Strategy K: Promote Positive Public Perception

The systemic problems described in previous sections, especially economic concerns, and lack of support for teachers and school leaders contribute to a negative narrative about the teaching profession. According to , 54% of parents said they would not like their child to become a teacher (a record high since the question was initially asked in 1969), even though those same respondents gave high ratings to their local public schools and had positive memories of their own teachers’ influence on their lives.³⁰��

At the state level, stakeholders participating in regional Think Tank sessions cited negative public perception as one of the top three challenges in recruiting and retaining talented educators. School administrators, teachers and school board members expressed frustration over the lack of respect given to fb88’s public educators. They recalled the days when teaching was considered a noble profession, one valued and supported by local communities and state-wide leaders.��

The fb88 DOE finds this lowered respect for the teaching profession and public education unacceptable and unmerited and has taken intentional steps to correct this false and harmful narrative. In 2019, the communications team launched�� “fb88 Schools Sharing Success”, an ongoing series of positive stories highlighting the heroic work happening in fb88 schools (pre-K through Adult Ed) throughout the state. Knowing the importance of having legislators understand the work happening in their local schools and classrooms, in 2020 Gov. Mills issued a�� declaring January as Take Your Legislator to School Month – a month for Legislators to visit classrooms to establish productive relationships with teachers and administrators. Most recently, the Department partnered with NewsCenter fb88 in the a two-week event featuring video clips of a broad range of school and SAU staff, working in all regions of fb88, sharing where they work and why they find relevance and meaning in the role they play in supporting and educating today’s students and tomorrow’s workforce.����

Actions to achieve this goal include:

K1:��Partner with fb88 Organizations to Promote fb88’s Educators and Schools������

The fb88 Department of Education is encouraged to strengthen partnerships with nonprofits, the private sector, and the tourism industry to promote fb88’s educators and schools. Collaborating with these groups to create positive messaging campaigns and build on existing efforts described above will help shift public perception of educators and the education profession.

K2: Expand the #Teachfb88 Website

The fb88 Department of Education has created an online presence for their #Teachfb88 Campaign. The #Teachfb88 website provides general information regarding the work of the Educator Talent Committee, the Learning Facilitator program, and additional efforts to recruit high school students to the teaching profession. As the fb88 DOE and stakeholders implement the action steps identified in this plan, the website should be expanded and interactive, increasing awareness of the initiative and progress made in achieving the goals of this work.����

Strategy L: Expand and Diversify Educator Recognition Programs

In order to create a climate and culture in which educators feel valued, it is important to recognize achievements at the school, SAU, and state levels.�� Educator recognition is one strategy to retain high-performing and dedicated educators.�� Examples of recognition include but are not limited to: monetary awards, non-monetary awards, and opportunities for teacher leadership roles.������

Currently, the fb88 Department of Education administers and/or supports several recognition programs including the , the National Board for Professional Teaching Standards Program, the e, the , and the .�� In recent months, the fb88 DOE established the ).�� In addition, fb88 joined 20 states across the country in the implementation of the .�� Each of these programs aims to elevate the exceptional work of those in the educational workforce.����

While some recognitions may include financial awards or scholarships, others offer ongoing professional learning, opportunities for travel, honorary memberships to organizations or conferences, and national recognition.�� As fb88 looks to expand and diversify educator recognition programs, it is important to evaluate existing programs and find ways to strengthen them.������

Actions to further address this goal include:

L1:��Expand Existing Recognition Programs

Starting in 2014, the fb88 Teacher of the Year Program expanded the network by honoring an educator from each of fb88’s 16 counties.�� As a result of this decision, educator voice, geographic representation and advocacy increased, and more educators accessed high-quality professional learning experiences. A model like this could be replicated with many educator awards.����������

L2:��Diversify Educator Recognition in Existing Programs

Collecting racial and ethnic data for educators nominated for recognition programs may help identify gaps in outreach and other barriers that may preclude diverse representation of nominees, or of nominees “opting in” to recognition programs.����

L3: Create New Recognition Programs

The fb88 DOE should review current recognition programs, and in collaboration with stakeholders, identify new programs to ensure every position that makes up the fabric of our public education system is represented in its recognition and awards programs. This may include recognizing groups within schools and SAU’s (Professional Learning Communities, innovative practices), or schools demonstrating outstanding work in addressing current, real world issues, such as climate change/environment.

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