UNF and River City Science Academy Partner to Strengthen Literacy Instruction

The University of North Florida's Silverfield College of Education and Human Services and River City Science Academy (RCSA) have partnered to create a customized graduate certificate program designed to strengthen literacy instruction across RCSA's five elementary and middle school campuses.

The impact of the program shows up in everyday moments: a teacher using multisensory strategies to help a struggling reader finally make sense of words, a science lesson reshaped to make content click for students at every reading level, a classroom library reimagined to spark the kind of motivation that keeps kids reading beyond the school day. Through this collaboration, RCSA teachers gained practical tools to meet every kind of learner with greater confidence and intention.

The collaboration included educators from RCSA in a cohort model, allowing teachers to complete the certificate together while directly applying their learning in the classroom. The program reflects a shared commitment to improving student outcomes through research-based, practice-driven professional development.

"This collaboration grew out of an already strong relationship between UNF and RCSA," said Dr. Diane Yendol-Hoppey, a UNF professor and elementary education graduate program director. "Rather than relying solely on external professional development, the goal was to build internal expertise so teachers could support and learn from one another while strengthening literacy instruction across the school."

A program designed with teachers, for teachers

Unlike traditional programs, the certificate was intentionally designed in collaboration with RCSA leaders and literacy coaches to ensure the coursework aligned with real classroom needs. Faculty worked closely with educators to refine coursework and create learning experiences that could be immediately implemented.

"This type of partnership created an environment where both sides were invested in learning from each other," said Dr. Liz Hale, a UNF associate professor. "By working collaboratively, we were able to design learning experiences that were both grounded in research and directly applicable to teachers' classrooms."

Courses focused on key areas such as literacy engagement, motivation and reading across content areas, equipping teachers with strategies to support diverse learners and improve student outcomes.

By completing the program together, teachers were able to collaborate, share insights and build a stronger professional community across campuses.

"Teachers are not only learning new strategies, but they are doing so alongside colleagues who understand their students, curriculum and school environment," said Yendol-Hoppey.

For participants, that collaboration became one of the most impactful aspects of the experience.

"I have especially appreciated the opportunity to hear feedback during our in-person meetings and learn from other educators who are actively implementing these practices," said RCSA teacher Jessica McLin. "It has helped me reflect on my own teaching and apply new strategies in meaningful ways."

From theory to classroom impact

Teachers in the program actively applied what they learned in real time, strengthening their instructional practices and creating more engaging literacy environments for students.

"One idea that has already influenced my teaching is the importance of maintaining a well-developed classroom library," McLin said. "Having practical guidance on how to build and use it effectively helped me move from a general idea to purposeful action in my classroom."

"It was exciting to see teachers implementing ideas from the course directly in their classrooms," said Dr. Lunetta Williams, a UNF professor. "Watching participants take risks and try new approaches - and then share what worked with their colleagues - showed just how much the cohort environment can accelerate growth."

Strengthening schools through partnership

For RCSA, the program supports a broader goal of building internal instructional capacity and ensuring consistency across campuses.

"Learning together as a cohort helped our teachers align their approaches, strengthen their professional relationships and develop a shared sense of purpose around literacy instruction," said Alisher Kuvatov, director of academics at RCSA.

"Partnerships like this create a two-way relationship," said Yendol-Hoppey. "Universities bring research-based knowledge, while schools provide real-world context. Together, we can design learning experiences that are relevant, practical and sustainable."

Ultimately, the goal of the program is to improve outcomes for students. As McLin's experience with her classroom library illustrates, the most lasting changes often begin with a single purposeful shift - a teacher moving from a general idea to intentional action. Through this partnership, UNF and RCSA are supporting teacher growth and building a stronger foundation for student success, one classroom at a time.