Come Teach With Us!

Join the Low Country Virtual Team

Come join our team! We are looking for talented K-8 teachers who have a passion for virtual learning and are dedicated to serving students. Our program administrators are veteran leaders in online/virtual learning with over a decade of experience, and our district partners are committed to a high-quality virtual program that is student-centered, teacher-led, and designed based on the National Standards for Quality (NSQ). Additionally, we are proud members of Quality Matters, the “gold standard” for certifying online courses and programs.

Leading a Transition to Digital Learning

Leading the Transition to Digital Learning

A Partnership Initiative with the Digital Learning Collaborative

Seminar Overview

This is an interactive professional learning seminar series designed for assistant principals, principals, and district office administrators and is ideal for blended learning settings, hybrid, full-time virtual, temporary remote, or rolling openings and closings of schools due to COVID-19.  This series is developed specifically for assistant principals, principals, and central office staff.Earn from 5 to 15 professional learning hours depending on your engagement in the series. This is a 6-week series that is comprised of synchronous and asynchronous sessions. Enrollments are $300 per seat – a special price due to the partnerships.

Seats are limited. The Consortium only has 40 seats. The deadline to enroll is January 14.

Course Topics Include

Synchronous & Asynchronous Content

3 Modules –

  • M1: Foundations
  • M2: Operations & Technology
  • M3 Quality Content & Teaching
  • Considerations
  • NSQ Standards for Online Teaching
  • Technology & Data-Driven Teaching
  • Teaching Competencies
  • From Planning to Implementation

Transitioning to a Remote Teaching Environment


The Low Country Education Consortium is proud to partner with the Digital Learning Collaborative to be able to offer an interactive online course for South Carolina teachers – Transitioning to Teaching in a Remote Learning Environment.

Course Goals

  • Understand design considerations for a variety of learners and their families in a variety of situations. 
  • Identify key strategies, tools, and engaging experiences needed to optimize teaching and learning.
  • Apply techniques for building community in an online and blended learning environment.
  • Value frequent communication with stakeholders regarding learner progress and strategies for supporting learner engagement.
  • Utilize learner-centered instructional strategies and tools to encourage active learning and interaction.
  • Creates appropriate quantitative and qualitative assessment tools, which allow learners the opportunity to demonstrate mastery of the content.
  • Demonstrate awareness and empathy for the online learner experience, both challenges, and benefits.

Course Schedule

Course Design

  • Rolling Admissions
  • School & District Cohorts Grouped Together
  • Customizable Begin & End Date
  • Synchronous and Asynchronous Learning
  • Taught in Canvas – assignments customizable to any learning platform
  • Aligned to the National Standards for Quality Online Teaching
  • Developed by national leaders with a proven track record in quality online learning programs

Research & Pedagogy

For More Information

The online professional development course, Transitioning to K-6 Remote Teaching, is based on the National Standards for Quality Online Learning, specifically the Online Teaching Standards as well as the iNACOL Blended Learning Teacher Competency Framework. Both of these sets of standards and competencies were developed based on a review of the literature in the K-12 online and blended field and were created by a combination of practitioners and researchers in the field.


Phone 843-333-4111



Note: Districts & schools wishing to enroll teachers as a cohort should email or phone 843-333-4111 to obtain the information and paperwork for a cohort group. Individual teachers who are interested should email for more information.

Defining Student Success – More Than Just a Number

Cindy Ambrose, Regional Facilitator for the Low Country Education Consortium

Tina Wirth,  Senior Vice President of Talent Advancement, Charleston Metro Chamber

In a global economy, it is imperative that students possess skills, training, and education well beyond the traditional PK-12 school curricula.  The economic vitality of South Carolina is dependent upon skilled workers who possess more than just academic knowledge. Employers need a workforce that is skilled in collaboration, communication, creative thinking, and problem-solving, and who can navigate the world as self-directed, lifelong learners. 

  While The South Carolina Profile of a Graduate serves as a strong foundation for the knowledge, skills, and dispositions that can ensure our students are competitive in a global economy, making the profile actionable requires a huge transformational shift in our current educational systems and structures. In the South Carolina Low Country, we believe that educators, business and industry, higher education, and community and state leaders, through collaboration and joint efforts, can reach this transformation and craft a new definition of student success.

In recent years, at any gathering of educators and business and industry in our region, a few key questions and comments almost always appeared in the conversations.

  • What are business and industry leaders looking for in their workforce?  
  • What are students expected to know, understand, and be able to do?
  • What soft skills must they know beyond academics?   
  • How can business and K-12 collaborate to dramatically shift the current educational structures so that we define student success as more than just a test score or grade point average?

In the South Carolina Low Country, we contend that our definitions of what constitutes student readiness for career and college need an overhaul.  While content knowledge has always been deemed as important, equally as important are the skills and dispositions necessary to ensure the region’s and South Carolina’s economic prosperity.   Knowledge alone will not make our students competitive in the new global economy. 

In the Low Country, we define skills and dispositions using the language from the Innovation Lab Network’s publication The Innovation Lab Network State Framework for College, Career, and Citizenship Readiness, and Implications for State Policy.

  • Knowledge – mastery of rigorous content knowledge across multiple disciplines and the application or transfer of what has been learned;
  • Skills – the strategies that students need to engage in higher-order thinking meaningful interaction with the world around them such as problem-solving, written and oral communication, working in teams; and
  • Dispositions – sometimes referred to as behaviors that are closely associated with success in college and career such as punctuality, ownership of your learning and actions, and work ethic.

At first glance, shifting the emphasis to more than just academics seems so very simple; yet, we know that this transformational shift will require changes in practices, policies, regulations, and legislation.  It will take a concerted effort by business, industry, and the educational systems to redefine the definition of student success to more than just a test score or grade point average. 

In the Charleston Metro region, we have linked arms and are focusing on these efforts. Here is what we have done to date to launch this important work.

First, we believe in examining the talent needed in the region. The Charleston Metro Chamber of Commerce, in partnership with the local school districts, area colleges and universities, and regional employers, has defined the needs and gaps that exist in the region.  

Those needs and gaps are articulated in the Talent Demand Study published bi-annually by the Chamber as a strategy for economic growth through alignment of the emerging workforce to projected industry need. As a result, local educators can expand program capacity in growing occupations and better encourage students into these pathways. understand and respond to employers’ needs.   

Additionally, in December 2016, the Charleston Metro Chamber, in partnership with educators and business and industry, led the work of identifying a set of career readiness standards/ competencies for the fastest-growing, high-demand job sectors in the region. The result was the publication of the Common Skills in High Demand report that details the competencies necessary for the region’s high school students to be career-ready.   

It is our goal to embed these competencies into our curricula and move to a more balanced assessment system that measures the skills and dispositions such as problem-solving, communication, student ownership of the learning, and employability skills.

What is next to make the goal of this transformational shift doable?  

The Every Student Succeeds Act (ESSA) provides states with an opportunity to transform education systems with new flexibility. ESSA makes it possible for the crafting of new definitions of success that reports out on more than just a raw test score.  This flexibility allows states, and in some cases school districts, to redesign systems of assessments and accountability systems. The districts in the Low Country urge South Carolina to take advantage of the flexibility in the Every Student Succeeds Act and apply for an Innovative Assessment Demonstration Authority (IADA) Pilot.   Both North Carolina and Georgia have applied for these pilots and received approval.  

Legislation such as the bill SB204 in Colorado and SB362 in Georgia paved the way for these states to revamp their assessment frameworks.  We believe that by seeking the IADA Pilot, redundancies could be eliminated allowing districts to focus on a more balanced assessment system that would include performance assessments, digital badging, and student digital portfolios demonstrating mastery of skills and dispositions that cannot be measured via traditional assessments.  Legislation coupled with the IADA approval would be good first steps and a logical plan of action to redefine measures of student success in the Low Country and Palmetto State.

Our local community has begun to identify what is important for business and industry in our region to develop a new definition of student success that includes the skills employers in the Low Country have identified as a priority.

South Carolina was one of the first states to develop a profile of the graduate that outlines what is important to the Palmetto State.  Let’s begin the work necessary to ensure we can make that profile actionable. By linking arms in this grassroots effort, the Low Country and South Carolina can attain the kind of transformation that is necessary to redefine student success and ensure economic prosperity for our state and this region.

The LCEC – Who We Are

The Low Country Education Consortium (LCEC) is comprised of five school districts (Berkeley, Charleston, Colleton, Dorchester District 2, and Dorchester District 4) located along coastal South Carolina in the Charleston Metro Region. These five districts collaborate in a networked improvement community (NIC) to improve student learning outcomes in South Carolina’s Low Country region.

What We Do

The LCEC functions as a networked improvement community (NIC) that partners with local business and industry as well as the philanthropic community to improve student outcomes. The LCEC uses the definition of NICs as defined by the Carnegie Foundation for the Advancement of Teaching. The LCEC is a “community of common accomplishment” meaning we exist to accomplish clearly defined, measurable outcomes. In the LCEC’s case those outcomes are tied back to our work with the regional accountability system that is designed to measure student progress on the career and college readiness metrics.

Our Goals

To form a networked improvement community (NIC) to harness the collective wisdom in the Charleston Metro Region partnering with business, industry, and the philanthropic community;

To focus on deeper, meaningful learning that results in students being prepared for both college and career when they graduate from high school;

To focus on three main pillars for improved student learning outcomes – Early Childhood, and Career & College Readiness, Talent Development; and

To develop a regional accountability system that is built upon the needs identified by the local community and that is designed to ensure a talent supply chain for employers.

LCEC Foundations for Success

  • Early Childhood
  • Career & College Readiness
  • Talent Development