Education in Florida is undergoing significant changes, with a growing number of families turning to virtual learning as a primary option. Robin Winder, chief academic officer for Florida Virtual School (FLVS) and a University of Central Florida (UCF) alumna, emphasized the shift: “Families are actively seeking learning environments that align with their values, schedules and children’s unique needs — and FLVS is playing a vital role in this transformation.”
Winder began her career teaching world geography in traditional classrooms after graduating from UCF. She later moved into school administration before joining FLVS as an instructor in 2003. Reflecting on her transition to digital education, she said, “I saw virtual education as an opportunity to build meaningful relationships in a more personalized way.”
Since its launch as a pilot program in 1997 with only 77 students and five courses, FLVS has grown significantly. In the 2024-25 school year, it served approximately 230,000 students across hundreds of courses statewide. The expansion includes diverse offerings such as Driver’s Education, Guitar I, Advanced Placement classes, and career-focused subjects like artificial intelligence and cybersecurity.
FLVS introduced a full-time public school in 2011. Today, Florida Virtual High School boasts a graduation rate of 92.6%, ranking it among the top non-lab school districts in the state. In the past academic year alone, 1,250 students graduated from FLVS Full Time; over 20% achieved summa cum laude honors.
The reach of FLVS extends beyond Florida through FlexPoint, which supports schools across all 50 states and more than 100 countries.
For the first time in Florida’s history, more than half of K-12 students are enrolled in educational options beyond traditional schools—1,794,697 out of about 3.5 million students—making programs like FLVS increasingly popular.
Despite these numbers, Winder maintains that personal relationships remain central to her approach: “This is work that matters, and that’s what makes it worth it.” She believes flexible student-centered experiences are essential for educational success: “The technology was limited. The instructional models were still evolving. But what I saw then, and what has driven our work ever since, was the need for flexible student-centered learning experiences.”
Winder attributes her philosophy to early family influences and educators who prioritized authentic connections with students. She recalled formative moments at UCF where professors modeled relationship-based teaching: “Her example helped me understand that great teaching starts with genuine connection.”
She also recounted supporting individual learners through tailored approaches—including late-night sessions for student athletes or using real-life interests to teach academic concepts—and highlighted how technology like AI now helps identify student preferences before classes begin.
Winder led efforts to establish the first unified school district for over 2,300 students under the care of the Florida Department of Juvenile Justice. In its inaugural year, 226 students earned diplomas through the Florida Scholars Program (FSA). As she stated: “Education restores hope,” adding that FSA’s success shows what is possible when education is reimagined for all circumstances.
Winder concluded by reiterating FLVS’s mission: “Ensure every student has access to high-quality education and unlock their lifelong potential. For that, we’re proud to be at the forefront of transformation.”
