Five University of Lynchburg education students participated in the 2025 Teachers of Promise Institute, held March 7 and 8 at the Thomas R. Fulghum Conference Center in Midlothian, Virginia.

As described by Dr. Lucinda Spaulding, director of special education in Lynchburg’s School of Professional and Applied Sciences, the Institute recognizes and celebrates the “most promising teacher licensure candidates” from colleges and universities across Virginia.

According to the Institute’s website, it has recognized nearly 4,000 students since it was established in 2004.

In addition to being honored as “Teachers of Promise,” the Lynchburg students attended educational, mentoring, and networking sessions, led by educators from across Virginia.

Jenna Frazer ’25, who came to Lynchburg from Bridgeton, New Jersey, said her favorite session was “Active Learning Strategies in the Classroom,” taught by a teacher from the Loudoun County school system.

“I went into this session thinking that I would be able to take away some fun strategies to use in my current teaching classroom and for years to come, and I did just that,” Frazer, an elementary education major with a special education add on, said.

“Not only did we learn about the strategies, but we did them in groups. The mentoring was a wonderful addition to the weekend. I was able to get guidance and different points of view on things.”

Meredith Bornholdt ’25, also an elementary education major with a special education add on, agreed. “It was a great opportunity to learn from different teachers with tons of different backgrounds and experiences,” the Cincinnati, Ohio, resident said. “It was just another opportunity to gather more knowledge about becoming a teacher.

“Another beneficial part of the conference was the time we were given in the morning on the second day to talk to different professionals about really any topic we were interested in. These were small group conversations and really fast, but … I feel like I learned so much.”

Shakura Jennings ’25 said the opportunity to learn from seasoned educators, “share ideas and grow with skills more rapidly” encouraged her to “think bigger” and “reinforces the idea that my ideas are important and valuable.” 

Her favorite part of the conference, however, was networking. “I got to learn from other college students who are trying to become a teacher,” Jennings, an elementary education major, said. “It was great to be able to share things and learn from others.”

For Ashley Hudson ’25, an elementary education major from Lynchburg, Virginia, the best part was the gala dinner, where “Teachers of Promise” networked with students, mentors, and other educators and were recognized individually.

“It was a great opportunity to be able to talk to preservice teachers from different universities,” Hudson said. “The networking opportunity with them made me feel like someone understood what journey I was on. It made me feel like I had a great big supportive community.

“The most meaningful part … was being able to be pinned by my mentor. They presented us with ‘Teachers of Promise’ pins, and they took a special moment to pin all of us individually. It was really special to feel recognized as a professional.”

Lynchburg’s candidates for “Teachers of Promise” were initially nominated by members of the education faculty, and the final selection was made by the SPAS-Education Awards Committee, with approval from education faculty.  

“Once nominated, the students … complete an application for review by the SPAS-Education Awards Committee,” Dr. Katie Bowman ’17 MEd, assistant professor of health and physical education, explained.

“The teacher licensure candidates [also] must plan to teach in Virginia after graduation.”

Spaulding added that students were selected “based on their dedication and demonstrated excellence in their classes, their clinical field experiences, and based on our strong confidence in their ability to make a tremendous impact in the lives of the students and families they will serve in their promising careers ahead.”

Hudson said being a “Teacher of Promise” has “benefited me greatly as a new teacher,” and “given me a boost of confidence and drive. I don’t feel the heaviness that the nerves of being a new teacher can bring.

“I feel like I can take on the classroom with a leveled and motivated head. … [It] made me feel so celebrated and encouraged. They truly were so happy that we chose to teach. In previous experience, it’s hard not to feel like a student or kid in the professional setting.

“However, they made me feel as if I was right there along with them.”

Danielle Labar ’25 MEd, who finished her Master of Education in curriculum and instruction in January, also participated in the Teachers of Promise Institute.

Spaulding hopes to send students to the 2026 Teachers of Promise Institute. Gifts designated for “Teachers of Promise” can be made to the University at any time, including on its annual GiveDay, to be held on Thursday, April 17.