Sally Golden Honored as Oregon's 2025-26 Teacher of the Year
In a surprise announcement last week, Springfield Public Schools special education teacher Sally Golden was named and celebrated as Oregon’s 2025-26 Teacher of the Year.
Golden has been a special education teacher in the district for 20 years and has coordinated the Community Transition Program (CTP) for the past 14 years. She facilitates, writes and implements Individualized Education Plans (IEPs) for young adult students with disabilities in the Springfield School District, with a focus on serving students in the four main areas of transition: employment skills, independent living, community participation and post-secondary education. Prior to CTP, she taught special education at Springfield High School for six years and was a treatment team member for two years at Jasper Mountain Center, a residential home and day treatment program for children with significant trauma histories.
“Mrs. Golden embodies the profound influence that dedicated educators have on their students’ success,” said Governor Tina Kotek. “Her ability to build authentic partnerships with families and the Springfield community ensures that her students are supported with the resources they need and that they are valued as vital, contributing members of our society.”
“Mrs. Golden exemplifies the very best of Oregon education,” said Dr. Charlene Williams, Director of the Oregon Department of Education. “In a field too often overlooked, she has reimagined transitional special education by seeing her students not as ‘at-risk’ but as ‘at-hope’—radiating belief in their potential and purpose. With her expertise, humility, and gift for storytelling, Mrs. Golden is a trailblazer and a powerful advocate for inclusive, student-centered practices. We are proud to honor her as Oregon’s Teacher of the Year, knowing she will inspire educators and communities across the state.”
“I continue to see each and every student as a unique individual worthy of respect, capable of growing, and open to influence,” Golden said in her application.
Springfield’s Community Transition Program supports students with disabilities who complete high school with a modified diploma or certificate of completion and are eligible to continue receiving district special education transition services through the school year in which they turn 21 years of age. Through hands-on, community-based activities – such as work experience, cooking, shopping, city bus training, and recreation – students build independence and life skills. CTP staff also connect students with adult service agencies to ensure a smooth transition beyond district services.
The Oregon Teacher of the Year program is sponsored by the Oregon Department of Education in partnership with the Oregon Lottery. Golden was celebrated as a Regional Teacher of the Year in September and will receive a $10,000 cash award as the 2025-26 Oregon Teacher of the Year. A matching $5,000 is also awarded to the Community Transition Program.
“Mrs. Golden goes beyond offering what you find in a traditional classroom, helping students build the skills and connections to be successful in the real world,” said Oregon Lottery Director Mike Wells. “We celebrate her leadership as an educator who is making sure these young adults have the opportunity to thrive in their community.”
The Oregon Teacher of the Year is selected after an extensive application process. Nominees from schools throughout Oregon submitted packets of information including testimonials and letters of support from administrators, students and colleagues. From the written material, applicants were assessed on leadership, instructional expertise, community involvement, understanding of educational issues, professional development and vision.
As the 2025-26 Oregon Teacher of the Year, Golden will serve as a spokesperson and representative for all Oregon teachers. She will also receive year-long professional development and networking with other state Teachers of the Year through the Council of Chief State School Officers’ National Teacher of the Year program.
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2025-26 Regional Teachers of the Year Announced
In September, the Oregon Department of Education, in partnership with the Oregon Lottery, announced Oregon’s 2025-26 Regional Teachers of the Year. Classroom teachers in Oregon are essential to nurturing environments where students experience belonging, wellness and academic excellence. The Oregon Teacher of the Year program recognizes and honors educators whose exceptional dedication, expertise and leadership place these values at the heart of their work.
“We are thrilled to recognize this year’s Regional Teachers of the Year – outstanding educators whose tireless dedication, creativity and compassion enrich the lives of students and communities across Oregon,” said Oregon Department of Education Director Dr. Charlene Williams. “Each recipient embodies the values of innovation, leadership and inclusivity, and we are proud to honor, and learn from, their inspiring work. These extraordinary teachers remind us that great education transforms lives and strengthens communities.”
Regional Teachers of the Year are selected through a nomination, application and selection process led by the 19 regional Education Service Districts across Oregon. Applicants submit testimonials, essays and letters of support, and are evaluated by regional panels on leadership, instructional expertise, commitment to equity, community involvement, understanding of educational issues, vision and professional development.
Thanks to a partnership with Oregon Lottery, each Regional Teacher of the Year will receive a $1,000 award and is considered a semi-finalist for the honor of 2025-26 Oregon Teacher of the Year, which will be announced later this month.
“This group of standout Oregon teachers bring their passion for education and leadership abilities to work every day,” said Oregon Lottery Director Mike Wells. “Oregon Lottery is proud to celebrate the meaningful impact these educators have on our students and communities.”
Congratulations to Oregon’s 2025-26 Regional Teachers of the Year! Photos and news releases from each region are available in the links below.
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Kimberly Agricola, Sunset Middle School, Coos Bay School District
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Sarah Anderson, Dufur School, Dufur School District
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Kacey Baxter, Newport Middle School, Lincoln County School District
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Jennifer Bracken, Sutherlin East Primary, Sutherlin School District
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Maria Crowley, Jefferson County Middle School, Jefferson County School District
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Jason Galbraith, Sunset High School, Beaverton School District
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Sally Golden, Community Transition Program, Springfield School District
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Makenna Heffington, Fremont Elementary, Lake County School District
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Amy Huffman, Little Explorers Preschool, Sherman County School District
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Maximillian Jones, North Valley High School, Three Rivers School District
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Jo Lane, Roosevelt High School, Portland Public Schools
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Mona Mensing, Redmond High School, Redmond School District
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Margot Peek, Willamette Primary School, West Linn-Wilsonville School District
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Sena Raschio, Humbolt Elementary, John Day School District
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Korrie Shull, John F. Kennedy High School, Mt. Angel School District
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Marianne Smith, McLoughlin High School, Milton-Freewater School District
Do you know an extraordinary, licensed, Pre-K through Grade 12 public school teacher? You can nominate them for the 2026-27 Oregon Teacher of the Year award by visiting
oregonteacheroftheyear.org.
Elevating Education-System Employee Wellness: Regulate to Educate
Creating a culture of belonging and wellness for education-system employees leads to higher levels of professional satisfaction and promotes employee retention and well-being, creating a ripple effect and impacting students’ success and positive outcomes.
This month we will continue to explore the mind body connection, recognize Substance Use Prevention Month, learn about Mental and Behavioral Health Programs at Oregon school districts and the amazing work happening within Cascade School District to support educator well-being.
Mind Body Connection
From 7:00 a.m. to 4:00 p.m. our minds and bodies are busy. We are tracking time, teaching, problem solving, connecting with students, calling a parent and so many more activities. Sometimes we move with intention and other times with the pace of a school day. When we take a moment to check in with mind and body, we may realize we’re out of balance. With student success as our north star, let’s explore how supporting educator well-being is essential to creating a culture of belonging and well-being for Oregon’s schools.
The Greek word for body is soma, so the word somatic refers to anything relating to the body. This month our somatic practice includes the Butterfly Hug, a simple, self-administered technique to calm the nervous system. The Butterfly Hug uses bilateral stimulation to promote emotional regulation by inviting both sides of your brain and body to engage at the same time.
Try a butterfly hug to calm your nervous system:
- Cross arms over your chest.
- Interlock your thumbs in the shape of a butterfly.
- Soften or close your eyes.
- Slowly alternate tapping one hand, then the other like butterfly wings.
- Continue 1-3 minutes until you feel calm.
Substance Use Prevention
October is Substance Use Prevention Month. This is an opportunity to celebrate prevention and acknowledge the ways that drugs, alcohol and prescription medications impact our lives. We work in fast-paced, high stress environments and we are human. Some of us engage with substances occasionally through happy hours after work, others may struggle with misuse, and still others may be in recovery from substance use disorder. Substance use is complex and is impacted by many factors including mental health, genetic predisposition and access to treatment. Talking about the reality of substance use as a disorder with many causes helps reduce stigma and increases the chances that individuals will seek help.
Educators can access these resources:
In addition to sharing resources, schools and districts can support school staff by recognizing the role that stress and mental health play in substance use. By implementing workforce wellness systems that promote adult well-being, districts can directly impact substance use among educators.
ODE Spotlight: We’re Trying To be Superhuman
One of the Student Success Act’s two main purposes is to address student health and safety needs which include social-emotional learning (SEL) or development, providing supports for mental or behavioral health and trauma-informed practices. The Research & Information Systems Team in ODE’s Office of Innovation and Improvement took on a research project to better understand the different ways districts have utilized Integrated Program funding for mental and behavioral health. The team used three guiding questions:
- How are school districts using funding to address mental and behavioral needs of students and staff?
- What is impacting how students access care?
- What practices are effective to support student and staff mental health and wellbeing?
The report found that “nearly every district statewide has implemented some system of mental and behavioral health support students yet additional needs remain.”
Following the global COVID pandemic, we still struggle with a lack of resources and mental health providers to adequately address our collective mental and behavioral health needs.
Employee Wellness Spotlight: Cascade School District’s Healthy Opportunity Program
Belonging is a key component of well-being at work, but it can be hard to find time and resources to prioritize it. Cascade School District's Healthy Opportunity Program (CHOP) is a great example of how to strategically use partnerships and resources to create a culture of connection for staff. The CHOP team, along with Wellness Champions at sites throughout the district, work hard to create spaces for belonging and address barriers to connection through staff-informed activities and events. The CHOP team has hosted everything from painting classes to pickleball, and even a trip to go crabbing with colleagues. Individual sites also have funds for well-being activities and resources that meet their unique needs. Activity schedules are adjusted to allow classified and licensed staff equal access to attend and family-centered activities are prioritized as a way of acknowledging the many working parents at the district. Thank you so much for sharing this meaningful and amazing work to support educator well-being. Special thanks to our friends at Oregon Well-Being Trust.
How are you Elevating Education-System Employee Wellness?
We’d love to continue to hear from you to acknowledge the creative ways school districts, ESDs and communities are elevating employee wellness in their districts. If you are interested in being featured in future communications, please reach out to Nat Jacobs at ode.healthyschools@ode.oregon.gov.
Celebrating Fall and Winter Holidays
Every November and December, public school students, parents, teachers and administrators are presented with the opportunity to celebrate all the various religious and cultural holiday traditions celebrated during that time of year. These holidays provide opportunities to build cultural competency, promote understanding of diverse traditions, and create inclusive learning environments where all students see their backgrounds valued.
School officials must be thoughtful about being inclusive and ensure they do not give students the impression that one set of holidays or beliefs is more important or more acceptable than others. Prominently featuring a holiday symbol associated with a single religious tradition is not an inclusive practice.
Be accurate and sensitive
Religious and cultural holidays offer excellent opportunities to teach about culture, religion and their historical importance. Please keep in mind that many holidays begin in the evening, with religious and family obligations. During the winter season and especially in December, we celebrate:
- Diwali (depends on the Hindu Lunar calendar. In 2025 it is October 20th)
- Bodhi Day (December 8)
- Hanukkah (depends on the Hebrew calendar. In 2025 it begins on December 14th)
- Las Posadas (December 16-24)
- Winter Solstice (December 21)
- Christmas (December 25)
- Kwanzaa (December 26)
- Three Kings Day (January 6)
- Ramadan (depends on Islamic calendar and periodically aligns with winter holidays—In 2026 it begins on February 17th)
- Lailat al Mraj (Shab-e-Meraj) (depends on Islamic calendar and periodically aligns with winter holidays. In 2026 it begins on January 15th)
Be inclusive in programming and activities
Winter holiday school activities such as assemblies, choral presentations and plays should be inclusive. Instead of a 'Christmas concert,' consider a 'winter celebration' or 'holiday music’ from around the world.
When studying holiday traditions, present multiple celebrations with equal depth and respect. Consider inviting community members from different backgrounds to share their traditions.
Be aware that some religions teach that celebrating holidays and birthdays is unacceptable
Children should always be permitted not to participate and should have the opportunity to engage in other optional, enjoyable activities. Consider activities that include all children and avoid making non-participating students feel isolated or excluded.
Do not make assumptions
Children in our public schools represent a myriad of religions, cultures and traditions. Within those groups, not all members of the same cultural or religious group necessarily observe the same holidays or celebrate them in the same way. Many children, being multi-denominational and/or multiracial, commemorate more than one holiday tradition.
Other Considerations
Some students observe religious dietary laws (kosher, halal, vegetarian traditions). When planning food-related activities, offer multiple options or focus on non-food celebrations.
Many religious holidays begin at sundown the evening before the calendar date. Avoid scheduling important school events, tests, or mandatory activities on major religious holidays.
Holiday seasons often involve gift-giving traditions that can create economic pressure, avoid mandatory gift exchanges or Secret Santa activities. Focus on the values of giving and gratitude rather than material exchanges.
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