At East Union Middle School, changing the school’s direction was not just a goal for the administration—it was a team effort involving the entire school community. After being designated as a low-performing school for a decade, East Union has rediscovered its pride and determination. Thanks to the hard work of teachers, staff, students and leaders, the school is no longer considered low-performing as designated by the North Carolina Department of Public Instruction (NCPI). This success is even more special because, for the first time, no school in the Forest Hills feeder pattern has this label, making it a proud moment for the entire community. With strong leadership, the right approach and a positive mindset, anything is possible.

The change did not happen overnight. It resulted from committed leadership, strategic planning, teamwork, and a shared commitment to improving student outcomes, guided by Union County Public Schools turnaround model for persistently low-performing schools. The model emphasizes seven strategies that work in harmony: effective teachers, effective leaders, daily intensive tutoring in schools, positive school culture and climate, increased time in school, differentiated compensation and wraparound services.

Reflecting on the school’s turnaround, Superintendent Dr. Andrew Houlihan expressed pride in the achievement: “I was absolutely thrilled when I learned that East Union Middle was no longer designated as low-performing. This historic achievement is a testament to the hard work of the entire school community.” He credited Principal Jared Gatewood's leadership, stating that “the focus on school culture has empowered students to meet higher expectations, leading to real progress.”

A shift in school culture

In July 2023, Jared Gatewood became principal of East Union after working five years in the feeder pattern, which includes Forest Hills High School and its feeder elementary schools. He worked as a social studies teacher at Forest Hills in 2018, later serving as interim assistant principal before becoming the assistant principal in 2020.

When he got to East Union, the first thing that struck him was the urgent need to improve the school culture. He scheduled meetings with various stakeholders throughout the building, and a common theme emerged. Addressing and managing student behavior was necessary.

“The kids knew how to behave, but there was a lot of chaos—making it hard for teachers to teach effectively. I decided that our first priority would be to address this issue.”

Gatewood also saw that staff needed to change how they viewed students' abilities and learning styles. With this focus on culture and accountability for everyone, Gatewood emphasized his beliefs during his first staff meeting.

“I don’t believe we are a low-performing school,” he said. “If I thought we were, I wouldn’t have taken the job.” To reinforce this message, he displayed the word mindset on the screen. He explained that it’s essential for staff and students to believe in their potential, stating, “When I look at the performance of our students, especially compared to those at Forest Hills and the elementary schools that feed into us, it’s clear our kids are not low-performing.”

Gatewood urged the staff to recognize that the challenges they faced were rooted in the school culture, rather than solely in students’ behavior. He acknowledged that this realization took time and met with pushback, but stressed its importance for moving forward. At the start of the 2023-2024 school year, he boldly declared, "We are not a low-performing school, and we must believe that our students can achieve more." This message became the foundation for the transformation.

Building a safe and supportive environment

Gatewood and his leadership team prioritized creating a safe and supportive learning environment. A key component of this effort was the referral process. The referral process in a school is like a referee in a game. Just as a referee enforces rules and ensures fairness, the referral process holds students accountable, creating a positive learning environment.

At the start, referral rates increased in August through November as everyone adjusted to the new expectations. However, from December through June, the rate decreased each month compared to the previous year. By the end of the school year, referrals had dropped by five percent.

“We emphasized that if you violate school and district rules, there will be consequences,” said Gatewood. “But more importantly, we worked hard to create a belief in students that they could succeed.”

For Paige Costner, an eighth-grade math teacher with eight years at the school, this shift in mindset was essential.

“Last year, we really focused on getting students to take school seriously,” Costner said. “Excellence became the standard for everything we did, and the kids heard it every day. Mr. Gatewood instilled that mindset in them, and it stuck.”

Costner described improved behavior management strategies reduced classroom disruptions, allowing her to focus more on teaching. She felt supported in handling student behavior, which created a better learning environment. Staff morale also improved, with over 90 percent of teachers expressing satisfaction in a recent survey, a significant increase from previous years.

This year, leadership pushed teachers to expand their boundaries. Costner, who had previously taught sixth-grade math, was challenged to move up to eighth grade, adjusting to a new curriculum while maintaining high standards in behavior and academics.

“This year’s been about pushing ourselves just as much as the students,” she explained. “We’ve got new initiatives like the AgTech program, which integrates across different subjects. It’s been an exciting challenge, but it’s also shown me how much we can achieve when everyone is on the same page.”

Leadership in action
Another change was how the leadership team supported teachers. Administrators became more visible and active throughout the school day. Their presence in classrooms and hallways reminded everyone that they were there to help. They regularly asked teachers, “What can I do for you?” By quickly addressing any issues, they enabled teachers to focus on what mattered most—teaching.

The school also embraced a coaching culture, encouraging teachers to be open to feedback and continuously improve their teaching methods. Gatewood led by example, working with Dr. Maureen Furr, a retired principal with over 30 years of experience in Charlotte-Mecklenburg Schools, who provided him with personal coaching. This opportunity came through a Response to Intervention (RTI) initiative from the NCDPI, designed to support schools that have faced challenges. The program, running until December 2024, ensures dedicated coaches are available to help leadership and teachers grow.

For Jeremy McMurray, an eighth-grade social studies teacher with 14 years at East Union, this shift in leadership made a profound difference. McMurray shared that they encouraged teachers to try new things and work together.

"One of the biggest changes this year is the focus on cross-curricular collaboration," he explained. "Even though I teach social studies, we’re encouraged to integrate skills that support English and math. It’s been a learning curve, but it’s improved how we teach and how students learn."

An essential element of building a collaborative culture was enhancing Professional Learning Communities (PLCs), where teachers meet to exchange ideas. While PLCs already existed, they were restructured for greater focus, with clear agendas and productive teamwork. Teachers shared effective teaching strategies based on data, allowing them to adapt successful ideas for their classrooms. If one teacher achieved better results, others learned from that experience.

“In the past, we tended to work in silos, focusing only on the students in our classrooms,” McMurray noted. “Now, there’s a shared responsibility for all students. Leadership modeled that behavior and it's trickled down to us, encouraging a culture of feedback and growth.”

A continuation of the school’s shift is its journey to become a Leader in Me (LIM) school, an initiative that builds leadership skills, empowers students and further strengthens the school culture. Built on Franklin Covey’s 7 Habits of Highly Effective People, the program introduces students to essential habits: be proactive, begin with the end in mind, put first things first, think win-win, seek first to understand, synergize and sharpen the saw. These habits develop self-awareness, goal-setting, collaboration and accountability in students and staff.

To drive the initiative forward, East Union has created staff and student lighthouse teams this year, which are responsible for guiding the schoolwide implementation of LIM. As the school builds this leadership model, students are learning to take charge of their growth, make intentional choices and work together toward shared goals. By becoming a Leader in Me school, East Union will join 11 other schools in the district successfully using the model. It is a natural extension of the cultural shift already happening at the school, reinforcing the idea that success comes from the mindset and habits students develop every day.

Prioritizing assessments and strategic retesting

Another significant change was the school's approach to assessments.

"We were teaching without understanding the purpose behind it; we were just going through the motions so we focused on data to guide instruction," said Gatewood. “I met with each grade level to review last year's EOG proficiency percentages in math and reading, which highlighted areas for improvement.”

Diagnostics, check-ins, and end-of-grade tests (EOGs) were given priority as crucial tools to measure student understanding and pinpoint areas for support. By focusing on these evaluations as opportunities for growth, students could see their progress, boosting their confidence and engagement.

The leadership team also introduced strategic retesting for students who did not initially meet proficiency on their EOG exams. Assemblies were held to explain the significance of proficiency and how it could benefit students’ long term. Teachers and administrators made personal calls to families, emphasizing the importance of progress and the available support to help students succeed.

“We treated our check-ins like real tests, shutting down the school to simulate the testing environment so students wouldn’t be surprised during actual testing. The mid-year data showed we had some of the top growth in the county, indicating our approach was working,” said Gatewood.

East Union’s strategic use of data to drive instruction has garnered praise from district leaders, who recognize the school's dedication to turning assessments into actionable growth.

“Data collection is only part of the equation; the true challenge lies in how you analyze that data and turn it into actionable change. East Union’s leadership has embraced this challenge, and it’s paying off,” said Houlihan.

The school also celebrated students' accomplishments throughout the year to further encourage positive performance. After each round of diagnostics and EOGs, they recognized proficient students and held Honor Roll ceremonies, inviting families to join the celebrations. Looking ahead, the school plans to introduce a 10-point student incentive system—based on attendance, academics, behavior, and tardiness—starting in the 2024–2025 school year.

Rising to meet expectations

The commitment to excellence at East Union is not solely about discipline or academics. As sixth-grade English teacher Michele Lewis shared, the elevated expectations among teachers and students has played a vital role in the school’s progress.

“When we found out we no longer had the status of a low-performing school, it felt like a boost,” Lewis said. “I’ve been telling my students they are scholars, and this accomplishment showed them they can achieve great things.”

Lewis, who motivates her students to meet high academic standards, emphasized the importance of adapting her approach and mindset. “There are students not on grade level, but that doesn’t mean they can’t succeed. It’s about teaching them strategies and keeping a positive mindset,” she explained.

A challenge was selecting reading materials within the appropriate Lexile levels for her students. Last year, the school informed teachers that they could not grade materials below the required Lexile levels, and students were not to read those books in class.

“I had tons of books that I couldn’t use anymore, so we had to reevaluate,” Lewis shared. "Now, everything I give them is within that range. It’s difficult for them, but I teach strategies to help them navigate these challenging texts."

For Lewis, this meant adjusting her curriculum and helping students develop a growth mindset.

“You’re not going to bring a child from a third-grade level to a sixth-grade level in one year,” she said. “But teaching them how to tackle difficult texts is essential. It’s about showing them they can overcome challenges if they keep trying.”

Lewis's approach is deeply personal. Drawing from her experiences growing up with limited resources and being the first in her family to graduate from college, she understands the power of persistence.

"I grew up with a single mom and four brothers, and we had no money," she recalled. "But we made it through. That’s the mindset I want my students to have—no matter how tough things seem, they can succeed."

Looking ahead

Everyone agrees that the school’s transformation was not due to one big change but many small, intentional efforts. From changing mindsets to promoting collaboration and providing targeted support, each step played an important role. Together, these changes have helped the school become a place where students and staff believe in their ability to make real progress—proving that when everyone works together, meaningful growth is possible.

While these efforts have brought significant improvement, sustaining this momentum is now the next crucial step.

“I believe the shift toward data analysis, action planning, and a strong focus on culture has truly propelled East Union forward,” said Dr. Houlihan. “The real challenge now is sustainability. You can’t move off the low-performing list only to fall back on it the next year. The key is consistency, and I’m confident this team can maintain the academic progress and the cultural transformation into the future.”

12/11/2024