Sixth grade science educator named Somerset County's Teacher or the Year. Meet her here.
Kristen Bratcher, sixth grade science teacher at Somerset Intermediate School, was named Somerset County's 2025-2026 Teacher of the Year.
Bratcher was selected as the school system's Secondary Teacher of the Year finalist. Runner-up, Allison Grove, fifth grade reading & language arts teacher at Carter G. Woodson Elementary School was named 2025-2026 Elementary Teacher of the Year. Winners were announced at the Somerset Teacher of the Year Banquet hosted at University of Maryland Eastern Shore's Henson Center Ballroom on April 11, 2025.
Bratcher received her Master's Degree in English from Salisbury University in 2022 and a Bachelor's Degree in Elementary Education from Salisbury University in 2019.
She is passionate about fostering curiosity and dedicated to creating a supportive learning environment for all students, according to a release from Somerset County Public Schools. Bratcher served on the selection committee for the current middle school science curriculum, and she continues to offer resources and collaboration to support its implementation. As a member of the Parent/Family Engagement Committee, she contributes to strengthening the relationship between the school, students and their families.
Bratcher will go on to compete as Somerset County's candidate for 2026 Maryland Teacher of the Year in the fall.
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This article originally appeared on Salisbury Daily Times: Sixth grade science educator named Somerset County's Teacher of Year.
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Many people have been there. The dinner party is going well until someone decides to introduce a controversial topic. In today's world, that could be anything from vaccines to government budget cuts to immigration policy. Conversation starts to get heated. Finally, someone announces with great authority that a scientific study supports their position. This causes the discussion to come to an abrupt halt because the dinner guests disagree on their belief in scientific evidence. Some may believe science always speaks the truth, some may think science can never be trusted, and others may disagree on which studies with contradicting claims are 'right.' How can the dinner party – or society – move beyond this kind of impasse? In today's world of misinformation and disinformation, healthy skepticism is essential. At the same time, much scientific work is rigorous and trustworthy. How do you reach a healthy balance between trust and skepticism? How can researchers increase the transparency of their work to make it possible to evaluate how much confidence the public should have in any particular study? As teachers and scholars, we see these problems in our own classrooms and in our students – and they are mirrored in society. The concept of reproducibility may offer important answers to these questions. Reproducibility is what it sounds like: reproducing results. In some ways, reproducibility is like a well-written recipe, such as a recipe for an award-winning cake at the county fair. To help others reproduce their cake, the proud prizewinner must clearly document the ingredients used and then describe each step of the process by which the ingredients were transformed into a cake. If others can follow the directions and come up with a cake of the same quality, then the recipe is reproducible. Think of the English scholar who claims that Shakespeare did not author a play that has historically been attributed to him. A critical reader will want to know exactly how they arrived at that conclusion. What is the evidence? How was it chosen and interpreted? By parsing the analysis step by step, reproducibility allows a critical reader to gauge the strength of any kind of argument. We are a group of researchers and professors from a wide range of disciplines who came together to discuss how we use reproducibility in our teaching and research. Based on our expertise and the students we encounter, we collectively see a need for higher-education students to learn about reproducibility in their classes, across all majors. It has the potential to benefit students and, ultimately, to enhance the quality of public discourse. Reproducibility has always been a foundation of good science because it allows researchers to scrutinize each other's studies for rigor and credibility and expand upon prior work to make new discoveries. Researchers are increasingly paying attention to reproducibility in the natural sciences, such as physics and medicine, and in the social sciences, such as economics and environmental studies. Even researchers in the humanities, such as history and philosophy, are concerned with reproducibility in studies involving analysis of texts and evidence, especially with digital and computational methods. Increased interest in transparency and accessibility has followed the rising importance of computer algorithms and numerical analysis in research. This work should be reproducible, but it often remains opaque. Broadly, research is reproducible if it answers the question: 'How do you know?' − such that another researcher could theoretically repeat the study and produce consistent results. Reproducible research is explicit about the materials and methods that were used in a study to make discoveries and come to conclusions. 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Merry (Sociology Department, Furman University), Laurie Tupper (Department of Mathematics and Statistics, Mount Holyoke College). Editors Note: This article has been updated to clarify standards for good reproducibility. This article is republished from The Conversation, a nonprofit, independent news organization bringing you facts and trustworthy analysis to help you make sense of our complex world. It was written by: Sarah R. Supp, Denison University; Anne M. Nurse, The College of Wooster; Joseph Holler, Middlebury; Nicholas J. Horton, Amherst College; EPA must use the best available science − by law − but what does that mean? Science in the public debate: nourishing controversy, preventing polemicUnderstanding why people reject science could lead to solutions for rebuilding trust Sarah Supp receives funding from the National Science Foundation, awards #1915913, #2120609, and #2227298. Joseph Holler receives funding from the National Science Foundation, award #2049837. 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