The perception of who can be
considered a leader needed to change,
as teachers are doing more to uphold
the title of leader than ever before.
This concept seems to be hard
for some in education to come to grips
with. The assumption is that teachers
are just that: teachers. By advocating
for teachers, and advocating for an
expanded view of what teachers
really do, we are slowly changing the
viewpoint of many.
The roles teachers have taken on
stretch far outside of their classroom
duties of writing lesson plans,
instructing students, and standing
outside for recess. Responsibilities
also include mentoring other teachers,
serving as grade-level team leaders
and literacy coaches, and advocating
for educational reform. Teachers are
now seeing the need to extend their
leadership abilities even further, and
are acting as agents of change within
the education landscape.
Within ILA, teachers are leading
our state, provincial, affiliate, and
local/AUA councils and special
interest groups. These classroom
teachers are stepping up to run
nonprofit organizations in order
Seeing the need to change the
perception of who qualifies as a leader is
critical. We know that many educators
are still leaving the classroom before
they reach five full years of service.
The amount of stress and increased
requirements are having an impact
on the profession in ways that were
never seen before. However, even in the
midst of that uncertainty, we are seeing
teachers stand up for what is right for
students and we are witnessing this
evolution of teacher leaders.
As advocates for education, we
must continue to encourage those
teachers within the classroom to take
on these leadership roles. Those teacher
leaders are paving the way for other
educators to pick up the baton and move
the perception of teachers into a more
positive light.
to continue the effort of improving
literacy worldwide. Leaders run the
gamut from kindergarten teachers to
university professors. In addition to
developing and implementing some
of the highest quality professional
development conferences in their
communities, they are also tackling
legislative issues that are important
to educators at the state and local
levels.
By showcasing all of the areas in
which teachers are doing more than
“just instruction,” we are improving
the perception of educators as leaders
in literacy. These educators are truly
transforming lives in ways that affect
not only their students, but also the
lives of those who are affiliated with the
educational environment of which they
are a part.
By showcasing all of the areas in which teachers
are doing more than “just instruction,” we
are improving the perception of educators as
leaders in literacy.
LITERACY TODAY | November/December 2015