Newton County School District Partners With Proximity Learning

Written: June 2020          Updated: February 2026

Newton County School District, located in Covington, Georgia, faced a growing challenge that many schools across the region were experiencing: difficulty finding qualified teacher coverage for core subjects. Open positions and substitute shortages made it increasingly difficult to provide consistent instruction in ELA, math, science, and social studies, directly affecting students’ ability to move forward academically.

Ensuring strong instruction in core subjects is central to the district’s mission of fostering a challenging yet beneficial academic environment. When staffing gaps threaten that mission, districts must find solutions that protect instructional quality while still meeting day-to-day classroom needs. Newton County's partnership with Proximity Learning met this need.

The Challenge: Staffing Core Classrooms Without Compromising Instruction

Like many districts across the region, Newton County struggled to find certified teachers and long-term substitutes for open subjects. Without consistent, qualified instruction, students risk falling behind, especially in foundational courses that support long-term academic growth.

The district knew that simply filling classrooms was not enough. Any solution had to preserve instructional rigor, align with existing expectations, and support teachers, students, and families without disrupting the school day.

Searching for a Viable Alternative

With these challenges in mind, district leaders began attending teacher staffing conferences in search of alternatives that would not sacrifice academic integrity. At the state DASPA conference, HR Director Nyree Sanders discovered Proximity Learning, an online instruction company offering live, certified teachers.

Rather than making a top-down decision, district leaders consulted principals across the county to understand where staffing gaps were most urgent. One of those principals was Rhonda Battle of Middle Ridge Elementary.

Asking the Right Questions at Middle Ridge Elementary

Rhonda Battle brought a careful and deliberate approach to evaluating any new instructional program. When Middle Ridge faced a fourth-grade staffing challenge in the 2016-2017 school year, Sanders suggested trying Proximity Learning.

Battle had never encountered a model like this before. “We were in a situation where our fourth-grade teacher was injured, and we had a difficult time finding a substitute teacher. She had mentioned Proximity, and I had never heard of anything of the sort.”

Before moving forward, Battle focused on alignment. She met with Proximity Learning and asked a few demanding questions to make sure the company could support the school’s vision in terms of instruction and expectations. She said, “The very first thing is to make sure that the vision that we already have in place for our school and our students in terms of instruction and the expectations—to make sure that Proximity's services can support us in that vision.”

Those early conversations were critical in determining whether live virtual instruction could truly serve Middle Ridge’s needs.

What Live Virtual Instruction Looked Like in Practice

Middle Ridge Elementary implemented Proximity Learning for fourth grade, pairing live virtual teachers with in-person facilitators. Instruction remained structured, interactive, and aligned with classroom expectations.

Battle described how students worked through online modules while receiving feedback from both the virtual teacher and the in-class facilitator: “When I go in and see the boys and girls doing work through their modules online, I’m like, these are fourth graders functioning in a college atmosphere.”

Small-group instruction remained a priority. “One of the things that was huge for me was to make sure that small groups would still take place—and they do.”

She also loved seeing students working independently while facilitators supported targeted needs identified collaboratively with the virtual teacher.

The Impact on Students, Teachers, and Families

The partnership provided students with continued access to high-quality instruction while maintaining strong communication across the school community.

“What I really like is the opportunity that the company provides for the parents to communicate with the Proximity teacher. I think that’s huge. I even get messages on my computer to see when my boys and girls have submitted assignments. I’m able to log in to see that as well.”

For Newton County families, this level of visibility helped build trust in an instructional model that was new, but carefully implemented and well supported.

Why the District Chose to Continue the Partnership

The initial partnership was just the start. After seeing the model work in practice, Newton County District renewed its partnership with Proximity Learning, allowing qualified teachers to teach ELA, math, science, and social studies at six schools.

Battle stressed that success depended on collaboration, clear expectations, and intentional implementation, not passive screen time. “It’s not an opportunity just to have the kids online looking at a screen. It’s so much more than that.”

Strengthening Classrooms Through Thoughtful Partnership

Newton County School District’s experience shows what’s possible when districts prioritize instructional quality while addressing real staffing challenges. Through its partnership with Proximity, the district maintained continuity in core subjects, supported teachers and facilitators, and ensured that students continued to receive meaningful, engaging instruction.

For districts navigating similar challenges, this approach demonstrates that with the right support, clear expectations, and strong communication, live virtual instruction can serve as a reliable, student-centered solution, one that protects academic standards while meeting the evolving needs of today’s schools.

Talk to us to explore whether Proximity Learning can support your district’s classrooms.