EastSide (DE) Charter School: A Proven School Turnaround
How transformational leadership, disciplined systems, and relentless belief in students drove dramatic academic gains in a high-poverty school.
Location: Wilmington, DE
Grades Served: PreK–8
Student Population: 480
Primary Outcomes:
Significant gains for Black, Hispanis, Low-income, and special education students
Near-perfect staff retention over three years
0%
Point gain in reading proficiency in Year 1
0%
Reading proficiency
Up from 28%
0%
Math proficiency
Up from 37%
The Challenge
When Lamont Browne assumed leadership of EastSide Charter School in 2011, the school was facing closure.
Fewer than 25% of students were proficient in reading
The school had missed Adequate Yearly Progress for five consecutive years
Leadership instability: four principals in six years
87% low-income student population
Approximately 45% of students had experienced trauma
EastSide was the first charter school founded in partnership with a public housing authority. The challenges were complex—and urgent.
The Approach:
Focused Leadership That Scales
Rather than attempting to fix everything at once, Browne focused on a disciplined, repeatable leadership model grounded in three principles:
Clarity of vision
Investment in people
Systems that support execution
Each year, the school identified three priority focus areas (“buckets”) and aligned all decisions, professional development, and accountability to those goals.
A Clear Vision, Shared by Everyone
From day one, Browne made expectations explicit for staff, students, and families.
Created a detailed First 100 Days Plan before officially starting
Met individually with every teacher
Led daily morning meetings with students to reinforce belief, effort, and growth
Communicated consistently with families through weekly bulletins and open access
“We cannot ask anything of our staff that we don’t ask of ourselves.”
Leadership was visible, transparent, and deeply human.
Cornerstone 1: Transformational Leadership
Hiring for Mission, Not Just Skill
EastSide rebuilt its staff using a rigorous, values-aligned hiring process.
Candidates were evaluated on:
Demonstrated instructional skill
Use of data to drive improvement
Reflection on failure and growth
Commitment to serving a high-need student population
Hiring included demo lessons, coaching simulations, data analysis exercises, and interviews with staff, parents, and students.
The result: a deeply aligned, mission-driven team.
Coaching Over Compliance
Teacher evaluation at EastSide functioned as coaching—not punishment.
Biweekly classroom observations
Feedback anchored in a clear teaching rubric
One focused, actionable improvement step per cycle
Leaders modeled vulnerability by inviting feedback themselves
Teachers were expected to grow—and were supported in doing so.
Cornerstone 2: High-Performing Teams & Adult Culture
Professional Learning Built Into the Week
Early dismissal every Friday for weekly professional development
PD aligned to real classroom data—not generic topics
Leaders adjusted PD plans throughout the year based on observed needs
Teachers given structured time for collaboration, planning, and reflection
Professional growth was treated as essential infrastructure, not an add-on.
Data That Drives Action
Assessment was frequent, transparent, and purpose-driven.
Growth assessments administered multiple times per year
Interim assessments every 6–8 weeks
Teachers created six-week action plans based on results
Data used to inform instruction—not assign blame
“There should be no surprises.”
Teachers and leaders analyzed trends together and adjusted instruction in real time.
Cornerstone 3: Academic Accelerators
Maximizing Instructional Time
EastSide redesigned the school day to protect learning.
Extended instructional day by ~45 minutes
Highly structured transitions and routines
Lessons planned minute-by-minute
Leadership presence during hall transitions
Over time, systems were refined to maintain results while preventing burnout.
Small-Group Instruction & Differentiation
Data informed grouping, intervention, and enrichment.
Flexible small groups updated every six weeks
Targeted tutoring and intervention blocks
Integrated support for special education students
Trauma-informed practices embedded into instruction
Special Education Results:
Reading proficiency:
7% → 34%
Math
proficiency:
10% →37%
High Expectations, Paired With Belief
Culture was built intentionally—every day.
Daily school-wide assemblies
College-themed classrooms and rituals
Public celebration of growth and effort
Character development embedded into behavior systems
Students were consistently reminded:
You may not be there yet—but you will be.
Cornerstone 4: Aspirational School Culture
Families as Partners
Parents were treated as essential collaborators.
Regular communication about student progress
Personal outreach from teachers
Open office hours and leadership accessibility
Clear expectations for family engagement
Trust grew quickly—and stayed strong.
The Results
By 2014, EastSide Charter School had become a statewide model for school transformation.
Academic Outcomes:
0%
Reading proficiency
Up from 28%
0%
Math proficiency
Up from 37%
80% of elementary students met annual growth targets
Organizational Outcomes:
Strong staff retention
Scalable systems adopted by other schools
Recognition from the Governor and Secretary of Education
When a nearby charter school faced collapse due to a financial scandal, the state turned to Browne to lead its recovery.
Leadership Insight:
“You need talented, committed people—but it’s your responsibility to build their capacity. You can’t wait for perfect conditions.”
— Lamont Browne
Leadership That Scales
Browne successfully replicated EastSide’s systems across multiple campuses by:
Coaching new principals weekly
Aligning curriculum and expectations
Establishing shared accountability structures
Maintaining clarity of vision across schools
The result was not a single strong school—but a growing network of aligned, improving schools.
Why This Case Study Matters
This transformation was not driven by a single program or personality.
It was driven by:
Clear priorities
Relentless coaching
Data with humanity
Culture as a daily practice
Most importantly, it was repeatable.
