4.a – Stabilizing Educator Workforce

COVID-19 has taken a toll on educators in Colorado and across the country. Excellent educators are vital to student success, but workforce and staffing needs are major concerns in many communities.


Connect educator support to student success. Having a stable, well-supported educator workforce is essential to the success and well-being of our students. Communication strategy should emphasize this important in order to explain why pandemic recovery funds are being prioritized for this purpose.
Be prepared to talk about sustainability. Some investments in educator and staff stability and well-being may be one-time expenditures and other may require ongoing resources – some of which may even extend beyond the availability of ESSER funds. Talking about sustainability reinforces the district’s strong accountability and transparency.


Know who the services where available to AND who received services.
How were students identified for support, especially those who were disproportionately impacted by COVID?​
If funds were passed onto schools, how were school funds determined?

A theory of action, or logic model, is a tool to help you explain and talk about the reasons why resources were deployed as they were. The following graphic illustration of the relationship between a program’s resources, activities, and its intended effects is meant to help you speak about this investment priority. Logic models clearly and concisely show how interventions affect behavior and achieve a goal.

Download the graphic as a template you can edit.
Resource links related to research on this investment priority:

This section contains templates to support messaging of ESSER investments related to supporting the educator workforce.