From the Director's Desk

I am excited to debut our new Center for Teacher Leadership blog, From the Director's Desk. At CTL, our focus is on supporting accomplished teachers as they become passionate, effective leaders. You may be reading this and thinking that the whole idea of teacher leadership is intimidating. You are not alone! Leadership is not something I sought, nor I must confess, particularly wanted.

I think I am typical of most teachers who are attracted to teaching by the opportunity to teach. I was one of those teachers who thought that anything that took me away from my students, even for five minutes, was bad. I'll never forget one of my colleagues trying to get me out of class for a few minutes one day. She tried everything she could think of and finally gave up, saying "Terry, your students are trying to plan a surprise party for you. For heaven sakes, come down to my room!"

The irony is that our most outstanding teachers are often the most unwilling to try to effect change beyond their classrooms, preferring to leave that to others. But it is exactly those accomplished teachers - teachers like all of you - that we desperately need to become leaders. Until we as a profession accept a leadership role in the reform dialogue that is raging in this country, we will continue to be used as pawns in education reform and we will never be totally successful in our primary mission of teaching.

The simple fact is that teachers have not been taught to view themselves as change agents. Most teachers have never been asked for their professional opinions. After years of being treated as "hired hands" who were expected to be quiet and take orders, it is no surprise that as a group, we lack confidence in our ability to effect change and we make apologies for ourselves by saying, "I'm just a teacher."

It is precisely because you are a teacher that you must step forward.

Though we may not wish it, our teaching practice is inextricable from matters of educational policy and school reform. Our choice is not whether or not we respond to these broader issues, but how we respond: do we turn away and concede vital decision to people with no knowledge of our classrooms, or do we step forward and bring our voices to bear on these issues? Do we retreat to the security and sanctity of our classrooms, or do we work together to create an environment in which all teachers can be and are effective, and share a vision of educational excellence?

Let me assure you that while you may lack the confidence to be leaders, as teachers you do not lack the skills. As I've worked outside the classroom, I've come to realize that most people are either visionaries who don't have a clue how to make things work - or detail people who can't see the big picture. As I have found my confidence, I realized that I already had the skills I needed to lead. And so do you.

Think about it. You see the big picture. You have a vision of what you want your students to achieve, but you also know how to break things down into manageable pieces. You're organized. You speak extemporaneously in front of a questioning audience every day. To survive and flourish in our profession, you've learned to be flexible. You explain, discuss, persuade, and debate all day, every day. And most importantly, you have first-hand professional experience backing up every word that you say.

You know what works and what doesn't, because you are at the front line and on the line on a daily basis.

Like the Lion in the Wizard of Oz, you already have what you are looking for. You only need to believe in yourself, step out of your comfort zone, and determine a plan of action. Don't forget that one of the most important roles of a leader is to teach. You must teach others what it will take to make the meaningful and substantive changes necessary to ensure that all children can succeed. Together we as accomplished teachers can effect change as we lead from the classroom.

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.

Too often, we get bogged down in our busy schedules as we struggle to juggle the many demands that are put on us as teachers--not to mention the needs of our own families! How in the world do we find the time to be teacher leaders? It's easy to say "I'm too tired to get involved" when others in your school don't see issues through your eyes. But never doubt that you can make a difference. Let me give you a few examples of teacher leaders who see issues as challenges and empower others to embrace change.

When the school board in Boone, North Carolina, chose to ignore the calendar recommended by district teachers, nationally board certified teacher Billie Hicklin and three of her colleagues decided it was time to act. In an effort to get as many instructional days in before heavy snowfall might close the schools, the board had eliminated all of the teacher work days at the beginning of the year, at the end of grading periods, and before conference days. Rather than grumble and throw up their hands in disgust, Billie and her colleagues realized that teachers couldn't expect the Board to understand why these days were important. After all, they weren't teachers. So Billie and her colleagues decided it was time to educate their board.

They got permission to make a presentation to the next school board meeting. The four teachers presented their request in very specific terms; one by one, they talked in detail about what it takes to prepare to teach and to assess instruction and student progress. They spoke about the difficulty of monitoring what's happening in the classroom. They described the extracurricular activities and non-instructional duties that teachers sponsor and supervise. When they were finished, they sat down to thunderous applause and comments by board members who marveled aloud at the energy that teachers must possess.

In the end, four out of five board members voted for the teachers' calendar. As Billie and her colleagues readily admit, the biggest barrier was overcoming their own misgivings about how effective their voice would be. They overcame their fears with this simple question: "If we don't tell them, how will they know?"

In Greenville, South Carolina, local teachers decided that they needed to address the increasing problem of individuals coming to school board meetings to question new teaching techniques and strategies. Educators in the district were spending so much time defending what they were doing that it was taking away from what they needed to do for children. By the same token, they recognized that most of these citizens attended out of sincere concern for that which they did not understand. So the Greenville teachers decided to do something simple. To do something positive. To do something that only they could do.

The teachers committed to calling any individual who came to a school board meeting questioning a new technique or strategy to invite that individual to one of their classrooms to observe the technique in use. They also made themselves available for any questions after the lesson. The results were dramatic. The mistrust and misinformation began to disappear and teachers could go back to focusing on what really matters - their students.

Our schedules are crazy, the demands are many, but we know what it means to make a difference. Which teacher leadership path will you choose?