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Representatives Alan Baker of Brewton and Terri Collins of Decatur serve on the Council by virtue of being legislative members of the Board.
Senator Vivian Davis Figures of Mobile and Representative Rod Scott of Fairfield are gubernatorial appointees to the Council.



Kay Ivey, Governor of Alabama, Montgomery, ex officio (2023)

Alan Baker, State Representative, Brewton (2021)

Terri Collins, State Representative, Decatur (2023)

Mark Dixon, President, A+ Education Partnership, Montgomery (2022)

Eric Mackey, State Superintendent of Education, Montgomery (2020)


Alabama Science Teacher Sets Higher Expectations Using Literacy Strategies

Reese Woytek Why did the deer cross the road? The usual answer to the joke is “to get to the other side.”

That question serves as a prompt for seventh-grade science students to start looking for answers through data-driven research and in-depth writing. Their teacher, Reese Woytek at Slocomb Middle School in Geneva County, Alabama, is using the instructional framework of the Literacy Design Collaborative (LDC). He received his LDC training in 2015. The Southern Regional Education Board is training teachers across Alabama, and Woytek’s experience is a perfect example of how LDC strategies can change teacher focus and impact students.

Blog post Quinton Granville Originally posted on the blog.

Building Life Skills in a Middle School Classroom

Quinton A. Granville was a seventh-grade social studies and reading teacher for Atlanta Public Schools when this blog entry was written. He is now a literacy consultant at SREB. 

Quinton Granville has been using the Literacy Design Collaboration framework in his seventh-grade classroom for nearly a year. He says he’s come a long way since he was introduced to LDC through a districtwide initiative.


Principal is Key for Math Teachers’ Professional Development

Stacey Irvin

The role of the administrator — attending professional development sessions with teachers and principals and participating in classroom observations and coaching visits — is critical to the successful implementation of the Mathematics Design Collaborative. To support teachers, leadership must understand math achievement gaps in students and the classroom process that teachers are taught to address the gaps.

Featured Post

A Math Teacher’s Reflection
By Brandi Pope

Brandi Pope

Brandi Pope teaches sixth grade math a Muller Road Middle School in Blythewood, SC.

When I was asked to participate in the Mathematics Design Collaborative training, I did not know what to expect. I didn’t know if I was ready or how MDC would fit into how I currently teach math. I showed up with an open mind, and within 30 minutes, I was pleased to realize that MDC is a best teaching practice.


Designed for Sustainability
By Sheri Blankenship

Sheri Blankenship

SREB’s training model is designed for sustainability, building LDC collaboration tools and teacher-leadership development into Year 2 workshops. Teachers trained during Year 1 are considered experts, moving into a teacher-leader role in Year 2. These teachers collaborated with common content teachers during their first year, which meant they were prepared to share what they learned with new teachers in their departments. During that same time period, SREB was developing a local trainer to champion and coordinate the spread of LDC to more teachers across the district.

Publication May 2016 | 12 pages | (16V12)

Case Study: Piedmont High School
Raising Rigor and Expectations

Piedmont High School is a high-achieving school with a 2015 graduation rate of 99 percent. This case study details how the school used the High Schools That Work design to put in place the building blocks to foster a culture of continuous improvement to ensure every student has the opportunity to succeed.