Expanding the role of teacher leaders: Professional learning for policy advocacy

Abstract

Teacher leadership is important both within and beyond the school. Teacher leaders have the potential to expand their role beyond policy implementation in the classroom to influence educational policy development. However, few teachers receive explicit preparation or guidance for contributing their voice and providing first-hand knowledge of policy’s classroom impact. This study investigated the perceptions and experiences of educators who had completed a year-long fellowship designed to inform and guide teacher participation in state policy. The results indicate that participants perceive themselves as strong policy advocates with local stakeholders but believe they face barriers to influencing state policy leaders. The findings suggest that (1) barriers to policy advocacy must be examined and removed so that teachers can expand their expertise beyond the classroom and that (2) professional learning opportunities can develop teacher leadership skills for influencing policy formulation and adoption resulting in benefits for students.

Elements of the educational policy model in schools (a systematic review)

“…The “Teacher” code including “Teachers' experience and expertise may influence participation in the policy process” has been taken from Derrington. [ 40 ]…”

Racial and Dis/Ability Equity-Oriented Educational Leadership Preparation

“…The third area will prepare future administrators to promote change at both the individual-, student-, and systems-level by serving as active social agents tackling racial and dis/Ability inequities at a broad scale. Through this strand, educational leaders can expand their role beyond the school and district context to influence educational policy development (Derrington & Anderson, 2020).…”

Our Professional and Ethical Responsibilities to Support Student Mental Health

“…Advocacy has long been characterized as the process of “giving voice to those without voice or whose voices are not heard” by conceptualizing social needs, empowering those involved with mental health service provision, and identifying systemic complexities and barriers (Gray et al, 2020, p. 2). Through professional advocacy, teachers and educational leaders can expand their role beyond policy implementation in the classroom to influence educational policy development: “The knowledge and skills educators gain through advocacy can build a bridge between policy and practice and inform support and effective educational policy” (Derrington & Anderson, 2020, p. 14). Unfortunately, the research on the role of front-line educators (e.g., teachers, school psychologists, social workers) in shaping policy is underdeveloped (Derrington & Anderson, 2020).…”