SolutionTree.com/Changemakers CHALLENGE Hot Springs Junior Academy (HSJA), led by Principal William Brazle, embarked on its journey with the Professional Learning Communities (PLC) at Work® process in 2020. The school was in Cohort 4 of the PLC at Work Project through Solution Tree’s partnership with the Arkansas Department of Education. Prior to joining the cohort and implementing the PLC at Work process, teachers at HSJA primarily worked in isolation, lacking a clear connection to a shared mission and vision, according to Principal Brazle. Additionally, the existing curriculum didn’t consistently provide all students access to grade-level instruction, focusing mainly on addressing missing foundational skills. This lack of cohesion was evident in the variations between grade-level English and math teams, for example. While teams existed, their approaches and priorities varied widely. One grade might excel in formative assessments, while another focused on data analysis, creating a fragmented and inconsistent learning experience for students. When Principal Brazle came to the school in 2021, HSJA was in its second year of the PLC process, and its primary need was to get teachers on the same page. This required creating a framework to align team efforts and ensure consistency across grade levels and subjects. The journey toward this goal began with the recognition that a unified approach was essential to achieving their desired outcome. IMPLEMENTATION Principal Brazle and the HSJA team took a proactive and multifaceted approach to implementing the PLC at Work process, ensuring all teachers followed the same approach to instruction. Recognizing the need for alignment, Brazle prioritized creating a unified system. He connected with Brig Leane, a Solution Tree PLC at Work associate with over 20 years of experience in education as a teacher, assistant principal, and principal in a variety of settings. Together, they began with standardizing practices across grade levels and departments. HSJA developed a guiding coalition to guide teams and focus on the four critical questions of a PLC. Teachers began transitioning from working in isolation to working within teacher teams. Teacher teams also determined essential standards and built a guaranteed and viable curriculum to ensure high levels of learning for all students. Brazle then restructured HSJA’s master schedule to allow for dedicated department meetings, fostering collaboration and vertical alignment. The introduction of their essential skill planner—a comprehensive unit plan template—streamlined planning and ensured that all teachers addressed key elements of instruction, from essential standards and CFAs to interventions and extensions, fostering consistency and effectiveness across the seventh- to ninth-grade classrooms. Brazle also prioritized professional development, leveraging the Marzano High Reliability Schools framework to build a common language and approach to teaching. Through these intentional steps, Brazle guided HSJA toward a cohesive and collaborative PLC culture. By providing structures, tools, and professional learning opportunities, he empowered teachers to work together effectively, ensuring all students received high-quality, aligned instruction. . Joined PLC at Work® Project cohort . PD with associate Brig Leane to unify teacher efforts and standardize practices . Implemented the Marzano High Reliability Schools framework . Achieved Model PLC at Work® and High Reliability Schools recognition HOT SPRINGS JUNIOR ACADEMY HOT SPRINGS, ARKANSAS 837 STUDENTS / 100% FREE OR REDUCED LUNCH / 17% ENGLISH LEARNERS / 19% SPECIAL NEEDS 34.7% BLACK / 32.7% WHITE / 20.9% HISPANIC OR LATINO / 10% MULTIRACIAL / 1.2% ASIAN / 0.5% NATIVE HAWAIIAN OR PACIFIC ISLANDER EVIDENCE OF EXCELLENCE
