by Amanda Morick
When I first entered the field of education, I never would have guessed that the teacher leader role would take on a mind of its own. I looked at administrators and thought, “There is no way I would want that kind of position. Way too much pressure is associated with taking the reins and spearheading change. I just don’t have the wherewithal for that sort of thing.”
I understood that teachers are lifelong learners, but I assumed that meant we needed to stay up-to-date in our content areas. I have found, through my work with Teach to Lead, that lifelong learning means meta-cognition at its finest. We must be constant innovators and introspective nearly to the point of mania in order to do the best for our students, families, and communities.
When I was pursuing my Master’s degree, I never would have guessed how a course entitled “Teachers as Leaders” would eventually relate to my daily practice. I successfully completed the course with an A, but I didn’t comprehend what this would look like or how I could put it into practice for myself.
The theory of how this type of leadership benefits the greater system of education made basic sense, but I didn’t have a vision for how I would fit in on my end. How could I have known I would proudly label myself as a teacher leader just a few years later?
When I received a call from my colleague, Lesley Hagelgans, I never would have guessed how our action research would emerge into a system-changing initiative. We began researching, surveying, and harvesting/analyzing data for our school alone. Before I knew it, we were ready to take on the whole field of education for our proactive efforts.
When I attended the Louisville Teach to Lead summit, I never would have guessed that our project would be encouraged and highlighted in our state and even the nation. Through the time spent seeing what other individuals, schools, districts, and states were doing to develop innovative ideas, I felt propelled in my interest to develop a stronger school community. Hearing success stories encouraged my belief that I really could do more to increase student achievement on a larger scale, even though I’m “only a teacher.”
Only a teacher? What? Is there anyone who knows more about the needs of learners? No way! If this is the case, then we should be the ones figuring out what’s best for our kids.
Even better, we are absolutely in the position to do just that. I learned ways to communicate with administration in a way that aligns their vision with ours. We discovered how others were already pioneering the road to teacher voice. The Teach to Lead initiative also showed me that there were significantly more resources available to me than I could have guessed.
I don’t dare to guess—now that I’ve seen the many surprises that teacher leadership has provided—what the future will hold for me as a teacher leader. As I develop my own ideas about what it means to lead from my role as an educator, doors continue to open, and progress continues to be made.
After we were selected to have a Leadership Lab at our school, our scope of possibility seemed nearly limitless. What we discovered was that because the community as a whole is striving to see successful, healthy humans, we were all invested in the same effort.
Providing a connection and common ground, the Lab put us all at the same table both literally and figuratively. Teach to Lead has pushed me to be a better teacher and a better contributor to society. Encouraging us to challenge the status quo has provided a platform for trying new things.