Freedom Middle honored with national recognition

Freedom Middle School was recently named a 2024 Model Professional Learning Communities at Work School by educational professional learning company Solution Tree.

FMS was one of just four schools in the state to receive the distinction. It earned the honor for its successful implementation of the PLC at Work process.

“I have been a believer in the PLC process for 15 years," Freedom Middle Principal Charles Farmer said in a release. "With so many competing factors that affect teachers' work, the PLC at Work process is vital.

"It provides a clear and efficient framework for continuous improvement so that our teachers can focus on identifying essential standards, assessing for mastery of learning, remediating at the tier I level for students who have not yet mastered the standards, and extending the learning for students who have proven mastery.”

PLCs are schools and districts in which educators provide ongoing, job-embedded learning for the adults who serve students. FMS applied for this designation as it honed its focus on the work of PLCs within its building.

PLC training centers on three main points: a focus on learning, building a collaborative culture, and creating a results orientation.

“It is a testament to the hard work of our faculty that we have received this respected distinction,” Farmer said.

Solution Tree Model schools are recognized based on strict criteria, including demonstration of a commitment to PLC concepts, implementation of these concepts for at least three years, and clear evidence of improved student learning over that period.

The Franklin Special Schools District has implemented these practices citywide. 

“Our district understands that when a school functions as a PLC, there is an incredible impact on student learning," Mary Decker, FSSD associate director of schools for teaching and learning, said. 

"Having Freedom Middle become our first Model PLC at Work School is very rewarding. Freedom Middle’s relentless focus on student achievement is evident in the high-quality work of their students as well as in their continuous cycle of educator professional learning and refinement of instructional practices."