Consider this…In our profession, increasing one’s effectiveness may be significantly influenced by becoming more fully informed. Yet, to be fully informed takes time, work and energy that may not be directly related to daily your tasks, titles, and responsibilities. Expecting someone else to be the “informer,” the leader, may be a strategy for managing the plethora of technology driven demands and continuous opportunities to access global information and resources; and knowing that we can learn anytime, anywhere, suggests that each of us is empowered to gain knowledge about everything. Information may be interpreted as opportunities, burdens, inspiration, or calls to empowered action.
Initiate YOUR leadership, rationale, and personal experience to drive and accept accountability for change that makes a measureable difference. Lead the way with courage and purpose. Interact with professional poise to move barriers and build bridges to ensure that students learn, each day, every year. Engage with an alliance of educators who measure the quality of their performance with evidence of gains in student achievement and application of National Board research, resources and assessments.
During these troubling and challenging times, stakeholders are uniting to focus unwavering attention and resources to increase each student’s learning aimed for college, and career readiness. More than ever, each of us is obligated to be informed and to contribute to the profession. Be knowledgeable about the policies, reports, organizations, and legislation making footprints on you in your work place. Look for, and design opportunities to express and communicate YOUR voice as a practitioner who informs policy development. Identify obstacles and opportunities to meet 21st century demands. Offer ways to increase congruence and coherence across systems: preparation, licensure, evaluation, and accreditation. Make your footprint clear while you walk with colleagues on the path to improve and strengthen teaching, leadership, service, and student learning in P-20 learning communities.
