By virtue of their excellence in the classroom, accomplished teachers are considered teacher leaders by others. Within their schools they are asked to mentor new teachers, lead improvement efforts, write curriculum, or provide professional development for their colleagues. Administrators tap them to serve on school, district, or state committees. But how do accomplished teachers view themselves? To what kind of leadership roles do they aspire? And what do accomplished teachers need to be effective leaders?
When teachers see a need and decide to take action, good things happen for students. Teacher leaders need to develop a framework of specific knowledge, skills, and dispositions in order to become successful change agents. But you may be saying, “I’m only one person; what can I do?”
Pearl Quick, a retired middle school art teacher, believed that the state art standards needed revision. Using her position as the president of the Virginia Art Education Association (VAEA), Pearl proposed that the VAEA board convene committees around the state to collect input from art teachers within their localities. At the end of the two-year process, the State Board of Education endorsed the suggested changes. There is definitely strength in numbers! As Pearl says, "I think one important way to effect change, especially in your content area, is by active involvement in your professional organization."
Sarah Ford, a first-grade teacher concerned about the impact of local testing on students, especially those in kindergarten and first grade, helped to create the Richmond Education Association's Testing Committee. The group spent a year looking at research, writing and conducting a survey to capture the perspective of all teachers in the district, analyzing the results of the survey, and meeting with district leaders. After drafting a proposal, Sarah met with outside experts who helped her tighten the focus; the final proposal received positive press and was presented to the school board. Sarah increased her chances of success by doing her homework, working with a team, and making sure that she had data to back up her recommendations.
Teacher leaders like Pearl and Sarah use a variety of tools in their quest for change, and so can you. At the Center for Teacher Leadership, teacher leaders and their stories continue to be our focus as we seek to grow professionally. We want to help you develop the tools you need for successful advocacy. Whether building communication skills or building relationships, from understanding policy protocol to using your sphere of influence, you as an accomplished teacher can seize the moment and become a passionate teacher leader.