• Advocacy is needed to guarantee equitable resources, smaller classes, and fair opportunities for all students.

• https://www.lausd.org/cms/lib/CA01000043/Centricity/domain/635/100report/ACT23IncreasedInclusionforSWD1PAGEREquity_AccessSTAFFDOC.pdf

• Which of these issues speaks most to you as an advocate?

• What would you add to this list?

• How have you experienced advocacy (or lack of it) in your teaching role?

• Parent of 7th grader: “There aren’t enough resources for kids who learn differently.”

• Special Education Teacher (middle): “My caseload is overwhelming. I need time for paperwork and instruction.”

https://saalck-murraystate.primo.exlibrisgroup.com/permalink/01SAA_MSU/l7erh9/cdi_doaj_primary_oai_doaj_org_article_8ac978af6e0f4aba9dd27c2d4b73a111

According to the article Teacher burnout was a well documents concern that was present well before covid, but covid has made burnout and teachers well being worse than before. This issues seems to be getting worse instead of better. More and more teachers are leaving the profession every year, and not enough teachers are coming in to combat the teachers who are leaving.

According to the article, Over 50% of teacher that enter the profession feel as if their wellbeing does not matter or that it is not taken into consideration. This makes teachers feel undervalued within the profession that they are desperately needed in.

Step 1: Know the Issue

• Issue: Teacher mental health and burnout is a growing crisis, especially in Alaska where rural schools face high teacher turnover, isolation, and limited access to mental health resources.

• Why it matters: Teacher well-being directly impacts student learning, classroom management, and retention of quality educators.

• Domain 7a: I will share state and national research (e.g., APA studies, Alaska teacher retention reports) with colleagues to show how burnout is linked to declining student achievement and high turnover rates.

Step 2: Know Your District

• District context: Many Alaska schools are Title I, with limited resources and significant teacher shortages. Harsh climate and rural isolation add unique stressors.

• District impact: Lack of substitute teachers, heavy caseloads in special education, and minimal mental health services for staff amplify burnout.

• Domain 7c: I will collaborate with colleagues to advocate for counseling supports, wellness programs, and structured planning time that respond to these district-specific needs.

Step 3: Know Where You Stand

• My stance: I believe that prioritizing teacher mental health is critical for sustainable education. Healthy teachers = healthy classrooms.

• Why I care: As a special education teacher, I see burnout firsthand—teachers overwhelmed by paperwork, IEP meetings, and emotional labor.

• Building support: I will communicate with both internal (colleagues, admin) and external (parents, community) audiences to create momentum.

• Domain 7e: I represent the profession by speaking to school boards, community groups, and state-level organizations about the realities of burnout.

Step 4: Know the Decision Makers

• Local: School principal, district superintendent, and local school board.

• State: Alaska Department of Education & Early Development, Alaska State Legislature’s Education Committee.

• National: NEA, U.S. Department of Education (teacher wellness initiatives).

• Domain 7b: Collaborating with colleagues to identify data and research that can be presented to these decision makers.

Step 5: Know How to Contact Decision Makers

• Attend school board meetings (local).

• Schedule appointments with district leaders.

• Write letters/emails to state legislators.

• Use NEA/AEA (Alaska Education Association) advocacy networks to amplify voice.

• Domain 7c: Advocate effectively through multiple communication channels (presentations, town halls, parent newsletters).

Step 6: Know the Calendar for Decision Making

• Local: District budget planning sessions (spring).

• State: Alaska legislative session (January–May).

• National: Federal funding cycles (ED grants, fiscal year starts October 1).

• Domain 7d: Advocate for financial support (mental health funding, wellness stipends, PD days focused on teacher well-being).

Step 7: Know How to State Your Case

• Use data: teacher turnover rates in Alaska, national burnout statistics, research on teacher well-being’s impact on student learning.

• Share stories: personal testimonies from special education teachers struggling with workload and burnout.

• Present solutions: wellness coordinators, dedicated PD on self-care, district partnerships with local mental health providers.

• Domain 7b & 7d: Use research and advocate for resources that support sustainable professional practice.

Step 8: Know How to Reach the Public

• Partner with parents: show how teacher burnout affects student outcomes.

• Social media campaigns through teacher organizations.

• Local news stories highlighting the teacher shortage crisis.

• Community forums to raise awareness.

• Domain 7c: Communicate with targeted audiences (parents, community, colleagues) to secure support.

Step 9: Know Your Role in the Electoral Process

• Stay informed on which candidates support education and teacher wellness initiatives.

• Participate in AEA voter guides and candidate forums.

• Encourage colleagues to vote and use their voices collectively.

• Domain 7e: Represent the profession by engaging in civic processes beyond the classroom.