School districts across the country continue to face challenges in recruiting and retaining high-quality teachers. Many educators cite job satisfaction and burnout as key reasons for leaving the profession—making teacher retention just as critical as recruitment.
To address this need, Dr. Natasha Johnson and Kentucky’s Partnership Institute for Math and Science Education Reform (PIMSER) have been awarded a $2.3 million grant through the National Science Foundation’s Robert Noyce Scholarship Program.
This initiative is designed to support sixth through 12th grade science teachers in high-need districts across Kentucky and Ohio, with a focus on strengthening teacher leadership, instructional practice, and long-term retention.
Project Overview
In Fall 2024, a cohort of 19 Master Teaching Fellows began participating in this multi-year initiative.
- 12 teachers from Kentucky
- 7 teachers from Ohio
- All participants hold a master’s degree and have 5+ years of teaching experience
- Fellows are required to remain in the classroom throughout the program
Kentucky Master Teachers
Troy Chafin, Jessie Clark Middle School
Madison Staton, Butler County High School
Emily Snowden, Morton Middle School
Chrystal Rudd, Morgan County High School
Morgan Taylor, Rockcastle County High School
Shanna Burcham, Collins Career & Tech Center
Jordan Hampton, Bryan Station High School
Sarin Wilson, Southern Middle School
Kourtney Hieneman, Paul Blazer High School
Jennifer Davis, Butler County High School
Loren Reynolds, Rockcastle Middle School
Rebekah Hall, Ashland Middle School
Megan Warren, Farristown Middle School
Ohio Master Teachers
Michael Saloiye, Toledo Technology Academy
Scott Spohler, Global Impact STEM Academy
Rachel Sanders, Global Impact STEM Academy
Jeanette Utter, Rogers High School
Deanna Rice, Toledo Early College HS
Pamela Haywood, Toledo School for the Arts
Why This Work Matters
“We pour a lot of energy into training new teachers, which is necessary and important, but it’s also critical that we think about how to retain veteran teachers who have a track record of success in the classroom.”
— Dr. Natasha Johnson
This project specifically targets a group identified by research as being at high risk of attrition: middle and high school teachers of specialized STEM subjects in high-need districts.
The goal is to equip and empower experienced educators to continue making a meaningful impact—year after year.
A Community of Practice for Teacher Leadership
Using a community of practice model, Master Teaching Fellows will engage in sustained, collaborative professional learning, including:
- Monthly cohort meetings
- Summer professional learning experiences
- Classroom observations and teacher exchanges
- Virtual study groups
- Micro-courses in:
- Leadership development
- Cultural competence
- National Board Professional Teaching Standards
Fellows will also examine the unique challenges and opportunities of teaching in both urban and rural districts, building shared understanding across contexts.
Instructional Shifts for Three-Dimensional Learning
A key focus of the initiative is supporting teachers in implementing the Next Generation Science Standards (NGSS) and Three-Dimensional Learning.
“One barrier we see is that we’re asking teachers to teach in ways they weren’t taught.”
— Dr. Natasha Johnson
“The Next Generation Science Standards emphasize student sensemaking and collaboration, rather than the traditional transmission of knowledge.”
To support this shift, the program integrates:
- Video analysis of classroom instruction
- Identification of evidence-based teaching strategies
- Opportunities for reflection and feedback
Supporting Teacher Persistence
Urban and rural districts often face distinct challenges related to teacher recruitment and retention. This initiative is intentionally designed to:
- Reduce factors contributing to teacher burnout and turnover
- Strengthen professional identity and leadership capacity
- Build a sustainable network of support
Over the course of the five-year program, fellows will explore how context influences teaching and develop strategies to remain effective and fulfilled in their roles.
Leadership and Partnerships
This initiative is led by a collaborative team of educators and researchers:
- Dr. Natasha Johnson, Assistant Professor, Department of Teacher Education
- Dr. Kim Zeidler-Watters, Executive Director, PIMSER
- Dr. Jonathan Bossenbroek, Professor & Chair, Environmental Sciences (University of Toledo)
- Dr. Kevin Czajkowski, Professor, Geography and Planning (University of Toledo)
- Erica Baker and David Helm, Project Advisory Committee from KY.
Together, they are partnering with districts across Kentucky and Ohio to strengthen science education in high-need communities.