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From the Editor

Mission DKG

n 2023, the Bulletin’s Editorial Board made the decision to eliminate predetermined themes for each
Iissue of the International Journal for Professional Educators. The change took place in recognition
of the breadth of educational roles of members and the breadth of educational issues of importance to
educators worldwide. Furthermore, because themes had to be selected well in advance of advertised
submission deadlines, the change increased the likelihood of relevance as authors were better able to
respond to the most current issues and topics in education. In line with the mission of DKG, the overriding
focus for Journal submissions is now consistently related to the “theme” of professional and personal
growth of educators and excellence in education.
The results of this shift in thinking during the 90th year of publication (2023–2034) of the Bulletin are
evident in this, the first issue of Volume 91 (2024–2025). With diversity, equity, and inclusion (DEI) as key
considerations not only in DKG but throughout all areas of society, Morton and Pruitt’s literature review
regarding rural schools (with the exemplar of Texas) hits the mark of raising critical issues and questions
related to the extent to which diversity exists in school leadership and its impact on student outcomes. Does
diversity exist…and, if so, to what extent does diversity in educational leadership create excellence for
students? Readers can pursue this concept of excellence in Teikari’s exploration of educational excellence
through the lens of ethics in an article derived from her dissertation work. Combined, these two articles
raise the issue of to what extent promoting and ensuring diversity helps ensure “doing the right thing” for
students.
Shifting from these data-driven and philosophical considerations of excellence, respectively, the
next several authors provide insight into programs that make a difference for educators and students.
Voelker-Morris explores, as exemplar, the Common Reading Program at her university, offering practical
recommendations for establishing similar initiatives to promote inclusivity and dialogue within an
educational community. Such programs, she emphasizes, promote the critical thinking, communication,
and empathy skills essential for academic and professional success—a fine operational definition of
educational excellence. Following up on an article written 15 years ago that defined the importance
of programs related to differentiated instruction and universal design for learning, Reeves revisits the
ongoing relevance of these concepts along with that of retrofit frameworks—all in service of creating
more inclusive and positive educational environments for all students. Striking on a current “hot topic” in
education, Berry, Lin, and Broughton detail a professional development program that introduces educators
to the power of artificial intelligence (AI), particularly as it relates to supporting the well-being of teachers
as they strive to plan and assess student achievement.
The final two articles in the issue move to a more personal research and reflection level. Rutledge
shares a small action research project addressing the challenges of dysregulated student behavior—an
intervention made possible by grants from DKG. As one who prepares mathematics educators, Ray
analyzes the tension between her roles as a teacher and as a researcher—raising issues of identity for all
educators.
The diverse topics and voices in this issue illustrate the power of the shift from predetermined themes
to a more global emphasis on the key components of the DKG mission. May readers find valuable
information and inspiration in this issue as they pursue their personal and professional growth and work
to promote excellence in education.

Judith R. Merz, EdD
Editor

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