Building the Workforce Kentucky’s Students Deserve Across the Commonwealth, superintendents are confronting the same challenge: how to attract and keep the high-quality educators and staff every student deserves. Compensation matters, but as Kentucky’s education leaders know, it is not sufficient on its own. Building a durable education workforce requires clearing certification bottlenecks, aligning professional learning to the real work of teaching, reducing outdated mandates, and empowering local accountability grounded in United We Learn . KASS’s 2026 priorities point the way forward: recruit and retain high-quality teachers and staff, study and remove outdated mandates, and build momentum for an accountability system aligned to United We Learn, a model that supports innovation and meaningful measures of student learning. The Workforce Reality: Vacancies, Turnover, and Competition for Talent Recent data from the Kentucky Department of Education’s 2023–24 Educator Shortage Report show that 13 percent of all posted vacancies remained unfilled for the entire school year, and districts reported 1,766 classified support staff vacancies as of September 1. These positions are vital to student learning and daily operations. Turnover is equally costly. According to the Learning Policy Institute , teacher turnover, which includes costs for separation, recruitment, and onboarding, averages between $12,000 and $25,000 per teacher depending on district size. High turnover drains resources that could otherwise support classrooms and is linked to lower student achievement. Kentucky cannot simply hire its way out of the challenge. The state must compete for talent by making it easier for educators to enter, remain, and grow in the profession. Certification Reform: Widening the Gate Without Lowering the Bar One of the most significant barriers to building Kentucky’s teacher workforce lies in certification. For decades, certification structures have been rigid, with limited flexibility for individuals who bring valuable experience into the classroom. Kentucky has taken meaningful steps to address this issue. In June 2025, the Education Professional Standards Board (EPSB) reviewed recommendations from its Certification Structure Workgroup to modernize grade bands and expand flexible pathways. These proposals include multiple ways to demonstrate competency, broader grade-band options such as K–8 or 6–12, and smoother entry routes for experienced professionals, particularly in high-need secondary and career and technical education fields. There are particular high needs areas in Kentucky. Almost every district across the state has experienced certification issues related to secondary math and science positions. Recommendations like general science certifications for 6-12 can help attract potential educators and free up certification quandaries at the secondary level. Currently, unlike say English, where a teacher could teach any of the grade levels in that content, science has highly specific degrees that require not just a science credential, but biology, or chemistry, or physics. The legislature can ensure all stakeholders are brought together to address these types of challenges. Reforming certification does not mean lowering standards. It means removing barriers that keep capable people out while maintaining high expectations that protect students and the profession. Professional Learning That Works: Job-Embedded, Ongoing, and Focused Recruitment without retention is a revolving door. Research shows that sustained, job-embedded professional learning improves both teaching practice and student outcomes. KASS’s 2026 priorities call for aligning professional development requirements with educator contracts to emphasize personalized, job-embedded learning. That alignment shows respect for educators’ time and ensures that professional learning translates into stronger instruction. Many districts have created wonderful models of this by taking advantage of flexible calendars, instructional coaches, and federal funding. We must ensure those are highlighted and we continue to create these opportunities for teachers across the commonwealth. When our schools dedicate time for coaching, professional learning communities, and curriculum-aligned professional development, we treat teacher learning as essential infrastructure, not a compliance task. By giving them a voice in this learning, we help retain teachers in the profession. Local Accountability and Local Empowerment Accountability frameworks shape how educators experience their work. When accountability emphasizes growth, authenticity, and community goals, teachers are more likely to stay and thrive. Kentucky’s United We Learn Council is developing a new accountability framework to present to legislators in 2026. The framework aims to capture the full breadth of student learning and opportunity, reflecting goals defined by local communities. Educators come to work everyday hoping to make a difference for students. This means ensuring essential learning goals but when this happens, what this looks like, and how we go about achieving it are nuanced. Local accountability gives us the opportunity to have a more holistic view of a student as well as the tireless work our educators do each day. This focus on local empowerment is central to KASS’s vision. Local accountability allows districts to design systems of growth rather than systems of punishment. As we continue building momentum for a unified accountability model that empowers districts to innovate for student success while maintaining clarity and comparability, we will attract and retain teachers to the profession. Strengthening the Pipeline: From Middle School to Master Teacher To compete for talent, Kentucky must inspire the next generation of educators long before they reach college. KASS supports expanding Educators Rising chapters in every middle and high school so students can explore teaching as a meaningful career path. Because most annual teacher demand results from attrition rather than new positions, retention is the most powerful workforce strategy. When early pipeline programs are paired with strong mentoring, induction, and leadership development, educators see a clear and lasting future within Kentucky schools. Cut the Red Tape: Let Educators Focus on Students Finally, superintendents across Kentucky report that overlapping mandates and reporting requirements create unnecessary burdens. Legislative and research briefings, including findings from the Kentucky Legislative Research Commission , have highlighted the need for modernization. Simplifying and streamlining these processes would return valuable time to teaching and leadership. KASS applauds recent legislative progress and supports continued collaboration with policymakers to ensure that reforms are practical, measurable, and sustainable. The Red Tape Reduction Act was a valuable first step in streamlining evaluation requirements and professional learning. There is still much work to do, however, particularly with legislative unfunded mandates, departmental interpretation of existing laws and regulations, and unleashing technology to allow schools to spend more time on student achievement and less time on burdensome bureaucratic initiatives. KASS is ready to work with our legislative partners to identify more opportunities to continue to cut red tape. A Call to Action KASS stands ready to partner with lawmakers, the EPSB, the Kentucky Department of Education, higher education, and local communities to recruit, retain, and elevate Kentucky’s education workforce. Together, we can ensure that every student learns from teachers and staff who are well-prepared, well-supported, and proud to call Kentucky home.

Nestled in the heart of Mercer County, Burgin Independent School stands as a model of what small schools can achieve when every student is known, valued, and empowered to lead. Serving approximately 530 students from preschool through 12th grade, the district continues a long legacy of community-driven education that dates back to its founding alongside the town of Burgin in the late 1800s. Under the leadership of Superintendent Chris LeMonds, Burgin Independent has embraced the power of connection—both within the classroom and across generations. One shining example is Burgin Family Day, a monthly, schoolwide initiative that brings together students from every grade level to build relationships, foster leadership, and strengthen the school’s family-like culture. Each month, a new theme—such as kindness, respect, or teamwork—guides activities that pair older and younger students for mentorship, collaborative learning, and fun. The results speak volumes. Since the program’s launch, 100% of students have participated each month, disciplinary referrals have declined, and teachers report stronger classroom relationships and improved morale. Parents echo that sentiment, often calling Burgin’s approach “a small school with a big heart.” One 10th grader shared, “I like Family Day because I get to spend time with younger kids and help them feel welcome,” while a second grader reflected, “The older students make me feel special because they spend time with me.” Legislative support has also played a key role in helping Burgin continue its mission. Through the recent increase in SEEK funding, the district is now hiring a full-time School Resource Officer (SRO)—a long-held priority that ensures every student learns in a safe and supportive environment. As Burgin Independent looks ahead, the district aims to expand Family Day to include community partnerships, parent engagement, and cross-curricular connections, continuing to model the power of unity and empathy in education.