4.b – Supporting Educator & Staff Well-Being

KEY MESSAGE:
Disruptions caused by the COVID-19 pandemic significantly impacted the mental health of teachers and other educators in Colorado – which contributed to teacher stress, burnout, and resignations. Supporting the well-being of educators and staff is a top priority for districts.

TACTICAL TIPS

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.

TALKING ABOUT THE IMPACT ON STUDENTS

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 educator and staff well-being.

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