Leading and Advocating

Teacher leadership can be defined in many ways by many sources. In the blog post, “What is Teacher Leadership?” from Elmhurst University, Deb Meyer states that “teacher leaders are the professionals who carry through with [the leadership process] to lead change in their schools, for the benefit of all students. They also step outside their classroom doors and accept the challenges to improve their practice through working with colleagues, school Admin and professional staff, as well as students and their families”. In her post, Meyer goes on to identify six leadership traits that effective leaders possess.  

Another characteristic of great leadership is having Emotional Intelligence. This trait, described by Daniel Goleman, has to do with the ability to monitor your feelings and those of others, to guide your thinking and behaviour. Emotional Intelligence can be twice as important as having technical skills or IQ in leading others. The components of Emotional Intelligence are Self-Awareness, Self-Regulation, Motivation, Empathy, and Social Skills. 

Video: What Makes A Leader?

The essential traits of effective teacher leaders can be carried into our work as ELL specialists working with students in our schools. By sharing expertise, communicating with classroom teachers and Admin, implementing changes that advocate for ELLs, and inspiring others through our motivation and passion, we can enrich the experiences of our students and inform colleagues on essential practices and considerations. 

In addition to developing effective leadership skills, teachers should also be aware of how adults learn and the process involved when going through the phases of change. When trying to bring about new ideas, processes or policies, it's important to keep these phases in mind in order to implement effective and positive change. 

Advocacy for ELLs

The National Education Association (2015), states that "English Language Learners deserve the same right to a great public-school education as their English-speaking peers. They deserve access to a rich curriculum and validation of their home language and culture. They deserve educators who are trained to teach them, schools that welcome their families, and fair funding. They deserve an education community that shares a sense of urgency and responsibility for their well-being. They deserve the best we have to give them". Their article, "How Educators Can Advocate for English Language Learners", outlines five steps to ELL advocacy. These steps include: 

1. Isolating the Issue - clarify the source of the issue, identify concerns, and gain insights about broader external factors. 
2. Identify your Allies - Foster relationships with others and listen to opposing viewpoints. 
3. Be Clear on the Rights of ELL Students - Understand policies and laws that are in place to protect ELLs and their families. 
4. Organize and Educate Others - Create opportunities to share with others and and utilize community events to discuss issues. 
5. Identify Your Outlets for Change - What can be done in the classroom, school, district, community? 

In our classrooms and schools, ELL specialist teachers have the opportunity to share their expertise and take on leadership roles in terms of advocating for ELL students. This can look like sharing knowledge about specific content or teaching skills, acting as 'change agents' who take on new initiatives, communicating ideas around instruction and assessment or exploring professional development opportunities for personal and school-wide growth. As an advocate for ELLs, the specialist teacher "speaks or acts on behalf of these students" so  their voices and concerns are heard. These teachers can isolate concerns that ELLs might difficulty with, speak to colleagues and parents, create and organize new initiatives, and start the change process to address concerns. 

Video: How Teachers Can Advocate For English Learners