New Hampstead K-8 Teacher Participates in GaDOE Teacher Policy Fellowship

New Hampstead K-8 third-grade teacher Raymon Watson, participated in the 2024-25 cohort of the Georgia Department of Education’s Teacher Policy Fellowship which ended in June. The program is a highly selective, nine-month professional learning program designed to equip educators with the skills and knowledge needed to engage meaningfully in education policy and advocacy at both the state and federal levels.

The Georgia Department of Education (GaDOE) selected 21 teachers from across the state to participate in last year’s Fellowship. Using a blended learning approach that combines virtual sessions with in-person meetings, the fellowship allows teachers to continue their classroom responsibilities while engaging in meaningful professional development. Mr. Watson, who has served within the Savannah-Chatham County Public School System for the past seven years, joined the fellowship with the goal of better understanding how educational policy is developed and how it impacts classrooms and communities.

“One of the most impactful ways we can strengthen public education in Georgia is by investing in our teachers,” said State School Superintendent Richard Woods. “That includes providing opportunities for professional growth and ensuring their voices are heard in policy decisions. The Teacher Policy Fellowship enables GaDOE to work closely with teachers to develop student-centered policies that reflect the realities of the classroom.”  Watson emerged as a passionate advocate for both teachers and students—particularly those in underrepresented or high-need populations.  “My purpose in applying for this fellowship was simple: to better understand how decisions that affect our classrooms are made, and to be a voice that advocates for both the students we serve and the teachers doing the work,” Watson said.

Throughout the program, fellows engaged in dynamic discussions, seminars, and projects to deepen their understanding of the policy landscape and the stakeholders involved. They interacted with policymakers, legislators, education leaders, and experts from GaDOE and other organizations. Leveraging evidence-based research, each fellow developed a policy proposal that could influence future education policies in Georgia. Watson’s policy proposal is titled “Respecting Our Teachers: Policy for Retention, Morale, and Equity,” which addressed the need for state- or district-level policy that safeguards teachers’ basic professional rights—such as protected planning time, duty-free lunch breaks, reasonable working hours, and respectful treatment in school culture. His research emphasized that such measures, already implemented in neighboring states like South Carolina, could significantly improve morale and recruitment without major fiscal impact.

In March 2025, the Teacher Policy Fellows embarked on a three-day trip to Washington, D.C. They engaged in high-level policy discussions, visited congressional offices, and met with national education leaders. The experience aimed to bridge the gap between the classroom and the Capitol, giving teachers a direct voice in shaping the policies that affect their students and schools.  During his time in D.C., Watson took the opportunity to elevate concerns about immigration enforcement’s impact on ESOL students, many of whom attend his school.  “I made sure policymakers understood the fear and instability these policies are creating for some of our most vulnerable students,” he said.

The teachers also took part in Advocacy Day at the Georgia State Capitol and helped launch the Teach in the Peach initiative, aimed at boosting teacher recruitment across the state.  Watson credited Christy Todd, Chief of Staff for the Georgia State School Superintendent and a former Georgia Teacher of the Year, as an instrumental leader in the fellowship. “Her classroom experience and policy knowledge gave the program real depth. She helped me see how a teacher’s voice can and should shape education policy,” Watson shared.

Reflecting on the experience, Watson said the fellowship solidified his commitment to long-term advocacy.  “This journey opened my eyes to how critical local and state-level leadership is in shaping our schools. While national headlines dominate the news, it’s often local policymakers who determine what happens in our classrooms.” Watson plans to continue engaging with SCCPSS leaders and hopes to influence future district policies that center the needs of students and uplift the voices of teachers. “One voice can make a difference. I plan to keep speaking—for equity, for excellence, and for those who may not always be heard.”

Applications will open in September for the 2025-2026 Teacher Policy Fellowship cohort. Learn more here.