Tucked just west of Houghton Lake, Michigan, Lake City Area Schools may appear to be a small dot on the map—but don’t let size fool you. Under the bold leadership of Superintendent Dr. Tim Hejnal, this district is redefining what it means to prepare students for life beyond school. Through a visionary shift toward whole-child education and competency-based learning, Lake City is proving that transformational change doesn’t require a big city—just a big heart and a clear purpose.
From Disruption to Opportunity
Like many school systems across the country, the COVID-19 pandemic disrupted teaching and learning in Lake City. But instead of returning to the status quo, district leaders saw an opportunity to rethink the system from the ground up.
“When the world paused, we asked ourselves what really matters for kids,” said Hejnal. “We weren’t okay with going back to ‘normal.’ We knew we needed to be courageous and redesign education to meet students where they are.”
Hejnal, who stepped into the superintendent role in 2021 after serving in various educational leadership roles, saw a clear path forward: create a more fulfilling K-12 experience centered on relevance, relationships, and readiness for life. By leveraging federal ESSER funds and drawing on Lake City’s rich legacy of outdoor and experiential learning, the district began to design a future-ready system rooted in student agency.
Building the Foundation: Standards-Based to Competency-Based Learning
Lake City’s journey began with the implementation of a standards-based learning framework, which provides clearer expectations, targeted supports, and meaningful feedback for all learners. But Hejnal and his team see this as a stepping stone toward a broader transformation.
“We’re committed to becoming a fully competency-based district,” Hejnal said. “That’s the culture we want—one that honors every student’s pace, path, and passion.”
Leading that instructional shift is Megan Utech, Director of Curriculum and Learning. A former middle school teacher and assistant principal, Utech emphasizes the intentionality behind this progression.
“Standards-based learning helps us strengthen our collective teaching practices,” she explained. “It allows for differentiated instruction and ensures we’re not just delivering content but helping every learner grow—whether they need reteaching or acceleration.”
Learning that Mirrors Life
Lake City’s commitment to whole-child development extends far beyond academics. For decades, the district has embedded outdoor education and adventure learning into its fabric, offering students hands-on, real-world experiences that build confidence, collaboration, and resilience.
From canoeing and climbing to hiking and backpacking, students develop non-cognitive skills like communication, problem-solving, and perseverance. These experiences are complemented by a comprehensive College and Career Program that introduces post-secondary pathways as early as elementary school, reinforced by partnerships with institutions like Baker College and Mid Michigan College.
As Hejnal puts it, “Our goal is to give students more than a diploma. We want to give them direction.”
Shifting Roles, Reimagining Instruction
One of the most powerful changes underway is a redefinition of the teacher’s role. Instead of being content deliverers, educators at Lake City are becoming learning coaches—guiding students through self-paced pathways and helping them reflect on their progress in meaningful ways.
WIN Time (What I Need), now embedded in elementary classrooms, exemplifies this shift. During these sessions, students receive individualized support in small groups while developing a deeper mastery of essential standards. Whether a student is catching up or soaring ahead, WIN Time ensures no one is left behind.
And it’s not just students who are growing.
“We’ve invested heavily in staff development and coaching,” Utech shared. “We’re creating a culture where teachers feel trusted, supported, and empowered to innovate.”
A Culture of Courage and Celebration
Transitioning to a new model is not without its challenges. But Lake City’s leadership knows that success is as much about mindset as it is about mechanics. That’s why they prioritize transparency, teacher voice, and celebrating the “small wins” that signal progress.
From engaging with research like Reset by Dan Heath to applying high-reliability school practices from Marzano Research, the district is committed to continuous learning. And that learning applies to everyone—leaders, teachers, and students alike.
“We have the puzzle pieces now,” said Hejnal. “And we finally have the box top. We know what we’re building—and it’s something extraordinary.”
Lake City’s Vision in Action
The district’s commitment to personalized learning is already bearing fruit. Elementary and middle schools are phasing out traditional letter grades in favor of more informative, learner-centered feedback. High school redesign is on the horizon, with a goal of full alignment to competency-based principles.
What’s driving this momentum? A deep, unwavering belief in students.
“This work isn’t about doing more—it’s about doing better,” Hejnal reminds his team. “Always remember: you’re a teacher first. And our job is to build a system that works for every learner.”
District Snapshot
Superintendent: Dr. Tim Hejnal
Students: 1,140
Teachers: 70
Schools: 2
Website: lakecityschools.net
The Future of Learning Council proudly celebrates Lake City Area Schools as a model of what’s possible when districts lead with purpose, passion, and a relentless focus on what’s best for kids. Their courage is inspiring—and their journey is just beginning.
