Building teacher confidence and leadership capacity: how Florence 1 Schools adapted their professional learning strategy

About Florence 1 Schools

South Carolina | 24 schools | 16,000 students | 1,141 teachers

Key results

• 100% of participants were highly satisfied with support provided by their BetterLesson coaches
• 100% of participants tried multiple strategies after working with their BetterLesson coach

When the pandemic forced schools online in 2020, Florence 1 Schools faced an immediate challenge: how do you support teachers through unprecedented disruption while maintaining student engagement and learning?

Florence 1 Schools serves 16,000 students across 24 schools in Florence, South Carolina and surrounding communities. Like districts nationwide, they pivoted to distance learning in March 2020, then navigated hybrid instruction for the 2020–21 school year. But the challenges didn’t end there. As schools returned to in-person learning, Florence 1 saw an influx of new teachers from a wide range of backgrounds—including educators who needed foundational classroom management support and advanced instructional strategies.

Rather than defaulting to one-size-fits-all professional development, Florence 1 partnered with BetterLesson to create a flexible, adaptive learning strategy that evolved with their educators’ changing needs.

The challenge: supporting new teachers, returning teachers, and leaders through changes in teaching and learning 

Almost immediately following the 2020 shift to online learning, district and school leaders began hearing from teachers about significant challenges. 

Teachers needed support building student resilience, creating engaging online classroom communities where students actively participated. They were looking for ways to improve blended learning practices, create meaningful tasks in a digital environment and differentiate instruction using both real-time and self-paced learning activities.

At the same time, principals and other instructional leaders needed strategies for supporting teachers through this transition while building collaborative professional learning spaces online and using data-informed instruction to help teachers plan effective instruction and “stop the slide”.

As the district navigated hybrid learning and then their return to in-person learning, needs and priorities changed. An increase in new teachers from widely varied backgrounds meant balancing specific instructional practices with foundational classroom management support for new teachers. And it meant supporting leaders in developing skills in providing instructional feedback.

The solution: strategic professional learning aligned to the district’s goals

The BetterLesson team designed a solution that aligned with the district’s goals of building student engagement and improving instructional feedback, launching with a lead cohort for the first school year and expanding in reach and focus over time.

In the first year (2020-21), a cohort of 20 teachers and 23 leaders received differentiated professional learning to meet each educator’s specific needs while building common concepts across teams.

The district’s program featured instructional coaching and leadership coaching. A series of small-group virtual PD workshops for teachers and leaders engaged educators in learning together while remaining physically apart. A virtual Learning Walk allowed leaders to benefit from our collaborative approach to classroom observations even while learning had moved online.

Along the way, BetterLesson provided the district with ongoing data about teacher engagement and progress, allowing leaders to follow up, increase teacher buy-in, and plan for future professional development.

Following BetterLesson’s Try-Measure-Learn model for instructional coaching, teachers first worked with their coaches to set an objective they’ll pursue together. 

Florence teachers’ objectives included:

My vision for my classroom is to improve small group instruction by differentiating the content for students based on their needs and abilities.

I want to foster a supportive learning environment where students and teachers feel safe to make mistakes and engage in rigorous lessons.

I would like to work on effective feedback on lesson plans. I’d like to do less “telling” and instead coach teachers into their own growth.

In the partnership’s second year (2021-22), the program expanded to include coaching for 40 new and returning teachers in addition to instructional leaders. Coaches worked with new teachers on blended learning practices and focused on accelerating growth for returning teachers, building on work the district had already done and aligning with the district’s vision.

By year four (2023-24), as new teachers continued to enter the classrooms in Florence, coaching and workshops continued to focus on meeting new teachers where they were – especially supporting teachers in their annual summative (formal evaluation) year or who were working towards passing their induction year.

The outcomes: increased educator confidence, decreased teacher stress, and expanded leadership capacity 

Every educator participating in the program valued the support they received. That’s the power of professional development that focuses on both the district’s identified priorities and the specific needs of each educator, provides continuous learning rather than one-and-done training, and carefully matches each educator with the right coach.

100% of participants were highly satisfied with support provided by their coaches

100% of participants tried multiple strategies after working with their coach

Leaders observed that by the end of the first semester, teachers were collaborating, sharing their successes and challenges, and observing each other more. Teachers reported feeling less stressed, knowing that they had a consistent outside ear to turn to. 

This impact was also palpable for leaders who had a supportive thought partner to problem-solve with.

For example: Ms. Calandra Brisbone-Davis, an assistant principal at West Florence High School, needed to create a professional development plan for her teachers, but didn’t have buy-in. Her BetterLesson coach, Kristin, asked probing questions, shared resources, and created a safe space to share tough challenges. As a result, Ms. Brisbone-Davis created a plan which laid out clear goals and gave teachers lots of choice in their professional development.

Looking for flexible professional development options? Discover our workshop offerings designed to complement 1:1 coaching with group learning experiences.

Florence 1 Schools’ journey with BetterLesson demonstrates what’s possible when professional learning adapts alongside educators’ changing needs. From navigating the sudden shift to remote learning to supporting an influx of new teachers, the district built a sustainable approach that prioritized personalized support over one-size-fits-all training. As a result, Florence 1 built a cache of confident teachers, capable leaders, and a professional learning culture that continues to grow. When districts invest in flexible, educator-centered professional development, they don’t just solve today’s challenges—they build capacity for whatever comes next.

Like Florence 1 Schools, your district can build a sustainable professional learning strategy that evolves with your educators’ needs. Whether you’re supporting new teachers, building leadership capacity, or improving instructional practices, BetterLesson’s flexible approach meets your district where you are.

Explore Our Solutions:

• Instructional Coaching – Personalized, job-embedded support that drives lasting change

• Professional Development Workshops – Collaborative learning experiences designed for your goals

Contact us to learn how we can partner with your district to create a professional learning plan that grows with you.