Reverend Joseph E. Kurtz, D.D. Bishop | Archdiocese of Louisville

St. Martha School, located at 2825 Klondike Lane, has implemented a collaborative approach among its teachers to enhance student success. Principal Suzanne Barnett emphasizes the importance of viewing all students as "our students," encouraging teachers to contribute to every student's success, regardless of grade or subject.

Recently, St. Martha achieved the “Model Professional Learning Community” status from Solution Tree, a national organization that recognizes schools implementing professional learning community (PLC) concepts for over three years with demonstrable improvements in student learning. This distinction places St. Martha among approximately 600 schools and districts nationwide and marks it as the first school in its archdiocese to receive this honor.

Barnett explains that increasing accountability is a key aspect of being a PLC. The entire school functions as a professional learning community where teacher collaboration is both an expectation and a goal that required significant adjustments.

To facilitate collaboration, St. Martha has synchronized planning periods for grade-level groups, allowing teachers to meet during the school day. Subject-area teachers also hold regular meetings.

Katherine Kuhl, a third-grade teacher at St. Martha, shared her initial experience of feeling isolated within her classroom but has since embraced collaboration under Barnett's leadership. She now sees her role extending beyond her classroom walls and actively seeks opportunities to assist colleagues and benefit from their expertise.

Teachers at St. Martha also work closely with data to inform their decisions. The school's support center aids in this process by providing resources such as a data coordinator and instructional coaches. Data-driven instruction ensures growth for all students, not just those who are high-achieving.

Barnett noted that last year’s student data indicated some reading scores were below expected growth levels, prompting the formation of reading groups to address these issues directly.

Kuhl highlighted the importance of using data over relying solely on textbooks for instruction, emphasizing that it may necessitate additional class time or lesson plan adjustments for optimal outcomes.