US/Global 
CAN
DEMOGRAPHICS
Lincoln Heights Middle School is a Model PLC at Work® school that currently serves 538 students in Morristown, Tennessee. This school holds the distinction of being the first DuFour and Eaker Ambassador Model PLC at Work school. Jaimie Greene serves as both a PLC associate and a member of the Evidence of Excellence Review Committee. In her role as principal at Lincoln Heights, she exemplifies unwavering dedication to forming a collaborative culture of excellence and continuous improvement.
538 Students
- 26% English learners
- 40% free and reduced lunch
- 13% special needs
Lincoln Heights Middle School's CHALLENGE
Lincoln Heights Middle School began a transformative journey when they discovered Solution Tree through a teacher leadership grant. Prior to implementing PLC at Work, the school was already making significant growth, but they recognized the need to maximize opportunities for student proficiency. With the PLC process as their guiding light, they focused on gaining more clarity about standards and ensuring that teachers were on the same page, teaching the same content.
The main challenge was getting all staff members fully on board, and principal Jaimie Greene was resolute in clarifying the expectations of the PLC process and offering proof of content to address questions and concerns from the teachers at Lincoln Heights. With this challenge, Greene saw it as an opportunity to take the teachers to leadership workshops offered by Solution Tree. “They saw the experts, and it gave the teachers an opportunity to bond,” said principal Greene.
IMPLEMENTATION
“Once we became a Model PLC, more people wanted to know what we were doing at Lincoln Middle School, so we started sharing our story. It became a part of who we were.”
Along with attending teacher leader workshops, they began by following the four critical questions of the PLC at Work process. Initially, the focus was on clarifying standards and objectives, addressing questions 1 and 2: “What is it we want our students to know and be able to do?” and “How will we know if each student has learned it?” This phase ensured a clear understanding of educational goals and established methods for assessing student progress.
Transitioning the focus to questions 3 and 4 in year three was a pivotal move for Lincoln Heights. This shift not only marked a natural progression in their PLC at Work process but also provided a concrete answer to the question, "Now what?" posed by Greene. By addressing how to respond when students struggle and how to extend learning for those who excel, the school demonstrated a commitment to comprehensive student support and enrichment.
By establishing a guiding coalition and introducing the PLC at Work process to all staff, they fostered a shared vision focused on maximizing student proficiency. This collective effort ensured that teachers were aligned in their instructional practices, delivering consistent content and support—a fundamental element for success.
RESULTS
In just three years of implementation, Lincoln Heights Middle School witnessed an impressive increase in the Tennessee Comprehensive Assessment Program (TCAP) standardized test scores. For 6th grade, ELA scores soared to a 135% increase. 7th grade students had a remarkable 265% improvement in Math. 8th grade received a 65% increase in Science, and 7th grade Social Studies test scores boosted to a 66.7% increase.
This success not only affirmed their efforts, but also encouraged them to apply for Ambassador status–officially obtaining the title of Solution Tree’s first Ambassador Model PLC at Work school.
“The biggest benefit to me is the teacher efficacy and that they believed they can make a difference and that their instruction is having a positive impact on all kids, especially underserved kids-and you can just tell that they are proud of that work in a way that they have never been before, and that’s just what keeps us moving forward.”
WHY PLC AT WORK®?
Professional learning communities (PLCs) are schools that empower educators to work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve.
