By the time the final school bell rings each afternoon at Clarksville Intermediate School, ����vlog���� senior Gabbi Davis has learned one of the most important lessons of teaching — no amount of preparation can fully predict what a day in the classroom will bring.

For Davis, a fourth-grade intern and elementary education major from Pottsville, Ark., the past year has been filled with unexpected moments, split-second decisions, and rewarding connections that have confirmed she is exactly where she is meant to be.

Standing in front of her students each day, Davis quickly discovered that teaching is far more than carefully planned lessons and organized schedules. It’s about adapting in real time, finding creative ways to keep students engaged, and learning how to navigate the unpredictable rhythm of a classroom with patience and confidence.

“The most surprising part of this experience has been how unpredictable each day can be, no matter how well I plan,” Davis said. “It’s something that I couldn’t fully grasp until I was standing in front of the classroom and making split-second decisions to keep students engaged and learning.”

What initially seemed overwhelming soon became empowering.

“The experience allowed me to realize that I am much more adaptable and patient than I initially thought,” she said. “When lessons don’t go as planned, I am able to adjust in the moment and keep things moving. I’ve learned to think on my feet and find creative ways to engage students. Overall, this experience has helped me better understand the kind of educator I want to be while confirming my passion for teaching children.”

Along the way, Davis also discovered that some of the most meaningful moments in teaching happen outside traditional lessons.

One of her favorite memories came on Valentine’s Day, when she celebrated with her students through games, ice cream sundaes, and exchanging Valentine’s Day cards. But it was the heartfelt gestures from her students that left the biggest impression.

“What made the moment especially memorable was the kindness that students shared with me through handmade cards and gifts,” she said. “It reminded me that creating a positive classroom environment truly makes a lasting impact on students.”

Davis, whose father is an elementary school principal, said she had a “front-row seat to the impact a school professional can have on students every single day.”

“Choosing education allows me to combine my lifelong inspiration with my passion for helping others,” Davis said. “I want to create an environment where students feel safe, engaged, and capable—because I’ve seen firsthand how powerful that environment can be.”

 She credited the Pat Walker Teacher Education program for preparing her for her first classroom in the fall. She has been hired to teach third grade by a school in Central Arkansas.

“The education program prepared me for my own classroom by providing me with meaningful, hands-on experiences in real classrooms,” she said. “During my time as a student, I have been able to observe and interact with children in kindergarten through sixth grade in three local school districts. I’ve also learned how to design and deliver effective lesson plans and use different strategies to meet the needs of diverse learners. With it being such a small campus, the professors involved in the Pat Walker Teacher Education program have worked closely with me, providing a consistent mentorship that has helped me grow tremendously over the four years.”

She said she is especially thankful for the mentorship of one of her professors, Dr. Doris Metz, associate professor of education.

“Over the last four years, every moment that I have spent with Dr. Metz has made a positive and lasting impact on me,” she said. “From long talks in her office, constructive criticism in the classroom, and modern solutions to problems in the teaching world, Dr. Metz has been nothing but a great mentor. She is someone who is always grateful for every small moment and consistently brings positivity into the classroom. Her attitude has shown me the importance of appreciating the little things and creating an encouraging environment for my students. Her guidance, encouragement, and support have made a lasting impact on me and have influenced the kind of teacher I hope to become.”

Davis, who has also been a member of the women’s tennis team at Ozarks, said the last four years at Ozarks has “brought me the most meaningful and rewarding experiences that I could never have imagined.”

“Being a student-athlete on the tennis team has taught me discipline, perseverance, and how to balance many responsibilities,” she said. “My teaching journey helped me grow professionally and gave me confidence in the classroom, while serving as president of the Ozarks Student Education Association allowed me to develop leadership skills and become more involved on campus. Most importantly, Ozarks brought me supportive professors who believed in me and encouraged me. It gave me an environment where I felt challenged, valued, and able to grow. It also provided me with the best of friends from around the world, whose support and memories have made these four years the most special. ����vlog���� has truly shaped me into the person I am today and has prepared me for my future.”

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Before they even graduate, three ����vlog���� education majors are already doing the work—leading elementary classrooms, inspiring young learners, and putting years of preparation into practice at Clarksville Primary School.

Abigail Kindschi (pictured from left), Camryn Kapics and Chloe Weathers are wrapping up their year-long, student-teaching internships this month at the school as they prepare to graduate from Ozarks in May and begin their teaching careers. Kindschi and Kapics are interning in kindergarten classes and Weathers is in a first-grade class.

Kindschi’s reason for going into education was both personal and poignant: Her father passed away when she was in high school.

“I entered the field of education because I wanted to work in a field where I could have the biggest impact and do the most good,” said Kindschi, from Oklahoma City. “I also chose education because it was another way to be close to my dad. I found out that before he passed he was wanting me to pursue education. Since finding that out, being an education major has always made me feel just a little bit closer to him.” 

Kapics, from Las Vegas, Nev., said she decided to go into education because she wants to make a difference in students’ lives.

“Growing up, I was blessed with incredible teachers who supported, encouraged, and inspired me, and I want to provide that same experience for my future students,” she said. “As a child, I was very shy, and my teachers played a big role in helping me come out of my shell, which is something I hope to do for my own students. I want to be a safe, supportive person in their lives and create a classroom environment where they feel comfortable being themselves. I believe school should be a welcoming place where children feel valued, supported, and excited to learn.”

Weathers, a Clarksville native whose mother was a secondary mathematics teacher and whose father was in law enforcement, said that the way her parents lived their lives influenced her career choice.

“Growing up, I was never sure what I wanted to choose as a future occupation,” she said. “I have always been extremely close to my parents and look up to them. I enjoy watching how selfless they are and how they drop anything to help others, whether it is something big or small. From an early age, I saw the differences that my parents made in other people’s lives and I have always worked to be a positive figure and example like they have been for me. I took this into major consideration when choosing my profession. I wanted to choose a job that would allow me to help others become better versions of themselves.”

Weathers, a standout cross country runner and swimmer at Ozarks, said she discovered she enjoyed working with children through her experiences in youth coaching and camp counseling.

“I have had the opportunity to coach young athletes on a summer league swim team,” she said. “My favorite thing about coaching was watching young athletes build important skills such as dedication and discipline as well as building a love for the sport of swimming. Additionally, Ozarks Outdoors gave me the opportunity to be a counselor at a summer camp called Camp Take a Hike. I worked with three other counselors to plan the activities for the camp to give the campers the best experience possible. This camp allowed me to further develop my passion for the profession of teaching.”

Kapics called her internship “one of the most rewarding and fulfilling experiences of my life.”

“I have truly fallen in love with kindergarten and working with young learners,” Kapics said. “The most surprising thing to me has been how much growth students can make in such a short amount of time, both academically and socially, and it has been incredible to witness. Through this experience, I have learned the importance of being flexible and adaptable, as well as the value of building genuine relationships with students. Those relationships are the foundation for a positive and successful classroom.”

Said Weathers, “My student internship has been an amazing experience. I have learned so much from my mentor teacher especially when it comes to classroom management and engagement strategies. She has helped me put everything I have learned at the university into practice. The most valuble thing I have learned is finding my teacher voice. My mentor teacher has been extremely helpful in training me to become a more confident and effective teacher. One day I hope to become as amazing as she is at the profession.”

Weathers said one of her favorite moments has been watching her students gain confidence.

“One of my favorite things to do is read their journals to see how much they learned and remember from the lesson that day,” she said. “They have shown so much growth in their writing and I love seeing the creativity in their responses, whether they are retelling their favorite fairytale or writing about their favorite animal habitat.”

One of Kindschi’s most memorable moments from her internship involved working with a student who was struggling with reading.

“The student was very embarrassed by it,” she said. “I worked with that student and I was so proud to see all the improvement the student has made. It was a very high point in my student teaching.”

Kapics said she particularly enjoyed helping her students earn an “I Know All My Letters and Sounds” t-shirt.

“To earn this, they had to go to the librarian and confidently say all of their letters and sounds,” Kapics said. “Watching my students work so hard toward this goal and then seeing their excitement and pride when they achieved it was incredibly fulfilling. It was a true ‘I did it’ moment for them, and being a part of that made it very special.”

All three students credited the Pat Walker Teacher Education at U of O for preparing them for their first job.

“The Pat Walker Teacher Education program has prepared me in so many ways, especially by helping me become adaptable and well-prepared,” Kapics said. “I have had the opportunity to observe and work in a wide range of grade levels and classroom environments, which has broadened my perspective and strengthened my teaching skills. This experience has also instilled confidence in me and reassured me that I am ready to be an effective and successful teacher in my own classroom.”

Kindschi said the teacher education program has helped her discover what it means to be a good teacher.

“They helped us prepare for anything that is thrown our way and to think on our feet and land on them even when you feel like you’re falling,” she said. “They do that be having us think with open minds. I will always be appreciative of the Pat Walker Program for keeping my mind open and prepared for future learning. This is something that is highly needed in the classroom and is difficult to learn.”

Weathers said she can’t wait to put all the lessons and knowledge she’s learned into her very own classroom, beginning in the fall.

“The Pat Walker Teacher Education Program has taught me many important aspects of becoming a teacher,” she said. “The courses that I have taken have taught me important research-based strategies and teaching methods that I can use in my future classroom. It has also taught me a variety of classroom management strategies that I will be able to utilize.  This program has also prepared me for interviews and given me the proper preparation I need in order to feel confident in my knowledge of teaching students.”

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As ����vlog���� senior elementary education major Annie Nelligan prepares to graduate in May, she said she is a little nervous but mainly confident as she prepares to begin her teaching career.

Nelligan, from Fort Smith, Ark., has spent the last year student-teaching at Clarksville Primary School, preparing to take over her own classroom in a few short months. Nelligan has been hired by a nearby elementary school in the Arkansas River Valley pending its school board approval.

“Getting that initial job before I even graduate college feels like having a huge weight lifted off my shoulders,” Nelligan said. “I am so excited to be able to enter the field so soon after graduation. It is a dream come true to finally have my own classroom.”

Nelligan called her student internship the favorite part of her educational experience at Ozarks. 

“Nothing prepares you for being a teacher like being in a classroom does,” she said. “Not only do I feel more prepared to succeed in my own classroom but, upon completing my internship hours, I will graduate with a standard license to teach K-6, which is not something most programs offer.”

Nelligan said she has watched herself grow immensely over the past year through the internship.

“Before entering my internship, I was nervous about ability to perform as a teacher,” she said. “I knew I had done everything to educate myself but was anxious about my capabilities of putting this knowledge into action as teaching is so fast-paced and children are unpredictable. After being in internship and getting to do a full takeover of the classroom, I’ve proven myself capable of enacting behavioral and educational strategies I’ve learned, within the field. The job is extremely taxing but the reward of building a family within my classroom where I watch them learn and grow every day is indescribably rewarding.”

Nelligan said one recent classroom experience stands out to her. It involved a class project where she created book models for her students to work with to reinforce their knowledge of plants. 

“I spent hours making manipulative plant books in which they could draw the four basic needs and remove and rebuild the parts of a plant,” she said. “When I introduced them, my students were thrilled and throughout the lesson I had several students come up to hug and tell me thank you for making the books. Some days it feels like everything is falling apart, but the students are always there to put everything back together. Knowing I can bring a child joy and comfort while simultaneously teaching them is the best part of the job.”

She credits the professors in the teacher education program at Ozarks for providing “a profound impact on my growth as an educator.”

“Dr. Doris Metz has shown me how to give to gift of reading; Mrs. Leanita Pelts how to differentiate for diverse students, and Dr. Sergio Molina how to design kinesthetic learning experiences,” Nelligan said. “While all professors work collaboratively to prepare us for the field, Mrs. Pam Smith has done a fantastic job showing us how to navigate the field humanistically. In our Internship I class, we read ‘There’s a Girl in the Boys Bathroom.’ This book and the discussions Mrs. Smith lead in pertinence to it show how big of an impact educators can make on their students if they are unbiased, continually encouraging, and relentlessly dedicated to a child’s success.”

The assistance from professors went far beyond the classroom. 

“My professors have helped me immensely as I’ve interviewed for jobs — writing letters of recommendation, walking me through applications, and reviewing my resumes,” Nelligan said. “The program also prepares us by setting up ‘mock’ TEAC interviews in Internship I where we are interviewed by a panel of local administrators and teachers. That experience really made a difference in my ability to interview by breaking the ice and showing us what to expect.”

Nelligan, who has also been a standout on the women’s tennis team at Ozarks, said her four years at Ozarks has flown by.

“My Ozarks experience has been better than I ever could have imagined,” she said. “Nothing could replace the relationship I have built with my professors, peers, and God throughout my Ozarks experience.”

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The ����vlog���� Pat Walker Teacher Education Program honored several of its students on April 30 with a pinning ceremony and inductions into the Ozarks Student Education Association (OSEA) and Kappa Delta Pi (KDP).

The newest inductees included, (pictured, from left) Haley Howard (K-6 elementary education), Aislinn Zapata (K-6 elementary education), James Johnson (K-12 physical education), Olivia Reed (K-12 physical education), and McKenzie Becerra (K-12 physical education). Howard, Zapata, Johnson and Becerra will all graduate on May 11. Reed is scheduled to graduate in December.

The pinning ceremony is a symbolic, time-honored tradition marking the occasion when students are formally welcomed into the teacher education program. The newest inductees received a pin that signifies their association with the teaching education program as well as their new affiliation with the teaching profession.

Several members of the University’s Teacher Education Advisory Committee Brown attended the ceremony. The committee includes, Lance Fetters, Britteny Schluterman, Roy Hester, Joanne Lynch, Dave Meador, Michele Brown and Shelley Vaughn.

Kappa Delta Pi is the international honor society for teacher education. It was founded by Dr. William Bagley in 1911 at the University of Illinois. It was established to foster excellence in education and promote fellowship among those dedicated to teaching. The founders chose the name from the Greek words to represent knowledge, duty, and power. Pioneering from its beginning by including women as well as men, KDP grew from a local chapter to the international organization it is today, comprising 600 chapters and more than 40,000 members.

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Garcia, a senior elementary education major and a member of the women’s soccer team, recently completed a whirlwind 8-month adventure that saw her spend a semester abroad in Northern Ireland as well as a 13-day trip to France with her team.

“This year of travel has been hectic, to say the least,” Garcia said. “I was told by one of my friends that I have been overseas more this year than I have been in Clarksville. It has been an amazing lifetime experience that I wouldn’t trade in for anything. It’s been wonderful experiencing new places and meeting new people from different areas. Then coming back home for a while and going to France with my soccer team was also a great experience. I loved that I got to do what I love in a different country with my team. It was an amazing trip.”

Garcia, who grew up within walking distance of the U of O campus, spent the 2023 Spring Semester in Belfast, Ireland, studying education at Stranmillis College through an Ozarks-affiliated program. The nine-hour flight was her first time flying overseas and just the second time she had flown.

Her two older brothers, Luis ’21, and Carlos ’22, also attended and graduated from Ozarks. Luis, who took part in a study abroad experience in Spain when he was a student, accompanied Garcia on her trip to Ireland for the first two weeks.

“I had never traveled abroad before, so it was quite nerve-wracking for me,” Garcia said. “This is why my brother went with me for the first two weeks I was in Northern Ireland. But by the end of the semester, I got so used to traveling alone that I came home in April alone, and then I went to Scotland and London by myself too. It was great to experience hostels and to travel solo.”

Garcia said Luis initially encouraged her to study abroad and helped her prepare for the experience.

“I don’t think I could’ve done it without his support, as well as my family and my professors,” she said. “They were a huge help in guiding me in the right direction, getting documents turned in, and finding the right resources that would help me during my time there. Hearing about Luis’ experiences and how much it changed his life is when I knew I wanted to do it. He was very convincing for me to study abroad. This was cool because Luis was the one to go with me to Northern Ireland. So, while we were there, we both went to Spain. While we were in Spain, we took a train to Granada, which is where Luis studied abroad. He showed me around and where he would walk to school. He even showed me the University he attended. Also, while we were there, we went to a coffee shop that he used to go to all the time, and he showed it to me. The lady in the coffee shop recognized my brother, which was amazing to watch.”

Garcia was able to fund the study abroad experience through the University’s student enrichment fund. She praised the help of her professors in securing the study abroad opportunity.

“I remember starting this process in the spring of 2022 and it getting very exhausting at times,” she said. “There were times I didn’t think that it was going to happen. But my professors kept helping me figure out what courses to take that would match up and that would not put me behind when I came back. They were all understanding and helpful which made the process easier for me. I chose the program Northern Ireland Scholars because the University already has a program set up that’s specifically for education students, which made it easy to find and secure. My professors helped me secure it by writing me recommendation letters.”

At Stranmillis College, Garcia took education courses as well as classes on Northern Ireland, where she learned about the region’s history and culture. She also took a course where she was able to experience a private school classroom first-hand.

“I was placed in a school called Victoria Preparatory School and I worked with 5- and 6-year-old girls,” Garcia said. “This placement was for seven weeks, and I got to learn about the curriculum, how school systems work, and the differences in grade levels between the United States and Northern Ireland. Throughout this time, I would go into the school at 8:30 a.m. and get out at 3:30 p.m., three days a week. This placement was an amazing experience; the teacher I was placed with was so welcoming and provided me with lots of opportunities to learn from her and her students.”

Garcia also had time to explore other parts of Europe.

“On the weekends, I took trips to different countries,” she said, “I traveled to Italy and went to Milan and Venice. I traveled to Edinburgh, Scotland, and I also traveled to London, England. Ireland is a beautiful country, so we did explore a lot of where I was staying, which was Belfast City, but we traveled to different areas like Dublin, Giants Causeway, Londonderry, Peace Walls, Port Rush and many other places.”

Though she was out of her comfort zone for awhile, Garcia quickly made new friends.

“Being okay with being alone really was a challenge,” she said. “ I usually love being surrounded by people, so when I came in not knowing anyone on campus, it was overwhelming. I felt like I was missing out so much at home. I had to rethink that I was living in a different country and that I needed to take advantage of that. Belfast brought me new friends with whom I am still in contact with. In the group of international students, there were people from the States, Germany, Denmark, Netherlands, Austria, Norway, and Switzerland. These people became friends because we were all in the same boat of leaving our homes and coming to live in a different country. We made a lot of fun memories together, such as St. Patrick’s Day in Ireland, Karaoke nights, movie nights, hiking trips, and breakfast and dinners at Chatz.”

Garcia, who plans to be a classroom teacher when she graduates from Ozarks in May, said her experiences over the past eight months have been transformational.

“I believe this year has impacted me tremendously in that I now see things from a different perspective,” she said. “I know there is so much out there to see that I want to experience. Learning about new cultures and places is something that I find interesting. I learned that living by myself is not so bad, at least until you start missing your family. A part of me definitely grew up while I was away.”

Garcia said she is thankful she decided to stay in Clarksville to attend college.

“I believe attending Ozarks was the right choice because it has become a second home to me,” she said. “I would encourage other Clarksville students to consider Ozarks. I never knew how impactful this University would be and the opportunities it would provide me. It has given me a great education, long-term friends and memories that I will cherish forever.”

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����vlog���� senior elementary education majors Kaylee Willis and Samantha Burke can’t wait to start their teaching careers and to begin making the same type of impact that their teachers made on them.

Willis (pictured left), from Oark, Ark., and Burke (right), from Berryville, Ark., will both graduate from U of O in December with degrees in elementary education. Each will be the first in their families to graduate from a four-year University.

Willis and her husband, Trever, have a 7-month-old daughter, Callie. Willis said knowing that she is about to graduate in a few weeks is an “overwhelming feeling.”

“It makes me so proud of myself because I overcame so many obstacles; I got married in my freshman year, had a beautiful baby girl this past April, and am finally graduating in December,” she said. “I know that I’m making my family proud and it is a feeling I can’t even explain. I am so thankful for their love and support, from my parents, my grandparents, my husband. Even though my daughter is only 7 months old, I know that one day I’ll be able to take her back here to Ozarks and show her my name on the brick that will be placed in the ground and tell her what I did.”

Burke, who is originally from Boston, said she is excited about inspiring students the way she was inspired.

“I could have easily been that student that slipped through the cracks in my community,” Burke said. “However, I had just the right teacher at just the right time in my education to push me to be more than I thought I could be. I’ve wanted to be that driving force for students ever since. Thank you Mrs. Youngblood.”

Willis said teaching “is something I’ve always wanted to do.”

“Having so many teachers impact my life in the past, I knew that I wanted to be able to impact my students in a positive way and make a difference in their lives,” Willis said. “Teaching is not easy, I know, but to go home every day knowing that what I did made at least one of my students’ life better, is enough for me to keep going.”

Both Willis and Burke are completing their teaching internships this semester, Willis at Lamar Elementary School and Burke at Clarksville Primary School.

“My internship experience at Lamar with Mrs. Beth Mayes was nothing but amazing,” Willis said. “Mrs. Mayes and everyone there at Lamar Elementary took me right it and made me feel like I belonged there, from the principal, to the janitors. Everyone was so very caring and made sure I had everything I needed. Mrs. Mayes has been the most supportive, caring and organized teacher. She was an amazing role model and she has helped shape me into the teacher I want to be.”

Burke interned at Clarksville with first-grade teacher Jessica (Prater) Crook, a 2014 graduate of Ozarks who was named the recipient of the 2021 Outstanding Mentor Teacher Award by the Arkansas Association of Teacher Educators (ArATE).

“It has been the biggest pleasure working with Mrs. Crook,” Burke said. “She has truly done the very best to make me a part of our professional learning community as well as keeping me updated on school events. She has shown me the good, bad and ugly of teaching and reassured me in all of that that this is my calling. She has also inspired me to potentially continue my education in the field of administration in order to advocate for the teachers as much as our teachers advocate for our students. I am beyond proud of how far we have both come as she is about to graduate as well with a master’s degree in administration.”

Both seniors said they’ve had their share of surprises during the internships.

“I’ve been surprised about how accepting the students have been of my authority as well as curious of me as a teacher and a person,”Burke said. “They remind me that at the end of the day, we are each individuals, inside and outside of the school setting, that have needs in order to be the best versions of ourselves.”

Willis said it was an eye-opener to her on how much teachers have to do in a typical day.

“I’ve always known the job was not easy, but actually being able to finally experience it made me truly understand,” Willis said. “Teachers are expected to do all of that, love their students, have a life outside of school, get rest, and do it over and over again every day. Teaching is definitely something you have to have a heart for.”

Both aspiring teachers agree that Ozarks has prepared them well for their professional calling. Burke has already been offered three jobs and plans to spend the spring semester as a long-term substitute at Clarksville Primary with the hopes of getting a full-time position this summer.

“I believe that very early on, our field placements were giving us exposure to students, how they interact with each other, their teachers and us,” Burke said. “I believe that interning for a year gives us an amazing advantage as far as understanding students and where they are rather than where we believe they should be. I am also a huge advocate for the interview processes as well as accommodated times and opportunities we have had to get the necessary documentation for our licensure process.”

Said Willis, “Here at Ozarks, our professors care so much about us. That is the benefit of being at such a small school. You get to know your professors more. If it hadn’t been for the guidance and patience of my professors, I would not be about to graduate in about a month. The two I’ve gotten to know the most over my four and a half years here are Dr. Doris Metz and Mrs. Pam Smith. They both are the most caring and loving professors. They made sure we knew that they loved us and that they were here for us. They have answered every question and given me so many resources to help me succeed.”

Both students said they were thankful for the scholarships they received from Ozarks to pursue their education.

“I knew very early on that college would not be possible for me without scholarships,” Burke said. “So I worked my hardest in high school with a full-time job, full-time classes, and I cheered for my school. Being provided the assistance has helped me continue my education and has provided me with a reason to strive for excellence each year. Knowing that this University had enough faith in my abilities to give me this help makes me want to continue to make them proud each day.”

As they prepare to walk across the stage for graduation on Dec. 17, both Willis and Burke said they are happy they chose Ozarks.

“My experience at Ozarks has been amazing,” Willis said. “Coming from a small school where my graduating class was only 14, it felt like home immediately. Not only that, but everyone here has been so inviting, helpful and kind. You know you belong. I’ve met and made so many friends that have turned into family since I’ve been here at Ozarks. Ozarks will always be a special place to me.”

Said Burke, “I am extremely grateful to have had the opportunity to be a first-generation college graduate, and to make a home of this place has truly been an honor. My department as well as others have contributed to the family culture that has consumed and supported me in my many years at Ozarks and I will never be able to thank my professors or friends enough for their unwavering support always. Thank you Ozarks!”

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The ����vlog����’ Pat Walker Teacher Education Program has been recognized for its students’ high pass rates in the state licensure exams.

U of O elementary education students ranked first in Best-Attempt Pass Rates and sixth in First-Attempt Pass Rates in Arkansas in 2021, according to the National Council on Teacher Quality (NCTQ).  Aspiring teachers in Arkansas must take and pass the Praxis Elementary Education: Multiple Subjects test, one of the final steps before earning a teaching license.

Pam Smith, director of the Walker Teacher Education Program, said the education program at Ozarks takes numerous steps in helping its students prepare for the Praxis exams.

“We believe candidates need support as they fulfill the requirements of teacher licensure and one of those areas where candidates continue to need support is Praxis testing,” Smith said. “Research shows that many students who take the exam and do not pass the first time will not retake the test.  Therefore, our department has established timelines to include study/tutoring sessions provided by the Department of Elementary and Secondary Education, networking with recent graduates on how to be successful on the test, and when to take the exam that is required.”

Smith also commended her colleagues from other disciplines across campus.

“Our candidates are also supported by the content teachers across campus that provide the knowledge base needed to be successful in their licensure area,” she said. “It is a team effort that creates the environment of support the candidates need to be successful on the exams and prepared for their future classrooms.”

According to the NCTQ, U of O students achieved a state-best 100 percent success rate in 2021 in Best-Attempt Pass Rates, the number of test-takers who pass regardless of the number of attempts. In First-Attempt Pass Rates, Ozarks students achieved a 50 percent success rate, well above the state average of 39 percent.

Also, the U of O program was one of four universities in the state to be recognized for having a high proportion of Pell grant recipients and high pass rates. Ozarks has more Pell grant recipients (42%) than the state average (35%) and exceeds the state’s first-time average pass rate.

According to the NCTQ website, “Pass rates, or the rate at which teacher candidates pass their licensing tests, serve as a compass, pointing toward strengths and opportunities in preparing teacher candidates. With this information, states and programs now have the opportunity to look at the data from multiple perspectives. Each lens conveys important insights on the quality of institutions’ preparation, their level of encouragement and support for retaking a failed test, persistence on the part of test takers, as well as commitment and innovation to overcome educational inequities and inadequate K-12 preparation.”

More information can be found at:

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The ����vlog����’ Pat Walker Teacher Education Program held a pinning ceremony for several of its students on Dec. 2 in Walker Hall.

The pinning ceremony is a symbolic, time-honored tradition marking the occasion when students are formally welcomed into the teacher education program. The newest inductees received a pin that signifies their association with the teaching education program as well as their new affiliation with the teaching profession.

Among those students who were honored included, Katie Barnwell, Seth Duke, Michael Rankin, Austin Neumeier, Abigail Ramirez and Paige Vire. The ceremony also included several teacher education faculty members as well as University administrators.

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“Mrs. Masterson you’re my favorite.” “I love you, Mrs. Masterson.”

Those words coming from first-graders in ����vlog���� student intern Rachael Masterson’s class go a long way in encouraging and inspiring the senior from Clarksville, Ark. But there is more to what brings her back to the classroom energetically each day.

“To hear your students say those things are so amazing to hear,” Masterson said. “That on its own is enough to make me want to keep going, but the thing that has kept me so motivated is seeing their progress as I have taken over the classroom this semester. Seeing them all so excited to participate in lessons, and so eager to learn makes me, as an educator, beyond proud. I love seeing it ‘click’ when something that has been tripping them up is finally cleared up for them. I just love going to work every day knowing how excited they are to see me and to learn.”

Masterson is completing her Internship II class this semester at Clarksville Primary School and is scheduled to graduate this December. She said she initially decided to get into teaching because of the teachers she had growing up.

“I had teachers who would go above and beyond for me and I still remember that to this day,” she said. “So, I knew starting out that I wanted to make a difference in students’ lives the way those teachers had impacted me.”

Masterson said she is constantly aware that “teachers are sometimes the only positive person in a student’s life.”

“So many of our students are coming from vastly different backgrounds and home lives, and you genuinely have no idea what they face outside of your classroom,” Masterson said. “The one thing you can do for those kids is come in every day, and just be there for them. Making a positive impact on students is so important as educators, and I would say that knowing that is what has kept me so invested in becoming a teacher. I just want to make a difference in at least one student’s life.”

Masterson’s mentor teacher at Clarksville Primary is Jessica (Prater) Crook, a 2014 Ozarks graduate who was recently named the 2021 Outstanding Mentor Teacher in the state by the Arkansas Association of Teacher Educators (ArATE).

“My internship experience has been amazing. I couldn’t ask for a better mentor teacher, and I’m so thankful Professor Pam Smith placed me in Mrs. Crook’s classroom,” Masterson said. “Those two ladies have done everything they can to work with me, and to make sure that I’m getting the most out of my time in the Clarksville schools.”

Masterson admitted that the classroom experience has been an eye-opener.

“My biggest surprise has been learning all the ins and outs of running a classroom,” she said. “You study it in class and think you know what you’re getting yourself into, but I have quickly learned that talking about it in your college classes and then actually being in your own classroom are so completely different.”

Masterson has masterfully managed being a wife and mother with doing her internship and completing her degree requirements this semester. She and her husband, Josiah, have a daughter, Kylie Jo, who turns two in January. They are also expecting their second child in February.

“Juggling school, being a wife, becoming a mom, doing my internship, and completing my degree has not been an easy task at all,” Masterson said. “I could not have made it this far without all the help from my husband, my parents, my mother and father-in-law, and my grandparents. People say it takes a village, and that is so true. Without their support I don’t know how I would have been able to make it as far as I have. I am truly blessed to have my little village.”

Masterson also praised her professors in the Pat Walker Teacher Education Program for preparing her for her first classroom.

“My professors here at Ozarks have done everything they can to give me as much experience as possible before going into this career field,” she said. “From prepping me before going into the classroom, providing chances to go to different schools in Johnson County, and then doing interviews with TEAC committee to hear what principals are looking for in teachers coming into their schools. I feel as though my professors here at Ozarks have gone above and beyond to give me as much insight as they could.”

She called her entire Ozarks experience “one that I will always be grateful for.”

“I have made some of the best connections not only with friends here, but with the faculty as well. Ozarks has helped me to find friendships, and has pushed me outside my comfort zone. I have grown so much in my four years here, and I have been able to work towards my future career here. I am so thankful for my time here.”

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Four soon-to-be graduates from the ����vlog����’ Pat Walker Teacher Education Program will have the opportunity to visit schools in rural Southwest Arkansas this week, thanks to a grant by the University’s Alumni Association.

The students are (pictured, standing from left) Rachael Masterson of Clarksville, Ark.; Seth Duke of Gravette, Ark.; Michael Rankin of Charleston, Ark.; and Austin Neumeier of Bigelow, Ark. Also taking part in the trip will be (seated, from left) Dr. Allison Freed, associate professor of science education and director of teacher education, and Pam Smith, assistant professor of practice of education.

The students are all enrolled in Smith’s Internship II class and are on course to graduate in December.

The group will spend three days visiting the far Southwest Arkansas school districts of Prescott and Lafayette County as part of a pilot “study away” program by the teacher education program. They will also have the chance to visit with one of the University’s teacher education alumna, Willow Stratton, a 2020 graduate who is teaching art in Prescott.

“We will get the opportunity to talk with their administration and faculty about professional learning communities, openings in their school systems, what they look for in novice teachers as well as getting introduced to the different learning environments in the two schools,” Smith said. “We are very excited that one of the classes we will be visiting is one of our graduates.”

Freed said that one of the reasons for the study away trip is to encourage U of O teacher education graduates to consider teaching in high-need geographic areas in Arkansas. In addition to visiting the schools, the professors and Stratton plan to show the students some local historical sites as well as the natural beauty of the area.

“The goal is to reach out to teacher education alumni teaching in geographic regions where there is a teacher shortage,” Freed said. “We hope this experience will encourage our future teacher candidates to explore the cultural, historical and ecological features of a new community, thus discovering the benefit of teaching in a high-need geographic area. During this experience, the students have the opportunity to interact with high school students interested in teaching, learn about the history and natural beauty of the area, attend an athletic event and reflect on the experience. After teacher candidates see other Ozarks alumni teaching and thriving in these areas, we hope the stigma and fear are reduced, and our candidates expand their horizons.”

Freed also believes the study away program will help alumni stay better connected with Ozarks and the teacher education program.

“These projects will encourage more alumni to be a part of the project as we move forward,” she said. “In addition, these projects provide additional connections between current Ozarks students and alumni. The study away experience is a tremendous networking opportunity for both parties and can only strengthen the program’s impact. Our goal is to see more of our completers teaching in high-need geographic districts around the state.”

The trip is being funded, in part, by the Alumni Association’s Joe Hoing Student Involvement Grant, which “focuses on the connection between alumni and students.” Hoing was the long-time dean of students at Ozarks who died in 2019.

“We’re so thankful to the Alumni Association for providing our students with this wonderful opportunity to visit a part of the state and school districts that they normally wouldn’t have access to,” Smith said.

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