Name: Craig Duff
Occupation: retired law enforcement officer
Political/educational background: bachelors of arts in sociology, University of Texas
Website/social, if applicable: Facebook

Q: Why are you running for school board?

A: I’m not running because I think something is broken—I’m running because I want to keep what’s strong and make it even stronger. I believe deeply in the power of public education, and I have enormous respect for the teachers who make it work every day. My goal as a school board member is to listen to educators, elevate their voices, and ensure they have the tools, trust, and respect they need to continue delivering excellence in education.

Q: If elected, what would be your top three priorities?

A: I believe that the success or failure of an education system comes down to its teachers. As such, my priorities would start with retaining our amazing teachers and recruiting the next generation. From there, my priority list would largely reflect the areas that most closely support our teachers in allowing them to do their job. Ensuring they have access to the curriculum and supplies necessary to teach them, along with the necessary resources for effective teaching and
learning. Student support services are also critical to the success of our district, things such as counseling and mental health services, meeting the needs of our special education students, and ensuring our students come each day to safe, healthy, and encouraging learning environments.

Q: What do you think are the biggest challenges facing GFPS for the next three years?

I believe that Great Falls Public Schools face a host of coming challenges. Among them is clearly a chronic funding shortage. Closely tied to this is the district’s need to both retain the amazing staff it currently has, and its ability to attract the next generation of leaders into its classrooms. Another challenge that I find concerning is the nationwide decline in students’ mental wellbeing. I believe that districts such as Great Falls are beginning to recognize the
complex challenges that kids today are facing, and we need to continue working towards a more holistic mental health support system, incorporating various approaches, such as the peer counseling support that GFPS has been expanding among its campuses.

Q: What do you think are the three biggest strengths of the district?

A: Our greatest strength is our people—our dedicated educators, support staff, and the families who show up for our students every day. As a PTA board member and active volunteer in our schools, I’ve seen firsthand the commitment our teachers bring to the classroom. Their passion and professionalism are what keep our schools strong.

Second, we benefit from solid financial stewardship at the district level. In a tough funding climate, our leaders have made prudent decisions that have kept us in a better place than many other districts in Montana.

Lastly, the people of Great Falls truly care about our schools. Whether it’s packing the stands at a cross-town game, volunteering at events, or showing up to vote when it matters, this community rallies around its kids. That pride and involvement are irreplaceable assets.

Q: In what ways do you plan to support and retain high-quality teachers in the district, and how would you address teacher shortages or high turnover rates?

A: I’ve heard similar concerns from many of the teachers I have met with – burnout is real, and it is costing us great educators. While I support a competitive pay and benefits package, I also support strong mentorship, and fostering a culture that values our teachers as both professionals and partners. We need to ensure that we provide our teachers with the proper resources and support that allows them to succeed. That means fair compensation, manageable workloads, and safe, well-resourced classrooms. When we support our teachers and recognize their hard work and dedication, it allows them to thrive, and our students will thrive as well.

Q: What is your plan to raise test scores and student performance?

A: Raising student performance begins with building a school environment where kids feel safe, supported, and challenged. That includes well-resourced classrooms, strong mental health support, and engaged parents. Teachers need the flexibility and tools to meet their students where they are—and we need to listen to them when shaping policy. I’d also like to explore more innovative partnerships and after-school enrichment options that can keep students motivated and connected to learning.

Q: Graduation and dropout rates are always a concern, what ways would you propose to keep kids in school and engaged in learning?

A: The key is connection. When students feel seen and supported, they’re more likely to stay. That means more mentorship opportunities, flexible academic pathways, and increased access to counseling and mental health services. We also need to elevate the role of extracurriculars, arts, and career-focused programs—these can be lifelines for students who might not otherwise feel a reason to stay. A strong support system that includes families, teachers, and the broader community is essential to keeping kids engaged and on track.

Q: How do you think the district should address student mental health and wellbeing?

A: Our student’s mental health is suffering, and we should prioritize wellness for every student. Students should come every day to safe, healthy, and encouraging learning environments. Our schools can address student mental health and wellbeing by working to foster open communication, and creating a culture of respect and belonging. Our schools should also continue to encourage students, families, and staff to communicate openly about student mental health concerns, and should work to connect families with community partners to provide the resources they need. While I was serving on the board of the PTA, I brought in a law enforcement expert to speak with parents about the dangers kids face online, and how it is affecting their mental health. We need to raise awareness of the issues our kids are facing.

Q: How would you approach making decisions about curriculum and instructional materials, and what factors would you take into consideration?

A: I would approach any potential decisions with a clear guiding principle: do no harm to student learning or the educators who make that learning possible. Before making decisions, I would want to hear from educators and administrators about the possible impact. Our teachers are the experts in understanding what supports student success. Their voices should guide any difficult decisions. 10. What is your understanding of the school funding formula in Montana, and if elected, would you advocate for changes to that formula?

Ultimately, our school funding is a reflection of our values. I value the people – teachers, staff, and students – that are the heart and soul of our district. Rising costs continue to outpace our funding levels, forcing our school district into making difficult decisions that no district should have to make. The funding system has been in need of revision for a long time, and big issues have been kicked down the road for too long. I would support continued efforts to advocate for better state funding, and I would work closely with educators to ensure that budget priorities reflect classroom needs.

Q: How do you think the district can best position itself financially to deal with rising costs, potential changes to the federal funding structure and the community’s reluctance to support additional levies?

A: Through meetings with school district personnel and people involved with the district, I understand that Great Falls Public Schools has positioned itself to maintain a small surplus of funds that will hopefully be sufficient to bridge the funding gap for this year and possibly next, but after that time, Great Falls will need to seriously evaluate the need to run a new local levy. Without knowing the results of the current Legislative session in Helena, as well as changes at
the Federal level, it is hard to forecast what future funding the district would need. I would approach this situation with an open mind and willingness to listen to our school administrators and teachers, as well as the community.

Q: What are your thoughts on how legislative actions impact GFPS funding and operations?

A: The truth is, decisions made in Helena directly impact what happens in our classrooms. Whether it’s how many teachers we can afford or which programs stay afloat, state policy shapes the future of our schools. I believe we need strong local voices advocating for public education—people who can help lawmakers understand what’s at stake for kids in Great Falls. I support efforts to reform Montana’s funding formula and will continue listening to our educators
about how policy changes play out on the ground.

Q: How would you work to ensure that all students in the district receive an equitable education, regardless of their background or socioeconomic status?

A: Public education is a pillar of a strong democracy. It should provide every student—regardless of background or zip code—with the opportunity to grow, thrive, and reach their full potential. Beyond academics, public schools build character, community, and connection. They prepare our children not only for careers and college but for civic life. While each school is different and has its own challenges, it is the role of the school board to ensure that campus leadership has the resources and support to ensure that each and every teacher is afforded the opportunity to
see their students thriving.

Q: How would you support students with disabilities and/or other individual learning needs throughout the district?

A: I’ve heard from a number of teachers about the challenges they face in working with students with disabilities and special needs. They need the support of the district in ensuring they are adequately staffed and trained to handle their classrooms. I support increasing support staff, improving access to specialized materials and training, and ensuring teachers never feel alone in trying to serve every learner. We should be equipping our educators to help all kids
succeed—not asking them to do it without the support they need.

Q: How would you address issues related to school safety, including bullying, violence, and substance abuse?

A: Safe schools mean successful students. Coming from a law enforcement career, I have a deep commitment to ensuring our students have a safe and welcoming environment. These issues aren’t going to be solved within the vacuum of the schools, but with the support of families and the community we can make a difference. Along with ensuring the physical security of its buildings, the school district can work to provide mental health support to both its students and staff, and create positive relationships between students and staff. Student input is an important
part of solving this dilemma also.

A: This is another issue that isn’t limited to the walls of the school, and efforts to improve the safety of our students will take the efforts of our whole community. The schools can help by adopting policies that create a safe and supportive environment for its students, as well as finding ways to give students the skills to navigate the social and emotional challenges they are dealing with as adolescents. We need our students to feel valued and respected, regardless of their
background or beliefs. Community involvement, both outreach to the community to raise awareness about violence prevention, and also working with our community partners in law enforcement, mental health, and social service agencies is a critical part of our efforts.

Q: How will you support the arts in schools, including music, theater and visual arts?

A: Like math and reading, the arts are an essential element of education. We should encourage our students’ ability to think creatively. Arts, and athletics, both have a critical role to play in making our schools the best they can be. They work to build self-esteem and confidence in our students, foster teamwork and cooperation, and build leadership skills in students. And they all strengthen a student’s civic connection and engagement to their school. Art or music class
might just be that one thing that keeps a student engaged and coming to school every day. It’s no secret that art education in schools plays a vital role in our children’s development. It’s been shown to improve a child’s creativity and critical thinking, while also fostering cultural awareness, self esteem, and a life-long appreciation for the arts. Great Falls is a community with amazing art resources in the Paris Gibson Square and the C. M. Russell Museum, and the
community embraces the historical significance of its art history.

Q: How would you interact with staff to learn about GFPS operations, education regulations and stay informed about items you are being asked to vote on?

A: I have been meeting privately with teachers from across the district to hear their successes and challenges, and this is something I would like to continue as a trustee. While school board meetings provide a great opportunity to hear from students, staff, and our community, I hope to be a familiar visitor at our schools and in our classrooms, to see first hand what our teachers are facing every day. Great Falls Public Schools has some tremendous educators and
administrators, and I look forward to seeking out each one’s expertise to help guide my decisions.

Q: How would you communicate with the public to hear their concerns and keep them informed about GFPS operations?

A: We need to tell our story—and tell it often. I would actively use my position to highlight our successes, celebrate student and teacher achievements, and counter misinformation with transparency and facts. Whether it’s through social media, local media, or community outreach, I believe trustees should be visible, vocal champions of public education. We need to amplify the great work happening in our classrooms and build community pride in our schools. Public trust begins with public engagement.

Q: As a school board member, you are asked to represent the whole community, how do you represent those that are different, or that have different views than you do?

A: I bring an open mind, a listening ear, and a deep respect for the diversity of perspectives in Great Falls. In my law enforcement career and my time volunteering in schools, I’ve learned that real leadership means listening first—especially when people disagree. I believe our best decisions come from collaboration, not division. I’ll always make space for different voices and work to find common ground that keeps our focus where it belongs: on students and educators

Q: Anything I didn’t ask that’d you’d like to add.

A: My son is currently in fifth grade here in Great Falls, and he has been a Great Falls student since kindergarten. I have always tried to be involved with his education and have volunteered in the school as much as time allowed. I retired in the summer of 2023, a decision that was largely driven by a desire to be more involved in his childhood. For the 2023-24 and now the 2024-25 school years, I have served on the board of the PTA at his school. I have also volunteered whenever possible in his classroom and have helped out with PTA functions, and I volunteer my time in leading a photography club for 5th and 6th grade students that meets after school.

I count many of the teachers at his school among my friends, and I have other friends either active or retired from education. I have a deep respect for the work they do, and recognize the importance they have in a child’s life. My son’s teachers have truly made a deep and lasting impact on his life, and I have seen both him and his friends blossom under their leadership. As a family we have been incredibly fortunate to have amazing teachers in his life, and I want the same for all the children in our community.