Beyond Pay: Kentucky’s Path to a Strong Education Workforce
October 16, 2025
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requires clearing certification bottlenecks, aligning professional learning to the real work of teaching, reducing outdated mandates, and empowering local accountability grounded in United We Learn.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point the way forward: recruit and retain high-quality teachers and staff, study and remove outdated mandates, and build momentum for an accountability system aligned to United We Learn, a model that supports innovation and meaningful measures of student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.
In a recent KASS Live episode, KHSAA Commissioner Julian Tackett addressed the growing complexity surrounding high school athletics in Kentucky. From transfer eligibility under open enrollment to NIL guardrails and mid-season movement, the pressures facing districts are increasingly operational and immediate. Tackett emphasized that the KHSAA’s responsibility is consistent rule application grounded in member-approved policy, while superintendents remain central to maintaining fairness, clarity, and community trust when eligibility questions arise. The conversation also underscored the importance of safety, supervision, and partnership. Whether addressing fan conduct, officiating shortages, or compliance concerns, athletics reflect district leadership and school culture. With clear communication and steady collaboration between districts and the KHSAA, superintendents can protect student opportunity while preserving competitive integrity and public confidence. 👉 Watch the full conversation with Julian Tackett
When education funding debates move into budget season, conversations often revolve around line items, percentages, and projections. For district superintendents, however, the implications are far more tangible. They are measured in teacher salaries, bus replacement schedules, classroom resources, and student services. This session’s budget conversation centers heavily on recurring revenue through the SEEK formula. While multiple targeted investments are under discussion, the clearest message emerging is the importance of the SEEK base and its connection to district stability. Why the SEEK Base Matters The SEEK base is not simply a number in statute. It is the primary recurring funding mechanism that districts rely on for sustainable planning. When the base increases meaningfully, districts gain the ability to invest in instruction, remain competitive in staff compensation, and address long-term workforce challenges. When it remains flat, the pressure shifts locally. Over time, districts have experienced diminished buying power relative to 2008 levels. Inflationary pressures and rising operational costs continue to compound that challenge. Without recurring revenue growth, districts absorb those increases within fixed budgets. The result is not theoretical. It is operational. A Local Example: Rockcastle County Schools A funding impact report shared this week illustrates how these pressures manifest at the district level . On page 1 of the report, Rockcastle County Schools documents a 26 percent decrease in purchasing power compared to 2008. Bus replacement costs increased significantly, with a single bus rising from $97,115 in 2021 to $154,702 in 2026. The district will purchase four buses at a total cost of $618,808. Insurance costs tell a similar story. General and property insurance increased from $168,977 in 2020 to $467,555 in 2025 . Instructional curriculum now totals $1.2 million annually, and even a limited Chromebook replacement cycle at select grade 0 levels requires $300,000 plus additional charger Y . These are not optional expenses. They are core operational realities. Transportation and Instructional Tradeoffs On page 3 of the same report, Rockcastle details the transportation impact specifically . Fully funding SEEK transportation using prior-year spring data would provide $413,906, nearly funding three of the four buses needed for the upcoming year. Over a ten-year period, the district estimates a $7,040,240 deficit resulting from transportation not being fully funded . When transportation funding falls short, districts must redirect general fund dollars to close the gap. That shift carries instructional consequences: delayed salary adjustments, postponed program investments, and limited capacity to address workforce shortages. Superintendents presenting to budget committees emphasized this dynamic clearly. One district reported being funded at roughly 74 percent of actual transportation cost, requiring approximately $900,000 to be covered locally. The instructional opportunity cost of that gap is real. Tier I and Geographic Equity The third recurring revenue lever under discussion is Tier I equalization. An increase from 17.5 percent toward 20 percent has been referenced as a way to strengthen equity across districts with varying property wealth. As described in the Rockcastle report on page 4 , recurring SEEK funding supports: Expanded mental health services Special education and intervention staffing School resource officers Student services such as counseling and food access Cost-of-living salary increases Rising instructional programming costs These needs do not fluctuate annually. They are ongoing, and they require stable funding. The Power of Telling the Story The most effective advocacy this week did not rely on abstract percentages. It relied on district-level numbers and clearly articulated tradeoffs. Transportation funded at 71 to 74 percent. Four buses costing over $600,000. Insurance increases of nearly $300,000 in five years. A decade-long transportation deficit exceeding $7 million. These details shift the conversation from policy theory to district consequence. Legislators consistently respond to local impact framed through data and student outcomes. When superintendents connect SEEK base increases to competitive salaries, to workforce retention along border states, to expanded mental health supports, the budget conversation becomes grounded in operational reality. Recurring Revenue Is the Stability Strategy Targeted investments have value. School safety, induction programs, and principal mentoring initiatives all matter. But recurring revenue remains the foundation. The SEEK base, fully funded transportation using current data, and equitable Tier I adjustments represent structural stability. They allow districts to plan beyond a single fiscal year. They protect classroom resources from operational volatility. They restore balance between state and local funding responsibility. At the center of this discussion is not a formula. It is stewardship. District leaders are tasked with protecting instructional quality, sustaining safe environments, and maintaining public trust. Recurring revenue allows them to do that with foresight rather than reaction. Moving Forward Budget negotiations will continue to evolve. Early signals suggest interest in raising the SEEK base and improving transportation funding. Final outcomes will depend on continued engagement and clear communication from district leaders. The most effective approach remains consistent: Present the numbers. Connect them to instruction. Explain the consequence of inaction. Reinforce the long-term return on investment. As the Rockcastle report concludes, the return on investment is not abstract. It is the future leaders of Kentucky communities . In this budget cycle, the SEEK base is more than a funding mechanism. It is the clearest signal of the Commonwealth’s commitment to sustaining strong, stable, and future-ready public schools.
The Purpose Behind Synergy
In the KASS Live session with John Nash, superintendents were invited into a nuanced discussion about how generative AI is shaping the educational landscape and what it means for district leadership. Nash, Associate Professor of Educational Leadership Studies at the University of Kentucky and founding director of the Laboratory on Design Thinking, offered a grounded framework for understanding AI beyond hype and anxiety. He emphasized that the integration of AI should be deliberate, anchored in clear leadership goals and centered on supporting educators and learners rather than replacing essential human judgment. Throughout the conversation, Nash connected the promise of emerging technologies with enduring leadership principles — trust, reflection, and purpose. Rather than presenting AI as a side project or compliance task, he encouraged superintendents to consider how these tools might support problem-solving, instructional innovation, and operational clarity across their districts. His perspective reminded leaders that the essence of their role remains unchanged even as the tools evolve: guide people toward meaningful outcomes and keep students at the center of every decision. 👉 Watch the full conversation with John Nash
In this KASS Live episode, Beau Barnes — Deputy Executive Secretary of Operations and General Counsel for the Teachers’ Retirement System of Kentucky (TRS) — brought superintendents into a frank conversation about the health and future of the statewide retirement system that supports Kentucky’s educators. Barnes discussed the role of sustained investment, governance integrity, and transparent communication in ensuring that TRS remains a stable and dependable benefit for teachers and administrators alike. His insights underscored that secure and well-governed retirement systems are essential to recruiting and retaining high-quality staff across districts. Barnes also highlighted how reforms and strategic planning within TRS intersect with broader district priorities, from workforce stability to long-range financial forecasting. His discussion aimed to demystify complex pension topics and frame them in terms that district leaders can incorporate into their planning conversations. Rather than an abstract financial challenge, TRS became a lens through which superintendents could examine how retirement policy and operational decisions affect district morale, long-term hiring strategies, and community confidence in public education as a career pathway. 👉 Watch the full conversation with Beau Barnes: https://www.youtube.com/watch?v=0VgqkixoaAU&list=PL-5C6cZuwEFLtZQLLGV_A3n__fBWYWk6V&index=2
Representative Scott Lewis brought his perspective as both a former superintendent and current legislator to KASS Live, offering a forward-looking conversation on policy priorities shaping Kentucky’s public schools. Lewis discussed the importance of bipartisan efforts to refine the state’s accountability systems, strengthen the educator workforce, and reduce unnecessary regulatory burdens that can pull districts away from core instructional work. His insights blended legislative context with operational realities that superintendents face, bridging the gap between policy debate in Frankfort and decision-making in district offices. Throughout the session, Lewis emphasized that targeted investments — including support for classroom resources, workforce development, and pension stability — are essential to sustaining momentum in student achievement and operational excellence. He encouraged leaders to engage thoughtfully with lawmakers and framed collaboration as a strategic tool for advancing initiatives that align with district priorities. His conversation reinforced that legislative outcomes matter not just for compliance, but for their cumulative impact on student opportunities, district capacity, and community trust in public education. 👉 Watch the full conversation with Representative Scott Lewis: https://www.youtube.com/watch?v=WLcbk4AnClI
