There is great need for self-advocacy in the field of education today. As educators traverse the topography of an ever changing educational ski slope, many outsiders become self-professed experts who claim to possess the great educational panacea to “fix” what is wrong with public schools. Fueled by alarmist reports such as A Nation At Risk and supplemented by radical reform legislation (i.e. No Child Left Behind), educators are often left to fend the dynamic shifts created by whims of political juggernauts. We are frequently left to our own devices and feel utterly helpless to determine our own course.
Traditionally schools were not as concerned with advocacy because a reputed social contract existed between a community and teachers. Under this compact, communities could be guaranteed the teacher would teach their children and provide what was necessary for success. Expectations of loyalty and moral character were implied. In return an educator could be guaranteed a contract, stable income, classroom, students, and support to carry out the mission. Teachers happily did their jobs and communities took care of these valued members. In the end the teacher would become a community member and retire with great admiration and respect. In retirement they could live comfortably within the community they helped to create.
A newer covenant has begun to emerge where stakeholders expect higher levels of productivity and achievement. They are driven by the knowledge that the world has changed and advancements require new skill sets to meet societal essentials. The simple fact is that parents possess naturally occurring selfish intentions for education since it deals with what they hold near and dear, their children. This in turn produces an extreme bias which renders many parents incapable of absolute objectivity.
According to Indiana State University Professor Dr. Brad Balch, there is something educators can do. Advocating for schools is the answer. In his opinion we should all be prepared for those magic three minutes we may get to make a difference. To Balch, an audience with someone in a position to influence educational policy is a rare occurrence and may only last a matter of moments. That is how professional politicians work. They are more like educators than either group would want to openly admit. During that time it is necessary to state a compelling case with pertinent stories backed by research and fact. Those are a precious three minutes. We can ill afford to remain apathetic victims to those who believe they know education. In many cases they base this feeling on the premise that they once navigated the system successfully thus providing them an erroneous belief that this qualifies them as experts in the field.
What can teachers and administrators do?
· Remain knowledgeable about current educational issues
· Promote the good works happening in classrooms and the school
· Read professionally
· Practice the three minute presentation
· Actively seek opportunities to speak to policy influencers
· Make yourself an expert reference for others
· Never underestimate the power of the story
· Remain objective, keep emphasis on kids, and avoid educator-centered desires which detract from the basic tenants of student achievement
I leave you with this one question. Are you prepared for your three minutes?
Traditionally schools were not as concerned with advocacy because a reputed social contract existed between a community and teachers. Under this compact, communities could be guaranteed the teacher would teach their children and provide what was necessary for success. Expectations of loyalty and moral character were implied. In return an educator could be guaranteed a contract, stable income, classroom, students, and support to carry out the mission. Teachers happily did their jobs and communities took care of these valued members. In the end the teacher would become a community member and retire with great admiration and respect. In retirement they could live comfortably within the community they helped to create.
A newer covenant has begun to emerge where stakeholders expect higher levels of productivity and achievement. They are driven by the knowledge that the world has changed and advancements require new skill sets to meet societal essentials. The simple fact is that parents possess naturally occurring selfish intentions for education since it deals with what they hold near and dear, their children. This in turn produces an extreme bias which renders many parents incapable of absolute objectivity.
According to Indiana State University Professor Dr. Brad Balch, there is something educators can do. Advocating for schools is the answer. In his opinion we should all be prepared for those magic three minutes we may get to make a difference. To Balch, an audience with someone in a position to influence educational policy is a rare occurrence and may only last a matter of moments. That is how professional politicians work. They are more like educators than either group would want to openly admit. During that time it is necessary to state a compelling case with pertinent stories backed by research and fact. Those are a precious three minutes. We can ill afford to remain apathetic victims to those who believe they know education. In many cases they base this feeling on the premise that they once navigated the system successfully thus providing them an erroneous belief that this qualifies them as experts in the field.
What can teachers and administrators do?
· Remain knowledgeable about current educational issues
· Promote the good works happening in classrooms and the school
· Read professionally
· Practice the three minute presentation
· Actively seek opportunities to speak to policy influencers
· Make yourself an expert reference for others
· Never underestimate the power of the story
· Remain objective, keep emphasis on kids, and avoid educator-centered desires which detract from the basic tenants of student achievement
I leave you with this one question. Are you prepared for your three minutes?