Why would COVID times be a good time to become a teacher leader? Isn’t it enough to just show up and make it through each day? And after all, schools have principals. Isn’t it the administrator’s job to lead?
If the pandemic wasn’t putting our schools at the center of contention, if we had no pressing student needs, if the status quo provided a healthy, safe place for students to thrive, then there would be no need for teacher leadership. But the very fact that our status quo is not sufficient to support thriving, engaged students is reason enough to call teachers to action.
And why now? What is it about the pandemic that makes the need for teacher leaders so pressing? The problems of operating a school during COVID times are complex, volatile, and inescapable. And the solutions to those problems are at best controversial. What makes the situation even more difficult is that the solutions often cause unintentional consequences, which become additional problems that need to be solved. There is too much complexity for one leader to do it all. Each staff member of a school campus is crucial to the problem-solving process.
If the needs are so great and the teachers so dedicated, why then is it so hard step up and lead? Have you ever gotten that little voice popping up in your head saying “I’m nothing special. Why would anyone want to listen to me? What difference can I make?” (Sigh) That voice has been in my head more often than not throughout my life, but I’ve learned a few things that help me be brave despite the doubts that creep in.
Overcoming doubts is an ongoing battle.
Hillel the Elder, an ancient Jewish rabbi gave us this piece of wisdom, “If I am not for me, who will be for me? And when I am for myself alone, what am I? And if not now, then when?” These words remind me that teacher leadership is a choice to act for yourself and for others. It helps me realize that I have an important part to play—if I choose to play it. Emma Watson shared a similar sentiment in a 2014 speech to the United Nations about gender equality. She cautioned that if we do nothing and let the status quo persist, the changes we want to see won’t occur in our lifetime.
Teacher Leadership comes down to this: making a choice. The choice to speak up when there may be a social risk. The choice to show mercy when you’re feeling vengeful. The choice to dive into learning when you’re up against an obstacle. The choice to be brave when you’d rather be comfortable.
What does it take to be a teacher leader?
- Recognize a need
- Recognize that YOU are smart, capable, and willing
- Get to work
And what does the work of teacher leadership look like? Well, it’s different for each teacher leader. An excellent resource is this document, “The Teacher Leadership Competencies” which was developed and published jointly by the Center for Teaching Quality, National Board for Professional Teaching Standards, and the National Education Association. I encourage all teachers to read and internalize these leadership competencies. Reading this document reflectively will allow teachers to see themselves as leaders and the problems of the pandemic as opportunities.
What will it take for you to become a courageous teacher leader? If doubts creep in, ask yourselves:
If not me, who? If not now, when?
Randi Fielding
My education career started in 2006 when I began volunteering in my children’s elementary school. During the time my kids were little, I attended college part-time, taught Art Masterpiece, and volunteered in their classrooms. I fell in love with education and knew I wanted to become a classroom teacher. I eventually graduated with my Bachelor’s Degree from Arizona State University and became a first-generation college graduate. I began teaching in 2013 and have worked in special and general education, in elementary schools and high school. I’ve taught everything from reading and math to English, social studies, and strategies. I became a National Board Certified Teacher in 2017. Knowing that my impact could be greater than a single classroom, I returned to ASU for my Master’s Degree in Education Leadership and graduated in 2018. I’m now an administrator in a rural school district and use every bit of my background to connect with kids, teachers, and families. A theme throughout my life has been “Always Improving.” In addition to full-time work as an administrator, I support teacher growth in my school district by leading professional development and serving on district committees, teaching Pre-Candidacy courses and coaching National Board candidates. I’m also a member of the Arizona K12 Center’s Teacher Solutions Team and blog for Stories From School Arizona. Additionally, I’ve presented professional development at the state and national level at the annual AZCEC/AZCASE Conference and at the National Co-Teach Conference. When I’m not working, writing, or reading, I enjoy bicycling with my husband, hanging out with my kids, bullet journaling, and roller skating.
Comments 3
Years ago I stepped into role as a team leader before I “planned” to because of that same thought, “If not me, who? If not now, when?”. I never imagined that I would add “team leader” to the hats I was wearing at the time, and it was really scary at the time. Looking back now I am so glad that I stepped into that role. Leadership comes in many shapes and sizes, and we certainly need teacher leaders now more than ever!
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Caitlin, I totally agree! There is real fear when we step into those roles–whether the role is voluntary or assigned. But when we embrace it–that’s where the real growth and impact occur!
I find that this keeps being a theme in my blogs too. We need control of our environments, and we need to influence those around us.
We cannot (especially now) stay idle with the status quo! Like Cornelius Minor always reminds us: it is all about our realm of influence. This circle is bigger than just our students, and we need to keep engaging anyone around us to help make change!