A South Carolina School Saw Teacher Retention Grow 3 Years in a Row. What Made an Impact?

For students at Columbia High School in Richland One School District of South Carolina, opportunity isn’t based on happenstance - it’s the standard. Principal Dr. Shawn Washington (pictured on the left) has embedded that belief into the culture of her building and built momentum that has driven measurable goals for the school in the past year. This strong school culture supports teacher retention.

“Every student who walks through our doors deserves access to opportunity,” Dr. Washington said. “Our mission is to prepare them for what comes next - college, career, and life - and that starts with ensuring our teachers have the tools and support they need to make that happen.”

Among Dr. Washington’s most impactful strategies has been her commitment to professional development and instructional coaching through the school and district’s partnership with NIET, Washington said. Under her leadership, Dr. Washington has established weekly Professional Learning Communities across all content areas and fostered an Instructional Leadership Team that builds teacher capacity and a culture of continuous improvement. 

These practices are leading to rapid results: In just one year of partnership with NIET, Columbia High School’s South Carolina School Report Card score rose by 10 points, and the school’s College and Career Readiness Rate more than doubled -  climbing from 32% to 67%.

Academic achievement isn’t the only strength for Columbia High School - Dr. Washington has also been intentional about creating a collaborative and supportive culture for educators, which has directly contributed to an increase in teacher retention, she said. While schools and districts grapple with teacher retention nationwide, Columbia High offers insight into what builds educators' confidence and keeps them in the classroom. 

“We’re focused on building strong systems of support that enhance instruction and foster professional growth,” she explained. “Our teacher retention has steadily increased over the past three years, which speaks volumes about the strength of our collaborative and supportive environment.”

Much of that support comes from providing spaces for teachers to have a voice in decision-making through teacher leadership and coaching, according to Dr. Washington. This distributed leadership model has strengthened both teacher morale and instructional alignment. Columbia’s educators describe a renewed sense of ownership, where they are empowered to take the lead in driving improvement and supporting each other’s growth.

“Columbia High School is a hidden gem, and seeing our students thrive because of the dedication and teamwork of our educators is incredibly fulfilling,” said Dr. Washington. “Every day, I’m reminded that strong leadership and a shared commitment to growth can transform a school community.”

By pairing high expectations with unwavering support, Dr. Washington has cultivated a culture where growth is intentional, leadership is shared, and opportunity is the baseline for Columbia High School. Her focus on developing teachers as instructional leaders and empowering students as future-ready graduates drives the school’s impact.