With the support of SERVE, CTQ surveyed approximately 4,200 educators in Alabama school systems to inform the work of the Governor’s Commission on Quality Teaching. This report, funded by the Public Education Network, looks specifically at the responses of the 3,300 Mobile educators.

Survey respondents were positive about the teaching and learning conditions in their schools, reporting that leadership supports them, professional development provides the knowledge and skills they need to teach effectively, and that facilities and resources are adequate. This is important, as educators noted that these conditions drive their future employment decisions. Issues such as leadership, empowerment, and time (along with salary) were amongst the most important influences on teachers’ decisions about whether to stay in their school. Additionally, more than half of teachers indicated that they would work in a hard-to-staff school, and that non-financial incentives (reduced teaching load, planning time, additional supports) were viewed as more important than signing bonuses and other financial inducements.

CTQ has worked with the Mobile Area Education Foundation (MAEF) to assist the Mobile County Public School System in creating a report to document and learn from its efforts to transform five schools with a history of low performance in the district. The Transformation Plan outlined massive overhauls in its five lowest-achieving schools that include school reconstitution, monetary incentives to principals and teachers (signing bonuses and pay for performance), school-wide professional development, and enhanced resources and support. Interviews and focus groups with teachers and principals at each of the five schools, central office administrators, and school board members revealed three major findings:

• A Dedicated Faculty is Central to Success: MCPSS recognized that school-based and district-wide leadership was critical to the transformation process. The system first heavily recruited principals to lead the five transformation schools and then empowered them to bring about the necessary changes at their sites via the implementation plan. These school leaders actively sought out applicants for open positions, worked tirelessly to revamp the instructional program, and developed a vision for student success.
  
• A Plan Matters, but Follow-Through Matters Most: Administrators at the five schools approached hiring differently and based on the successes and challenges during the first year of implementation, the district should fine-tune its approach to transformation in these schools. Considerable strides were made in re-staffing schools, re-inventing curriculum and instruction initiatives, and making data-driven decisions more central to transforming schools.
  
• Transforming Schools Takes a Village: Community support was critical to the development and implementation of the Transformation Plan. Teachers, administrators, parents, business leaders, politicians and community members have worked diligently to change the culture of schools. This collective involvement has resulted in increased student attendance, school pride, and student achievement.

Byrd began her education career in 1983 as a high school English teacher. In 1989, she also became an instructor for the Teacher Cadet Program, a pre-collegiate recruitment strategy designed to interest high school seniors in the education profession. After seven years working with Teacher Cadets and 13 years in the classroom as an English and journalism teacher, Byrd served as a Teacher in Residence for three years and a Program Director for one year at CERRA, located at Winthrop University, Byrd was named as the Director in 2000. She earned National Board Certification® in English language arts for Adolescents and Young Adults in November of 2000. Byrd also sits on the NBPTS® Board of Directors.

CTQ is extremely fortunate to have Byrd’s expertise and dedication to further our efforts in achieving our joint vision for teaching and learning.