JONESBORO, Ark. — The College of Education & Behavioral Sciences’ interconnection with the Northeast Arkansas community benefits education majors, NEA school districts and Arkansas State University.
Makenzi Davis graduated in December with a bachelor’s degree in physical education. A-State awarded her the Chancellor’s Scholar at the College of Education & Behavioral Sciences Convocation of Scholars Ceremony.
She was also one of the first students at the college to be accepted into the new Aspiring Teacher Program. The program allows students who make a high enough score on their exam to waive their year of residency and become full-time teachers immediately.
“Before, I was just a college kid who stuck to their inner circle and this really stretched me as a person. It’s made me a lot more connections than what I had before I got here,” Davis said.
Davis now teaches physical education at the Nettleton Intermediate School and serves as the junior high girls’ head basketball coach. She said this position has made her feel a lot closer to the NEA community.
Lacy Baker, the Nettleton School District Assistant Superintendent of Curriculum and Assessment, has been involved in the district’s hiring process for many years. She said at least half of the Nettleton School District teaching staff working there currently has some sort of certification degree from A-State.
The school district also takes in as many A-State residency placements as possible. For the 2026 fall semester, the district had 27 placement requests and she predicts they’ll be able to take in all of them.
“Anything we can do here at Nettleton to reinforce what A-State is doing there and, of course, keep up our numbers of teachers,” Baker said.
Baker said she’s a big fan of the Aspiring Teacher Program because it’s good for the students. It gives college students early access to teacher benefits and salary. She said A-State graduates come to the workplace very well prepared.
“Arkansas State is doing beautifully by preparing their students. I think it’s such a wonderful opportunity for student that are already ready to go ahead and go on into that third year,” Baker said.
Baker said student-athlete visits, professor presentations and staff meetings are some other ways A-State stays involved in the Nettleton School District.
Valarie Hilson, an assistant professor and program coordinator of Physical Education Teacher Education at A-State, said the Aspiring Teacher Program strengthens collaboration with the NEA school districts.
Faculty from Community Care & Miracle Kids volunteer at the Area Seven Special Olympics Track Meet, held April 10 at Jonesboro High School. Photo courtesy of Special Olympics Arkansas Area Seven
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Hilson, who coaches the Special Olympics of Arkansas and serves as the Area Seven training director, has served as a Special Olympics coach for over 20 years. An A-State colleague introduced her to the nonprofit organization. The organization hosts regular sporting events across the state.
Jonesboro High School hosted the last event April 10, which included 565 athletes ranging in ages from 2 to 60 participating. The Nettleton High School track team, local businesses and A-State faculty and students were all involved in the event.
The commitment to helping one another succeed is vital in maintaining the relationship between the education majors, NEA school districts and A-State.
Nettleton BRIDGE program students presenting and watching their final video projects about Nelson Mandela and Zodwa Dlamini. Photo by Mia Young.
JONESBORO, Ark.- The Nettleton BRIDGE program introduces middle school students at Nettleton Junior High to the learning environment of a college student by teaching them about multimedia journalism in the School of Media & Journalism.
The Nettleton BRIDGE program began as a way to help Nettleton Junior High students experience what it is like on a university campus, so they can imagine themselves as a student at Arkansas State University or any other university. Many first-generation college students struggle to imagine college life.
Chris Moss, principal of Nettleton Junior High, contacted Gina Houge, associate dean for the College of Liberal Arts and Communication, because he wanted to target his eighth-grade students young enough to benefit from an experience that could encourage them to become college students. Last year, the program began by bringing in a small group of Nettleton students who were interested in multimedia journalism, especially the media aspect.
“I mean, that’s what students know, right? They have their phones, and they’re engaged in media constantly,” Hogue said. “But to get an experience within an academic field was what Mr. Moss wanted them to experience.”
Hogue and Moss also wanted to add a historical component to the program, as they are both passionate about history. But last year’s pilot program focused on building the students’ multimedia journalism skills, and they were unable to build out any historical component. Jonathan Reaves, instructor in the school of media and journalism, played a critical role in working with the students and developing their multimedia journalism skills.
“The first year of the program (last year) was a challenge in that we were developing a program from scratch,” Reaves said. “In the first year, we had to decide which media we wanted to use. We primarily focused on video packages, and I have been working on audio podcasts separately. I expect we will incorporate more audio podcasting next year.”
The program changed significantly from the first year to the second. Last year, the group of students interested in media activities merged with the group who were interested in STEM activities. This meant some Mondays, the group would work on multimedia projects and other Mondays, they would work on STEM projects.
This year, the two groups remained separate, and they focused on adding a historical component along with learning the elements of writing, audio and video.
“So we wanted to continue with street talks, and we wanted to expand and add the audio component in so they could do more audio editing. Then Alina and Jonathan wanted them this semester to do an actual video report that encompassed all of these elements of interview, audio and also video,” Hogue said. “To build in the historical component, we wanted students to be able to meet people from many places around the world and learn about the culture in other places and to interview people, so that they’re doing their research, ’cause when you research like a journalist, you’re researching like a historian.”
Throughout the last year, students completed several multimedia projects based on what they learned about different historical topics in the Nettleton BRIDGE program class.
One of the first things Alina Sakayeva taught the students about was her hometown of Kazan, Russia. Sakayeva talked about her family traditions, the food they eat and the relationship between her and her family. She showed them some of the historic buildings and contemporary athletic facilities where they host global soccer matches, and taught the students about the ancient culture and the traditions there.
“The students sat on the edge of their seats, listening and looking at the images, and watching the videos of the cultural dancers in Kazan, conveying the history of that region of the world to these young people, these eighth graders, from Nettleton Jr. High School,” Hogue said.
At the end of the nine weeks, the students created their video story about Kazan and something from Sakayeva’s culture they were interested in, and then presented it to the class.
“The Kazan video (was my favorite), it gave us a lot of freedom to do whatever with the video, and it was super fun to learn about,” Brylin Smallman, eighth grader in the Nettleton BRIDGE program, said.
During the second nine weeks, the students learned about the Pine Ridge Indian Reservation in South Dakota. They also individually created videos on the topic using interviews with Alice Phelps, a former educator on the reservation, and their own research.
During the third nine weeks, they read “The Story of Nelson Mandela” by Floyd Stokes and learned about him, and Zodwa Dlamini, who was in his administration in South Africa and who brought several school districts together there. The students also interviewed Dlamini over Zoom.
For their final projects in the fourth nine weeks, the students spent time in the K-labs learning about audio production and editing their videos about what they learned from their reading, their research and the interview with Dlamini.
Not only are the students learning audio, video, storytelling and a little bit about history but they are also learning life lessons they will carry with them throughout their lives.
“(I learned) to be open-minded. I wasn’t very open-minded at the beginning, and now I’m just like ‘OK, this is what’s going to happen, and that’s OK,’” Fielder Franks, an eighth grader in the Nettleton BRIDGE program, said. “Sometimes life happens, and it doesn’t go your way, and sometimes that’s just how it works, and so, you’ve just gotta be OK with that and move on.”
Every Monday, the group of 12 students would meet in the TV studio in the A-State College of Media and Journalism for two hours. This means these students would be missing three class periods and would be responsible for making up the classwork they missed. To be in the BRIDGE program, the students have to meet certain requirements, like having good grades (because they miss a lot of work) and not having any behavioral issues at school.
Karley Barnes incorporates multimedia elements into her EAST class, which each of the students attends. Barnes, an A-State alum, also travels with the students to and from the A-State campus and gives students a participation grade based on whether or not they came out and did their best.
“I think it benefits them because they get out of the classroom, they get to be challenged. It might be kind of taboo to say, but public school education is very watered down, and it’s not watered down out here,” Barnes said.
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Next year, the program will see a new group of eighth graders with many of the same and many different projects. Each year the students move up in school, the program continues to support them, but they have less time to visit campus. Reaves and Hogue are still excited for what next year will bring, even though the current eighth graders may not be on campus as much next year as they are now.
“I would tell these students to stay curious, keep working on their editing skills and be proud of what they have done,” Reaves said.
The Nettleton BRIDGE program does not just give students a chance to learn and improve their media skills, but “to help them, to inspire their learning, and to find their pathway in life. That’s the goal,” Hogue said.
Photos and Story from DDNS Reporter Jerry Don Burton
March 18, 2026
Bar graph depicts U.S. rice production (red) and harvested area (green) from the years 1985 to 2024. Rice production increased by nearly 1 million acres between 2023 and 2024. Courtesy of the United States Department of Agriculture.
The Nettleton School Board heard presentations on an initiative to educate students about rice and effective AI use in classrooms at its monthly meeting.
Rice in Schools Pilot Initiative
(Left) Leslie Tell, farm-to-school coordinator for the United States Department of Agriculture, explains the Rice in School program at the Tuesday, March 17, Nettleton School Board Meeting. According to the USDA website, the program, which is in a pilot phase, gives schools the tools to serve locally grown rice in healthy meals. Photo by Jerry Don Burton.
Leslee Tell, farm-to-school coordinator for the United States Department of Agriculture, addressed the board at the meeting Tuesday, March 17, to provide an overview of the Rice in Schools program.
Tell said the initiative aims to provide schools with the resources to serve local rice and educate students about the significance of rice in Arkansas. She said Arkansas Governor Sarah Sanders saw the importance of rice in the state and developed the initiative in fall 2025.
“So her idea was that, number one, students know where their food is coming from. Number two, that it’s local food as much as possible,” Tell said. “If we’re growing this much rice, then we should probably be serving rice and teaching kids to love rice as well.”
According to the USDA, the United States accounts for less than 2% of global rice production, but ships 5% of global exports. Arkansas is the largest rice-producing state, accounting for more than 40% of rice production in the U.S.
Tell said a majority of rice production in Arkansas is concentrated in the state’s northeast region.
(Third from left) Donnie Hague, Nettleton School Board vice president, asks USDA Farm-To-School Coordinator Leslee Tell a question about the Rice in Schools program. Photo by Jerry Don Burton.
Donnie Hauge, Nettleton School Board vice president, said a program for helping kids understand where rice comes from and how to cook with it is a great idea.
The farm-to-school coordinator said about 20 schools have signed up for the program.
Participating schools will introduce classroom lessons on Arkansas agriculture, participate in hands-on cooking demonstrations, train cafeteria staff and include local rice in school meals at least once a month.
Tell said schools may also engage in taste tests and interactive experiences. She said the program is continuously expanding and introducing new ways to highlight Arkansas rice.
One such development is the creation of a cookbook containing 50 rice recipes for students to take home and prepare with their family.
“In the food banks and blessing boxes, there’s a lot of rice,” Tell said. “ If you have kids wanting to eat rice at school and they’ve made it at school, they get their recipe book, and they can go home, and maybe that bridge can happen between the parent and the child, and we could encourage that.”
Tell said the program also engages with the current national interest in eating real food.
“You can’t get any more real than this,” Tell said. “We’re eating real food, we’re eating real rice, real chicken, real vegetables and we’re making it right here from scratch, in front of the kids.”
Currently, the initiative is in a pilot phase. Tell said feedback from participating schools will be used to improve the program and shape future expansions.
Effective AI Usage in Classrooms
Following Tell’s presentation, the Nettleton High School principal, elementary school principal and three junior high school students addressed the school board to explain how they’ve implemented artificial intelligence in their respective fields.
Philip Cook, Nettleton High School career and technical academy principal, said he and other educators use AI to increase productivity and generate content. He said he uses AI to outsource elements of his workflow.
(Right) Philip Cook, Nettleton High School career and technical academy principal, explains how the high school uses AI coaching assistant Edia to those in attendance at the Nettleton School Board meeting. Cook said AI, when used properly, helps educator lessen their workload. Photo by Jerry Don Burton.
“What we do at NHS right now is we have teachers that use it to generate worksheets. We use it for coaching students and to help with our summative evaluations,” Cook said. “Then also, to look at and align some of our different curriculum with each other.”
The high school principal said projects like creating curricula that meet various standards, something which could take all summer to complete, are achievable in a single weekend with AI like ChatGPT.
Cook said Nettleton High School is also incorporating Edia, an AI coaching assistant, in the classroom.
Despite embracing AI, Cook said education will always need a human element.
“That’s what we’re trying to do in our critical algebra is not just turn it over to the AI–because then we become a facilitator–but use that where it’s appropriate to support that learning and then go ahead and let the teacher break kids into small groups, interact with them, give them those alternative learning methods,” Cook said. “I think it takes a good marriage of both to really be as effective as we can.”
University Heights Elementary Principal Sarah George said she uses Upraiser, an AI software designed to enhance teacher evaluations, in her administrative duties.
(Right) Sarah Geoge, University Heights Elementary principal, explains how she uses Upraiser AI when giving teacher evaluations. She said she uses Upraiser to provide actionable feedback to teachers. Photo by Jerry Don Burton.
“This platform has really helped, because it’s narrowed down the feedback that is given to teachers because it’s directly aligned to standards,” George said.
Garrett Andrews, the newest member of the Nettleton School Board, asked George if the AI she uses is accurate. George said Upraiser is mostly accurate, but agreed with Cook that a human element will always be necessary.
The elementary school principal said she is transparent with teachers and lets them know when the feedback they receive is partially AI-generated.
After George’s report, Nettleton Junior High School students Collins Baker, Jace Stegall and Brik Hogan presented a slideshow to detail how they use AI.
Baker said she learned how to use AI in 2025 and mostly utilizes it as a search engine, like Google. She said, while a helpful tool, AI can nonetheless introduce biases in its responses.
Stegall said he uses AI for coding help and in certain class assignments, specifically one project using drones to map hazardous conditions in Jonesboro.
“We want to know how to use it right, how to use it responsibly and how to use it for our school work instead of cheating,” Stegall said.
Hauge said the students’ presentation taught him how they use AI not for short answers or cheating, but productively and responsibly.
Other business
In other business, Athletics Director Tommy Raffo announced several upgrades and additions to the athletic facilities:
New track and field sand pit
New baseball bullpen
New televisions installed near concession stands
New and updated spirit banners installed in gym
Raffo also said he was proud of the boys and girls basketball teams, who were seeded fourth and second in the state, respectively.
Finally, the Nettleton High School Choir performed three songs ahead of the school’s production of “Hairspray.” Showings will be held April 24 and 25 at 7 p.m. and April 26 at 2 p.m. More information may be found on The Raider Spotlight’s Facebook page. The next school board meeting will be held at 6 p.m., April 21, at the Nettleton Central Office.
Members of the Valley View School Board, as well as Superintendent Roland Popejoy (second from right). Photo by Benjamin McDowell.
JONESBORO, Ark. — The Valley View School Board honored longtime member Richard Rogers, celebrated the success of the theater program, and approved major technology purchases during its recent meeting.
The board recognized the Valley View theater program, which took its one-act play Eurydice to competition in Russellville and earned a score of 97 out of 100. Judges selected the group as one of four schools in the state to showcase their one-act play at the State Thespian Festival in February.
Students later performed in Springdale, receiving a superior rating, along with awards for ensemble work and music design, and earned $100,000 in scholarships for theater education.
The board also heard updates on the Fine Arts Center lighting project, which improved stage and auditorium lighting for performances. The new lights allow different colors, enhancing plays, festivals, and shows.
Chromebook purchases and finances
The committee reviewed financial reports showing a $2.7 million deficit due to building project expenditures, though revenue collections are currently 51% ahead of budgeted expenses. Members approved the purchase of 750 Acer 514 Chromebooks for $373,525 and 250 Lenovo L16 Chromebooks for $223,223, citing cost-effectiveness and vendor reliability.
Superintendent Roland Popejoy discussed the Chromebook purchases and technology replacement plan.
“I have shared with you guys previously that we’ve been working on a replacement plan for laptops. That is an area where, whenever I came into this role, it was very important for me to make sure that we work toward getting a specific line item per year for technology replacement,” Popejoy said.
Popejoy emphasized that students should have access to the tools they need to succeed.
“Previously, we made really big purchases and then kind of saw how long they would last as part of our process. I really want to make sure that we have a solid replacement plan. And so that’s what we’ve been working on. We’re moving to one-to-one,” he said.
Honoring Richard Rogers
Board members recognized Richard Rogers for his 11 years of service, noting his role in overseeing several major school projects.
“He has served on our board since October of 2011, and so this will be his last meeting. Mr. Richard Rogers has played a pivotal role in multiple things in his time here. He oversaw the building of our high school while he was on the board, also the women’s field house, the additions here at the intermediate and the intermediate junior high, and now our high school addition,” Popejoy said.
He also praised Rogers’ contributions to athletic facilities.
“In addition, one thing that I think is really important is that he has played an integral role in the efforts to improve our athletic facilities, with our turf project for our football field, baseball field and softball field,” Popejoy said. “Anybody that knows this board over the years knows Richard is a voice that a lot of people reach out to. Richard is one that has a unique way of his advocacy.”
Special education and facility updates
Special education director Carol Brown provided an overview of services.
“As of December, there were 2,827 students enrolled in our district, and out of those, there are 448 receiving special education services, which is 15.85%,” Brown said.
Brown explained that the district serves students with a variety of disabilities, including specific learning disabilities and other health impairments such as ADHD, seizure disorders, and other medical conditions. She said the district provides multiple therapists and therapy options to support students academically, mentally, and medically.
Senior project manager Angie Berryhill gave an update on facility improvements.
“What I’d like to do is dwell on the path moving forward, and our message is still the same to this board and this community, that we’re going to move as expeditiously as possible. When we understand things, we will make that known, and we’re going to be here until the very end,” Berryhill said.
Berryhill added that the improvements will not cost taxpayers extra money.
“We have processes and procedures in place now that are going to prevent things like this from happening again,” she said.
Courtesy of Jonesboro Public Schools Facebook Page
JONESBORO, Ark. – Jonesboro Public Schools launched a new counselor website and approved additional compensation for teachers who teach more than 150 students per day and more during its monthly school board meeting on March 10.
Mandy Zipful, district school improvement specialist, presented the new counselor website, highlighting the new and improved course catalog for Jonesboro High School. The JPS School Counselors’ website provides a hub for connecting students with counselors, finding mental health resources, booking appointments, accessing grades and graduation requirements, and viewing a detailed course catalog. While the site is live, the district is working to connect the site to each school’s tab.
“This is a great tool for the students and parents,” Zipful said. “We’re super proud of this work.”
Zipful highlighted the new “Academics at Jonesboro High” course catalog, noting that the old version was just a Word document, while the new one lists every course offered and includes a detailed description. The new catalog also makes it easier to find graduation requirements, concurrent credit courses at both Arkansas State University and Black River Technical College, Success-Ready Pathways, and more.
“What would it look like to be more supported socially and emotionally?” Superintendent Misty Doyle asked students. Students said to be able to better get in touch with their counselor.
The website helps students easily book appointments with their counselor in 30-minute increments. Students can schedule an appointment by going to the JPS School Counselors website, clicking “Academics at JHS,” clicking the “Counselor Appointment” tab, selecting the counselor they wish to meet with and choosing a time that works best for them. Doyle even gave an example of how a student had an appointment scheduled for 9 a.m. and was surprised to actually be called out of class on time.
During the superintendent’s report, Doyle asked Von McDaniel, director of student health services to give an update on mental health.
“As of today, we’ve had 167 student contacts for this school year. Some of them we spend a lot of time with, and some of those we don’t,” McDaniel said.
Counselors meet with and contact students for a variety of behavioral and mental health concerns. Students can meet with counselors as many or as few times as needed. While some students have the resources needed to head in the right direction, others don’t and the district recognizes that.
Photo courtesy of JPS School Counselors website. (Left) Lene Pierce, Jonesboro High School Health and Human Services counselor, and Emily Aycock, Visual and Performing Arts Magnet school counselor.
The board passed the motion to approve additional compensation for teachers teaching more than 150 students per day for the first semester in the 2025-26 school year. The JPS finance office recommended six teachers, including two from JHS, two from Douglas MacArthur Junior High School and two from Annie Camp Junior High School, for the supplemental teacher contract pay.
“A teacher is not required to teach more than the maximum number of students permitted per day under the Standards for Accreditation of Arkansas Public Schools and School Districts, but a teacher may agree to teach more than the maximum number of students permitted per day,” according to Arkansas Code § 6-17-812 (2024).
The district will pay the teachers an additional amount in addition to their regular salary, proportionate to the additional number of students they taught.
The board also passed the motion to approve the purchase of a new $153,054 77-passenger school bus.
Photo and story courtesy of Arkansas State University.
JONESBORO – Arkansas State University is celebrating a record-breaking student body this fall with 11th-day enrollment surging to 17,926. Fueled by the largest freshman class ever and record credit hours, A-State’s growth marks another milestone in its rising trajectory as the destination for students across Arkansas and beyond.
The Class of 2029 includes 2,222 first-year students, a 12% increase compared to last year. Among them are 1,764 Arkansans, who make up 79% of the total class and represent a 30% increase from the previous year.
“This class is a clear sign that Arkansas families see A-State as their home for opportunity,” Chancellor Todd Shields said. “It means they believe in what we are building here and they trust this institution to shape their future and strengthen our home state.”
Total enrollment at A-State has increased by 28% since Dr. Shields arrived on campus in the summer of 2022.
This year’s Red Wolves are taking more classes as well, with total credit hours reaching 161,204, an 8% increase over last year and a university record.
A higher number of returning students is also driving enrollment growth, with nearly 750 more students resuming classes this fall, representing a 7% increase over the previous year.
“Our duty goes beyond recruitment. We must ensure that students persist, succeed and graduate ready to make a difference,” said Provost and Executive Vice Chancellor Calvin White Jr. “The historic number of credentials awarded last year and the improvement in returning students show that A-State is fulfilling its mission to advance student success at every level.”
During the 2024-25 academic year, A-State awarded more than 6,000 credentials, the highest total in its history.
This fall, more students are choosing the full A-State experience. On-campus enrollment grew by 7.8%, outpacing a 6.7% growth in online programs. The shift signals a rising demand for the traditional college environment, with students seeking the energy of campus life alongside strong academics. The trend also extends to A-State’s Campus Queretaro, which has seen enrollment grow to 1,053 students, up 10% from 2024.
Student life at A-State is thriving with residence halls filled to capacity. Currently, 3,242 Red Wolves and osteopathic medical students are living on campus, which accounts for 99.8% of the available beds. Meal plan selections rose 6.7% compared to last year, an additional sign of growing student engagement on campus.
“As someone new to A-State, I have been immediately impressed by the energy and excitement on campus,” said Vice Chancellor for Enrollment Management Amanda Nickerson. “It’s clear that students are drawn not only to our academic opportunities, but also to the sense of community here. That combination makes A-State an easy choice for families.”
Looking ahead, A-State is building on this year’s success with new opportunities for future students. The university has expanded its investment in merit scholarships, raising its top award to $18,000 per year and adding a new $10,000 A-State Trailblazer Scholarship for high-achieving students.
Innovative pathways are also fueling excitement, including the Freshman to Physician program that offers early admission to the NYIT College of Osteopathic Medicine at A-State. In addition, the new A-State College of Veterinary Medicine, anticipated to open in fall 2026, will provide Arkansans with the opportunity to pursue veterinary education closer to home while helping to meet the state’s critical need for veterinarians.
JONESBORO — The second floor of the Education and Communication building on the campus of Arkansas State University features a lot of traffic. Throughout the day, hundreds of students will rest on the wooden benches that align the narrow halls and line up outside classrooms as they await the start of class.
Inside the Department of Education and Behavioral Science at A-State, the program increased enrollment from 203 to 215 students over the last school year.
Bradley noted a “support network” developed by the university that offers regular meetings and conferences to aid newer teachers.
“We focus on self-care, mental health, stress and so on,” she said. Bradley also mentioned a state-provided mentorship program eases the burden that may accompany a new teacher.
As for students currently in the program, Bradley is faithful that the program is sufficiently preparing future teachers. She touts a required internship program designed to be the last course most students take before graduation as a huge factor in teacher readiness for students at A-State.
The internship provides the “capstone experience,” according to Bradley and is a “hands-on, performance semester where the students act like a full-time teacher for three or four weeks” while under the supervision of local classroom teachers from schools that have partnered with the university.
On top of this internship, A-State developed a program in the late 1990s to ensure students gain experience in a range of schools. The university has three categories for partnering public schools, differentiated by the diversity of race, socioeconomic levels, language, and so on. Each student who participates will spend some time with a school in each of those categories.
“We want our students to be able to teach at any school in Arkansas,” Bradley said.
The shortage of teachers in Arkansas and in rural areas seems due in part to poor and unfortunate press coverage and a lack of excitement around the teaching profession, according to Bradley.
Educator Signing Day (Photo by Matthew Emery)
In an attempt to spread positive, exciting news about the future of teaching, A-State held a teacher signing ceremony in April, where current students attended and signed pledges to educate among their peers and administration in the education department. The ceremony was similar to athletic commitment signing days.
Sarah Palmer, an elementary education student from Bryant, was one of the dozens of students that signed the pledge. Her commitment to become an educator comes from her desire to work with children.
“I always knew I wanted to work with kids and the more I researched teaching, the more I fell in love,” she said.
While only a sophomore and solely an observer of local classrooms, Palmer said she felt like her time in A-State had been beneficial so far, saying the courses have helped her understand what and how to teach.
Palmer is from central Arkansas and went to a large school and feels a natural affinity to return to a school like that one day. However, she currently observes a smaller school and it has been an enlightening experience for her.
“It’s shown me how close the teachers are with each other and with the students. That’s awesome to me. I would be very open to teaching there,” she said.
Palmer has had a positive experience with the program at A-State, but another student who attended the signing, Sophie Rottinghaus, an English education major from Bay, offered a different perspective.
Sophie Rottinghaus, a junior, signs her pledge to become an educator. (Photo by Matthew Emery)
While she has not yet had the “capstone experience” mentioned by Bradley, Rottinghaus is currently in her “field one experience,” which she described as “mostly observing.” She said she believes teachers should use time wisely with their students and give them tools they can use in life.
“I want to teach them how to learn,” Rottinghaus said. “I don’t feel prepared. I don’t think ASU, or other institutions, equip potential teachers for all the adaptations teachers must make for their students to maximize their learning capabilities.”
Rottinghaus said she believes students are exposed to teachers who lack passion, which sends a bad message to students about learning.
“It’s been a lot of content knowledge and little instruction. I would like for the university to offer more classes on instructional strategies,” Rottinghaus said.
Rottinghaus said she hopes she can help revolutionize the teaching field for a new generation of teachers and their students, stating that people simply are not as passionate about education as they should be.
Bradley echoed the need for passionate teachers.
“There’s no occupation like teaching,” she said. “You make a difference in lives that desperately need you. Every occupation needs a teacher to assist and guide them along the way.”
Delta Digital News Service 