UVA Partnership and Danville officials describe multi-year turnaround work that lifted student outcomes

University of Virginia Partnership for Leaders in Education (UVA PLE) and Danville Public Schools officials presented a multi-year partnership the board said produced measurable gains in several Danville schools.

William Robinson, executive director of UVA PLE, described the partnership model: blended executive education for system teams, sustained in-field support, “learning lab” site work in prioritized schools, and a focus on research-based practices and collective leadership. Robinson said successful partnerships combine investment in leadership development, instructional infrastructure such as high-quality instructional materials (HQIM), and a systemic commitment to scale learnings across a division.

Danville Superintendent Dr. Angela Hairston and Bonner Middle School Principal Wayne Mayo described local priorities and practices they credit with gains in student outcomes: creating a clear, vertically aligned curriculum tied to the SOLs; frequent data digs and inter-rater walkthroughs to improve instructional alignment; peer classroom observations and teacher coaching; small-group and double-dosing interventions; Saturday school and targeted tutoring paid for by the district; and family engagement events demonstrating grade-level work. Hairston said Bonner moved off the state’s CSI (Comprehensive Support and Improvement) list and reported double-digit gains in the partnership schools on some measures. Principal Mayo described a “data wall” and colored coding system teachers used to monitor standards and intervention needs.

Danville leaders provided local context: an independent city with roughly 41,000 residents serving about 5,600 students; a student population the presentation said was about 69% African American, 15% White and 12% Hispanic, with approximately 80% eligible for free or reduced-price meals under the Community Eligibility Provision. The presenters said staffing stability has improved and that several targeted schools showed year-over-year gains in SOL pass rates; they credited sustained leadership attention, curriculum coherence and investments in student supports for the improvement.

Board members praised the Danville team’s work and asked for help identifying scalable elements — particularly data dashboards and parent-facing resources — that could be spread to other divisions.