-minute documentary entitled  “Digital Portfolios: The Whole Child, The Whole Story”. The video was produced by Daniel Whitt, Mollie Bounds, and Natalia Dooley, and it was edited by James Clemens High School junior, Christian Arnsparger. There is also a link in the description of the video to a free and public Google Drive folder full of resources for teachers and students. We do not believe there is one way to do digital portfolios correctly, but we do believe this video and accompanying resources can catalyze the understanding and adoption of digital portfolios worldwide. As we seek to move toward an accomplishment culture in education, we believe digital portfolios are not just the vehicle, but also the fuel, for the move. We encourage educators to use this video with entire faculties, with students in class, or however they see fit to make the biggest impact in their systems.

Link to YouTube video:

STEM Lab at Susan Moore Elementary

My name is Jennifer Priest and I have been a teacher at Susan Moore Elementary School for 12 years.  I taught science for 10 years before having the honor of becoming our district’s first STEM teacher.  I get to teach almost 600 students how science, technology, engineering, and math relate to their lives.  It has been the most rewarding experience of my career!  

A couple of years ago, our school was approached with the idea of starting a STEM lab.  We all loved the idea, but we were not sure how we could fund it.  After doing a lot of research, I found an abundance of data that reiterated the importance of getting our students college and career ready beginning as early as kindergarten.  Studies show that if we don’t get students interested in science and engineering before they leave elementary school, they do not pursue jobs in those fields.  According to the U.S. Department of Education, all STEM jobs in the U.S. will increase 14 percent from 2010-2020. Yet, data shows that 3 million of those jobs will go unfilled by 2018.  That is a staggering number!  While reading and math are definitely at the forefront of education, we cannot forget to teach science.  If we don’t expose our students to science and engineering, we are doing them a disservice in regards to their future. Richard Riley, the former Secretary of Education stated, “We are currently preparing students for jobs that don’t yet exist … using technologies that haven’t been invented … in order to solve problems we don’t even know are problems yet.”  Equipped with this knowledge, my principal and I approached the county with our idea.  They were extremely supportive and the first STEM lab in Blount County began.  

We decided that every student in our school (kindergarten through 6th grade) should be given the opportunity to participate in STEM.  Because we are a Title I school, our funds are very limited.  We have relied on donations from parents and the community.  I have written several grants to help fund our STEM lab.  With my grant money, I have purchased LEGO robotics kits and programmable robots.  However, we mostly build with K’nex, LEGOs, and various materials.  My students love building things from scratch.  I present each class with a real-world challenge at the beginning of the class.  I don’t tell the students how to “get” there.  I let them figure that out.  They all have the same goal, just different ways of getting there.  Sometimes we succeed; sometimes we fail.  But, we always learn!

Thus far, our classroom teachers have been very supportive of STEM lab.  They see the benefits that it presents to our students.  Our students have more confidence in themselves.  Students that are usually not successful in reading and math, have flourished in STEM lab.  It has been amazing to see them become leaders for their peers.  Without a doubt, that has been the most rewarding part of my job!  I try to encourage those students to think about the different occupations they can have that best highlights their abilities.  I want them to realize that even though they may not always be successful in reading and math, they can be successful in other areas of school.  I also work with the classroom teachers to make sure that we are supporting them with their science, math, technology, and ELA standards.  Every lesson is based on a science concept, that integrates writing, literature, math, technology, and, of course, engineering.  My students are learning to create things, with  constraints and criteria, all while using a budget for their creations.  I have seen some amazing things from these students.  I just hope we can continue making progress and helping our students achieve their dreams.

Jennifer Priest

Susan Moore Elementary School

Blount County Schools

Alabama ASCD Attends #LILA17 in D.C.

Educators from 30 states convened in Washington, D.C. on January 22nd to attend the Leadership Institute for Legislative Advocacy (LILA), one of the annual conferences and training opportunities of ASCD.  Representing Alabama ASCD were:  Ashley Catrett, President; Brenda Rickett, President-elect; Jane Cobia, Executive Director; and Mitchie Neel, Secretary.  The three day conference was a whirl wind of sessions, meetings, networking, and opportunities to be advocates for education.  Understanding education policy, use of social media to share positive stories about educators and students, the new ASCD legislative agenda, ESSA updates and information, changes ahead in federal education policy, and networking opportunities to discuss important issues facing educators were are all included in the conference agenda.

Alabama ASCD meets with Representative Michael Rogers during #LILA17

Alabama ASCD meets with Representative Michael Rogers during #LILA17

The 2017 ASCD legislative agenda focuses on three key points.  The first is “Ensuring Equity”, which features that “all children deserve to develop to their fullest potential… to ensure that they are healthy, safe, engaged, supported, and challenged.”  Meeting the needs of each student in the five areas identified ensure the whole child is the focus of educator efforts.  The second tenet in the agenda is “Promoting Excellence” which maintains that “no matter where they attend school, all students must be provided a safe, healthy, and accepting learning environment and a rigorous, high-quality, and personalized academic program.”  The last component of the 2017 agenda is “Promoting Educators.” “As the most significant in-school factors for student achievement, teachers and school leaders deserve the support and resources to maximize student learning outcomes and prepare our young people for the future.”  Educators must be equipped to deliver the best educational experience possible for our students.   They must be acknowledged and appreciated for the work they do.  They need the appropriate support to provide outstanding teaching and learning experiences.

Alabama ASCD meets with aid to Representative Bradley Byrne during #LILA17

Alabama ASCD meets with aid to Representative Bradley Byrne during #LILA17

The highlight of the conference was the last day when members of Congress were visited.  Your Alabama ASCD delegation worked to schedule appointments with all of the offices of our Alabama Representatives and Senators.  Ashley, Brenda, Jane, and Mitchie visited the offices and shared with our Congressional members key issues relating to Alabama educators, focusing on the importance of curriculum and instruction to positively impact our students.  Congressional offices visited included Robert Aderholt, Bradley Byrne, Morris Brooks, Gary Palmer,  Martha Roby, Mike Rogers, and Terri Sewell.  A special thank you goes to Congressman Mike Rogers, who met personally with the delegation!  Legislative assistants conducted the rest of the meetings and all were very interested to hear from us.  The group also met with the legislative assistant for Senator Richard Shelby.  The meeting scheduled with Senator Sessions was cancelled due to the impending confirmation of him as the nation’s Attorney General.  The group was thrilled and pleased to have met with all of our active Congressional representatives during the day so we could share with them important issues facing Alabama educators.

Alabama ASCD meet with with Ronn Nozoe and Ben Shuldiner of ASCD during #LILA17

Alabama ASCD meet with with Ronn Nozoe and Ben Shuldiner of ASCD during #LILA17

There are many ways to advocate for education and impact our students!  Your Alabama ASCD is working to be a part of the conversation of the future of education in Alabama and our nation to ensure we remain focused on our students.  As educators we have no mission to deliver without our students.  Share your success stories, challenges, and concerns.  We plan to in the coming months and hope you will be a part of this effort!  Keep informed by following Alabama ASCD through our social medial platforms!  Like us on Facebook:  Alabama ASCD.  Follow us on Twitter:  @AlabamaASCD.  Join us on Instagram:  alabamaascd.  Our website address is  We are currently exploring various aspects of leadership using #leadandadvocate.  Join this conversation and be a part of advocating for our students!

Mitchie Neel, Alabama ASCD Secretary

Alabama ASCD meets with Deb Delise and David Griffith of ASCD during #LILA17

Alabama ASCD meets with Deb Delise and David Griffith of ASCD during #LILA17

STIC Program Launches in Sheffield City Schools

Sheffield City Schools launched its S.T.I.C. (Students Tutoring In Church) program in January 2017.  The STIC program is a partnership with the local churches in Sheffield, AL. The program provides fun, fellowship, and reading time for elementary students who need additional support with their reading skills after school. The program targets second through fourth graders. Volunteers from First Methodist, First Baptist, York Terrace, Clift Haven, and Gaston Chapel churches all worked together to get trained on how to teach reading through a reading intervention program by Heather Collum, the District Reading Specialist. Through this partnership, the churches all worked together to set a schedule so that students could practice reading with adults two days a week for nine weeks. The program currently has 41 students and more than 20 volunteers.
Students selected to participate in the program were identified through their mid-year Scantron scores.  The focus is on students who are not already receiving other services and showing growth in their reading scores but not at their full potential.  After the training, the volunteers work with these students to improve their reading skills.  The programs are housed at the Michael Recreation Center and various churches in each community.  The students are transported to STIC each day using church buses after school.  Keith Lankford, Superintendent said this program can have huge impacts for the district.  “Research tells us that a student not reading at his or her grade level by the end of the third grade is four times less likely to graduate high school on time.”
Not only are the churches participating in this partnership, but the community has embraced it by supporting the program through monetary gifts and supplying snacks for the children each day. It is a blessing to see our communities and schools partnering to change the culture in our communities by implementing this great program. “It’s just a community coming together, which is a great thing,” Lankford said.
Carlos Nelson

Crenshaw County Students Celebrate Becoming Super Citizens

On January 17, 2017, more than 420 second and third grade students filled the Luverne High School Auditorium. After finishing 10 weeks in the Super Citizen Program, they are gathered to celebrate their accomplishments and honor local heroes from the stage.

These students have learned their important roles in America’s future thanks to an immersive experience in civic, character, financial literacy and social studies. And in the closing piece of the program, Torch Teams (or “Helping Hands” for the younger students), students are applying those crucial lessons in the real world.  They chose heroes who embodied the traits of amazing citizens and read essays from stage before presenting them with Authentic Liberty Replicas & Liberty Pins. They learned that “when you honor a hero, you become a hero!”


For pictures, please visit

AASCD Fall Board Retreat


AASCD Executive Board Members with Ron Nozoe from ASCD at Fall Board Retreat (Pictured L-R: Rickey Darby, Amy Murphy, Mitchie Neel, Ronn Nozoe, Brenda Rickett, Jane Cobia, Ashley Catrett, Donald Turner)

The Alabama ASCD Fall Board Retreat was held on Friday, September 16th at the Shelby County Instructional Support Center.

After AASCD Executive Director Jane Cobia shared her report and led a discussion of new business, our guest presenter ASCD Associate Executive Director Ronn Nozoe spoke to those in attendance. During his session, Ronn provided a detailed and very encouraging report on changes at ASCD, including:

  • an update of the ASCD mission model that adds input and feedback to make it more dynamic and fluid
  • a move to become more organic and fluid, which he indicated was a huge shift in the way ASCD had conducted itself in the past
  • a rebranding of the Annual Conference to EMPOWER 17, which includes up close and personal sessions, panels, debates, technology showcase, successful school showcase, and reflection pools
  • ASCD is now organized in three areas: core, growth, and support.

Following his presentation, Ronn answered questions from board members and regional representatives. Then AASCD President Ashley Catrett asked those present to divide into four “Think Tank” groups: 1) Membership; 2) Whole Child Initiative; 3) Technology; and 4) FILC 2017.

The Membership Think Tank indicated:

  • A need for continuing to reach out to regional reps to support and clarify their roles and areas of support they can provide.
  • Progress updates would be helpful during the renewal time.
  • Recommended the list of members previously shared be sent again, which would be especially helpful to new reps.
  • Encouraged reps and all board members to reach out to new and current members.

The Whole Child Think Tank indicated:

  • It is evident that gains have been made in the understanding of this critical issue.
  • More awareness is needed and recommended that an award be created immediately. Jan Tribble agreed to chair the committee and to distribute information quickly so the process for the first award could be completed before the FILC in October. The winning school will be recognized at the Awards Luncheon at FILC. The Alabama winner will then become the nominee for the ASCD award.
  • A shift from awareness to advocacy is needed. The group recommended the board seek training and input from Dave Griffin of ASCD to help us develop needed tools, for example an “elevator speech.”

The Technology Think Tank indicated:

  • The use of videos will be expanded in the social media presence.
  • Periscope opportunities will be expanded.
  • They want to find a way to effectively connect educators with resources mentioned at meetings and conferences.
  • Consideration should be given to making joining through technology easier.
  • Deadlines, announcements, features, etc. need to be shared with Amy and Wendy so they can be a part of the social media flow.
  • Wendy created an Instagram account for us: AlabamaASCD.
  • They would welcome a person to manage a Facebook account.

The 2017 FILC Think Tank indicated:

  • Consideration of EMPOWER17 new features should be included in planning process.
  • The theme should focus on leadership, of course, but what aspect(s) would be most helpful was discussed.
  • Stress was mentioned given the climate in education currently. So, leading during stressful situations and making sure individuals address their need to be “whole” be a focus.
  • “Building Capacity for Leadership through Times of Change” will be the AASCD suggestion for FILC 2017 theme.
  • Ronn Nozoe and Juliette Funt are suggested as two keynote speakers to invite.

Following the retreat, Ronn Nozoe joined the board members and regional representatives for lunch, provided by Pam Mills from Classworks.

Ronn Nozoe from ASCD receiving a "thank you" gift from AASCD Executive Director Jane Cobia and President Ashley Catrett

Ronn Nozoe from ASCD receiving a “thank you” gift from AASCD Executive Director Jane Cobia and President Ashley Catrett

Guided Pathways to Success (GPS)

Sheffield City Schools Guided Pathways to Success (GPS) Program is a unique approach to career development for elementary and high school students.  Research supports that an early connection to a career interest provides a connection to school achievement.  However, for many children attending Title I schools there is not only an “achievement gap,” but there is also a connection and exposure gap between career interest and school achievement, especially in lower elementary schools.  Correlating educational and career goals is a critical component of preparation for today’s students.   In an effort to close the connection/exposure gap, Sheffield City Schools, designed and implemented a plan to expose all K-12 students to career pathways using a variety of strategies and initiatives.  The GPS program is a new district initiative to ensure students are prepared for future success.  The goal of the GPS Program is to prepare students for college and careers by introducing and implementing career and college research activities in every classroom K-12.

The GPS program exposes all Sheffield students to the 16 national career clusters beginning as early as kindergarten.  The district is utilizing the elementary/secondary Kuder system and other career interest resources/programs K-12 to increase students’ career awareness and academic performance.  Under this program, all K-12 students complete interest assessments, attend career exploration classes, and have the opportunity to participate in college and career fairs.  Career technical assistant, Sherri Baker believes that “career exposure can make a difference for many children.  It is important that educators understand that students do not know what they don’t know, and they can’t become what they don’t know.”

As part of GPS, four new career academies at Sheffield High School will offer students hands-on experiences in business, health science, hospitality/tourism, and R.IS.E. (Responsible Intelligent Students Excel) through Dual Enrollment and AP Classes.  Our goal is to provide students with as many academic and career related opportunities as possible as well as extending learning in to the community through partnerships and internships for our students. Most importantly, these programs will equip our students with the knowledge and skills to understand the connection between education and careers and make them employable in the job market.

Jobs today require more education and more skills than ever before.  Through Sheffield City Schools GPS program, all students will be provided career activities that are linked to their courses.  This program will allow all SCS students the opportunity to understand the correlation between  jobs and success in their math, English, science or social studies classes. We believe the earlier we help our students understand the importance of school and careers, the more likely our children will have successful and rewarding careers.  

Carlos Nelson

Sheffield City Schools

EdCamp Leadership Alabama

Teacher led professional development is powerful.  I attended my first Edcamp six years ago as a participant and ever since that time, I’ve been hooked.  Seeing educators become proactive in their own learning is motivating and inspiring; it made me want to do the same.

Teachers find validity in professional development that has been created and presented by their peers.  At an unconference, there is no preset schedule of sessions available.  Sessions are developed organically and spontaneously together on the day of the event.   When all the participants have a vested interest in attending and sharing their desire to learn from one another, a culture of learning is developed.   Participants make new connections with like-minded peers that continue for years to come oftentimes bridging districts and even states.

This summer, Homewood High School will be host to the first EdCamp Leadership Alabama.  Discussions will focus around the areas of leadership and school/district cultures.  We are excited to offer this unconference model to education leaders from around the state.  The event is free and open to any educator and breakfast and lunch will be provided.  Please join us for this fun day of engaging conversations and walk away ready to implement innovative ideas for a new school year.   Ultimately, professional development impacts our students.  If we can empower, engage, and help teachers and leaders learn more about their content and craft, our students reap the benefits.  

Register using the link below.  Be sure to select tickets for Alabama @EdcampLdrAL:

Follow us for the latest information

Twitter: @EdCampLdrAL and Facebook /EdCampLeadershipAlabama


Wendy Story, Assistant Principal

Shades Cahaba Elementary

Technology Innovation Experience

Enterprise City Schools has made a commitment to providing digital resources and learning opportunities for teachers and students to acquire the skills needed to integrate technology for authentic, real world experiences. One way our school system is making this commitment is by hiring a Coordinator of Technology Integration & Innovation, Beth Sanders. Ms. Sanders has created teams of teachers at each school called TIE or Technology Innovation Experience teams. This has been the impetus for connecting professional development and teacher practices in the classroom with integrating technology for authentic purposes.

Below you will find information about how Ms. Sanders has created the TIE teams to support the vision of Enterprise City Schools.

The overall vision of Enterprise City Schools focuses on ensuring that every student is prepared to not only live but to also thrive and contribute in an ever-changing, globally-connected world. To most effectively achieve our vision, we are committed to creating an equitable connected learning environment in every classroom and building. To guarantee this innovation is effective and sustained our 5 elementary schools, 2 junior high schools, and 1 high school will all pilot and participate in the Technology Innovation Experience (TIE) during the 2015-2016 school year. TIE will expand to our kindergarten school during the 1st semester of the 2016-2017 school year. Each TIE community of learners is composed of 5 teachers (the high school has 14 due to the population size and a student cohort as well to promote leaders of their own learning and empower student voice), 1 Instructional Partner, 1 Instructional Leader, 1 Media Specialist, and 1 Coordinator of Technology Integration and Innovation. Each teacher member will be provided with 7 Chromebooks, personalized professional learning support, access to a committed professional learning community on the school, district, and digital level, and an opportunity to develop into a connected teacher leader to help sustain and further develop the innovation. Teachers will be expected to commit to co-created non-negotiables, community norms, and achieving 2015-2016 school year goals related to innovative high impact teaching and learning. These communities of learners will be simultaneously working together to develop themselves as teacher leaders while also developing their students as leaders of their own learning. The true innovation of these groups will be seen in their own classrooms, in their interactions with each other, in the ways they affect and sustain change on a district level, and most importantly in the long term effects they will have on preparing every student to be future ready.

Our “why” for the Technology Innovation Experience is grounded in creating a collective unit of digital teacher and student leaders modeling learning environments that highlight high-impact instructional strategies in technology integration and innovation. These digital leaders’ classrooms will become spaces of learning for other adult learners to be engaged, inspired, and provided support to shift their own selves and classrooms to this level of teaching and learning. Technology is the means not the mission. Everything we do in TIE is grounded in teaching and learning. The first questions are always, “Who are the learners, and what educational challenges are they grappling with — both teachers and students?” We don’t start with the goal of creating the most flashy project or a viral sensation. Nor do we emphasize using technology for the sake of using technology. Instead, we choose the medium or technology that delivers the most effective learning experience for our specific learning goal. No previous computer science or technology experience is required to join TIE, only a passion for harnessing innovation and creativity to improve educational outcomes for all learners and a commitment to help get every person in our district to this level to ensure we are providing truly “future ready” learning opportunities for every student. Our ultimate goal is that we become a collective unit of digital leaders creating a model that can and will inspire the change that we need to see in our teaching and learning district-wide to ensure every student truly is college, career, and life ready.

As a part of our 3 year 1:1 Chromebook Classroom Future Ready Rollout Plan during the summer of 2016, in preparation for the 2016-2017 school year, all TIE teacher classrooms will become 1:1 with Chromebooks. TIE teachers will participate in 3 days of summer professional learning focused on device/classroom management, digital citizenship, and blended learning management. TIE teachers will also be given the opportunity to co-facilitate professional learning sessions with future TIE teachers who will be joining their TIE teams during the 2016-2017 school year.

Here’s what some of the Technology Innovation Experience (TIE) teachers are saying about their experiences:

Teacher 1-

The TIE team

  • has grown my capacity for effective instructional practices using technology.
  • has shown me how to incorporate higher DOK with students through my study of SAMR and PBL
  • has increased student engagement across my school
  • has given me knowledge of new ways of assessing learning rather than through “multiple choice tests”
  • has helped us develop model classrooms so that we can learn from each other
  • has enhanced the professional collaboration at my school

Teacher 2-

TIE has had such a profound impact on the classroom and students that it should not be limited. It should continue to grow to include teachers with a growth mindset, teachers who are not afraid to experiment and discover new ways to teach. This process of growth and training will only improve the success of students and better enable them to be 21st century citizens. All of this leads to recognition of achievement and success at the school, district, and community level. I believe can only lead to a more cohesive and connected environment.

Teacher 3-

I think TIE has helped me be more of a risk-taker and try new things. I feel having an administration that supports TIE also helps me know I can do such things without feeling tied down to following routine. I know the things we are learning as part of the TIE are the ways of teaching that will benefit 21st century learners. My children have benefited greatly from this experience. They have expanded their knowledge of technology and how to use it to better their learning. Not just a toy! I feel TIE is what we need to start the change our schools and district need to be on the cutting edge of the best practices in education. The education of students is our main focus and TIE helps make it easier to provide the best education I can for my students.

Teacher 4-

1.) The TIE has been responsible for my personal and professional growth. For my first five years of teaching I had become complacent. I thought I had it all figured out. I thought simply substituting technology was being innovative. I was definitely mistaken. I have been challenged through TIE to develop ways that my students can use technology to own their learning, and to redefine the learning that happens in my classroom through the power of technology.

2.) TIE has been the gateway to many changes in my classroom. My students are so excited when they hear of a new project. They love the fact that technology is being incorporated in meaningful ways and not simply used to be used. Their engagement during these times is through the roof!

We are excited about the work Ms. Sanders and our TIE teachers are doing and how this will impact all of our teachers and students. These teachers have gotten out of their comfort zones to be sure our students are learning 21st century skills. Kudos to our TIE teams!

Dr. Teri Prim, Principal

Hillcrest Elementary School

Enterprise City Schools