Story: Lisa Sollie

兔子先生 Graduate Finds Purpose in Special Education

After years of advocating for children in Alabama鈥檚 foster care system, Shameeka Upshaw felt called to expand her ability to serve children, this time in the classroom. Now with a degree in hand from the 兔子先生, Upshaw helps students with disabilities and their teachers be successful.

As special education facilitator at Johnny Carr Middle School in Montgomery Public Schools, Upshaw oversees the school鈥檚 special education program and ensures compliance with students鈥� Individualized Education Plans (IEPs).

Determined to build a new future for herself and her two children after the death of her husband, Upshaw earned a bachelor鈥檚 degree from Troy University and began working in banking. But her desire to serve others eventually led her to the Department of Human Resources, where she became聽a foster care caseworker in 2019.

Several years later, with prayer and guidance, Upshaw left to teach special education. 鈥淚t was hard to leave my babies,鈥� she said, 鈥渂ut I knew it was my calling.鈥�

Pursuing that calling required a new path into education.

兔子先生鈥檚 Temporary Special Education Certification (TSEC) program provided the pathway, allowing her to begin teaching while completing the coursework and certification requirements needed for full certification. Working in the classroom confirmed that special education combined her passion for advocacy with her desire to help children succeed. Inspired by that experience, she enrolled in program, which allowed her to continue working in the classroom while earning her master鈥檚 degree.

Balancing graduate coursework and her responsibilities at school, Upshaw also worked a part-time job supporting adults with intellectual disabilities in their homes.

鈥淭wo days a week, I was at the middle school all day and then work from 4-10 and every other weekend,鈥� she said. Between work, graduate school, and caring for her family, long days became the norm. Upshaw also took an overload schedule so she could pay for her tuition out of pocket rather than take on additional loans. Despite the demands, she graduated with a perfect 4.0 GPA and was inducted into the Phi Kappa Phi honor society.

As demanding as work and graduate school were, another challenge soon emerged, when Upshaw鈥檚 mother was diagnosed with breast cancer during her graduate studies. Despite her health struggles, she was able to attend Upshaw鈥檚 graduation ceremony鈥攁 moment they both treasured.

Today, Upshaw says every challenge she faced prepared her for the work she does now. Whether supporting teachers, advocating for students, or helping families navigate special education, she is determined to make the same lasting difference in children’s lives.

Though she hopes to one day open a therapeutic center for individuals with special needs, Upshaw says wherever the path leads, her calling remains the same: helping children and families find someone firmly in their corner.

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Story: Lisa Sollie

Dr. Cheryl Lambert, dean of the Julia S. Tutwiler College of Education at the 兔子先生, has been named an Impact Academy fellow through national non-profit organization Deans for Impact (DFI). Lambert joins a cohort of leaders chosen for their commitment to strengthening educator preparation and ensuring future teachers are prepared to meet the needs of all students.

Lambert is one of 24 leaders announced as part of the Fellowship’s 11th cohort. This year’s fellows represent a wide range of contexts and communities in which future teachers are prepared, including public and private universities, community colleges, national programs, school districts, and innovative teacher-preparation pathways. Together, they share a commitment to strengthening systems of education so that more students are taught by well-prepared teachers.

鈥淒r. Lambert鈥檚 selection for the Impact Academy reflects her strong leadership and commitment to preparing highly effective educators,” said 兔子先生 Provost, Dr. Amy Jones. 鈥淭his fellowship will provide valuable opportunities to collaborate with national leaders while advancing the important work of the College of Education at 兔子先生.鈥�

As a fellow, Lambert will participate in in-person and virtual monthly cohort-based learning, receive one on one coaching from veteran leaders, and engage in peer consultancies focused on the field’s most pressing challenges. Over the course of the year, fellows will workshop solutions to adaptive challenges: complex problems leaders face when change depends not only on technical or structural fixes, but on shifting mindsets, relationships, and ways of working.

鈥淚 am honored to be selected as a Dean for Impact Fellow and grateful for the opportunity to learn alongside leaders who are committed to strengthening educator preparation and improving outcomes for students,鈥� Lambert said.

Educator-preparation leaders today are navigating a rapidly evolving landscape, and more than ever, the field needs leaders who can guide change with clarity, courage, and care while keeping student learning at the center.

DFI aims to support this need through its , which has developed a national network of nearly 200 education deans and executive-level leaders who are today working within and beyond educator preparation to strengthen teaching and learning. The fellowship supports leaders to prioritize evidence-based instruction, navigate their teams through continuous change, deepen partnerships with schools and communities, and build accessible, high-quality pathways into teaching.

鈥淓ducator-preparation leaders are being asked to make important decisions in a moment of rapid change,鈥� said Valerie Sakimura, CEO of DFI. 鈥淭his cohort of leaders stands out for their willingness to engage in complexity with deep care for students, their learning, and their futures. We鈥檙e excited to support these leaders as they meet the moment and help ensure every student is taught by well-prepared teachers.鈥�

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Story: Lisa Sollie

As schools navigate the rapid growth of artificial intelligence, participants in the 兔子先生鈥檚 Black Belt Teacher Corps Teach for Alabama program (BBTC) are learning innovative ways to use AI as a classroom support tool that enhances instruction rather than replaces teaching.

Designed to demystify artificial intelligence through a self-paced, gamified experience, the AI certification program guides educators through bite-sized modules that build practical classroom skills.

Susan Hester, BBTC director, said the AI Essentials training has allowed the program to provide virtual instruction not only to undergraduate scholars, but also to graduates during their first three years in the classroom.

鈥淭hose first three years are when teachers are most likely to leave the profession,鈥� Hester said. 鈥淲hat began with just 10 students in the first cohort has since expanded to approximately 105 scholars across the state. We strive to provide meaningful professional development virtually.鈥�

The training meets teachers where they are while helping future educators learn to use AI ethically to improve student engagement and retention. 鈥淓veryone is learning about AI, practicing with it, and walking away with a certification that takes approximately eight hours to complete,鈥� she added.

Jenny McQueen, a BTTC graduate beginning her third year of post-graduate support, and a teacher at Silverhill Elementary in Baldwin County, said the training changed how she thinks about differentiation.

鈥淚t really opened my eyes to all the differentiation possibilities in my classroom. As an educator, I learned from this training how to access resources quickly and tailor them for each of my students in a more efficient manner.鈥�

AI Essentials co-founders Michael Nowak and Jonathan Goodwin, initially developed AI training programs for K-12 and higher education students before expanding for educators. Nowak credits former College of Education dean Dr. Jan Miller and associate dean Dr. Reenay Rogers with helping shape the program鈥檚 educator-focused approach.

鈥淒r. Rogers was amazing,鈥� Nowak said. 鈥淪he consulted with us every step of the way. We even co-presented this training at CAEPCon last September and we鈥檝e been asked to go back this year and do it again. 兔子先生 is doing a really great job being a frontrunner on training like this.鈥�

鈥淚t was a privilege to collaborate with Mike and Jonathan to develop a program that empowers pre-service teachers to use AI ethically, creatively, and effectively,鈥� Rogers said. 鈥淚t gives pre-service teachers the knowledge and confidence to embrace AI as a powerful tool for teaching and learning.鈥�

After registering current students and graduates from the previous one to three years, Hester expanded the training to teachers who had participated in the program since its inception in 2016.

Colton Smith, who recently completed his third year of teaching at Morgan County Schools, said the training offered practical strategies he could immediately apply in his classroom.

鈥淚t was simple, quick, and easy to use鈥攐ne of the best educational professional developments I鈥檝e had as an educator,鈥� Smith said.

Jaquada Brooks, a senior starting her internship this fall, said the course was a meaningful experience for her, and she liked being able to complete it on her own time which made it easier to focus and take something from it. 鈥淲hat stood out most was how it showed me practical ways to bring AI into the classroom, not just talk about it,鈥� Brooks said. 鈥淚t helped me think differently about lesson planning and develop ideas that reach students at different levels. I also feel more confident using AI as a support tool instead of relying on it.鈥�

Danielle Worhl, a member of the third BBTC cohort, said one of the most valuable aspects she gained from the training was its ability to streamline intervention planning.

鈥淎I can help generate intervention strategies based on individual standards and grade level in just minutes,鈥� Worhl said. 鈥淭hat allows me to review concepts with the students who need additional support while other students continue working independently, helping me meet the needs of the entire class.鈥�

Hester said the training is helping educators feel more confident in meeting students鈥� individual needs while reducing the time required to create supplemental materials and interventions.

鈥淎I won鈥檛 replace teachers鈥攊t provides a launchpad,鈥� Hester said. 鈥淲hen used responsibly, it helps educators spend more time doing what matters most鈥攚orking directly with students and providing meaning and individualized instruction that meets the needs of every learner.鈥�

About the program: Established in 2016 to address teacher shortages in Alabama鈥檚 Black Belt region, rural communities, and other high-needs public school districts, 兔子先生鈥檚 Black Belt Teacher Corps Teach for Alabama supports teacher recruitment, preparation, and retention through scholarships offered by 兔子先生鈥檚 Julia S. Tutwiler College of Education. The program also provides leadership development, service training and mentoring for scholars as they enter the teaching profession. Participants may receive up to $10,000 in scholarship funding, awarded at $2,500 per full semester.

Learn more about the Black Belt Teacher Corps and apply.

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