Advancing Teacher Leadership Through Advocacy - July 2013
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Transcript of Advancing Teacher Leadership Through Advocacy - July 2013
John Segota, CAE Assoc. Exec. Dir. for Public Policy & Professional Relations
TESOL International Association
David Mamet
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“Do not internalize the industrial model. You are not one of the myriad interchangeable pieces, but a unique human being, and if you’ve got something to say, say it, and think well of yourself while your learning to say it better.”
What is advocacy?
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According to Merriam-Webster: • An active verbal support for a cause
or position. • The act of advocating, or speaking
or writing, in support (of something).
Why advocacy?
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• TESOL P-12 Professional Teaching Standards – Domain 5: Professionalism • 5.a – ESL Research & History • 5.b – Professional Development, Partnerships, and Advocacy
• NBPTS ENL Standards – IX – Professional Leadership & Advocacy
Types of advocacy
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• Self advocacy
• Case/personal advocacy
• Cause/public/issue advocacy
UNICEF Unite for Children
Framework of advocacy
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• Educate
• Organize
• Activate
Framework of advocacy for ELLs
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• Currency
• Defensibility
• Futurity
Herrera & Murry (1999)
Knowledge is credibility
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• Facts – focus - issues
• Policies & procedures
• Options
• Document
Issues
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• What are the issues at your school?
• What are the issues in your community?
• What is happening at the state level that might affect your students?
• What is happening nationally that may affect your students?
Rights
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• Laws – Local, State, Federal
• Contracts
• Rules & Policies
• Preferences & Social Expectations
Understanding the wider context
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ELL EducaDon
Nega4ve forces
Posi4ve forces
Understanding the root causes
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No ESL instrucDon
Networks
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• Who do I know? – Personal networks – Professional networks
• What resources dothey have?
• Who do they know?
Networks
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Self
Stakeholders
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• Group 1 – Directly impacted • Group 2 – Decision makers • Group 3 – Local groups • Group 4 – National /
International groups
How many Fs?
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Americans of all ages, all stations in life, and all types of dispositions are forever forming associations. They are not only commercial and industrial associations in which all take part, but others of a thousand different types – religious, moral, serious, futile, very general and very limited, immensely large and immensely minute. Americans combine to give fetes, found seminaries, build churches, distribute books, and send missionaries to the antipodes. Hospitals, prisons, and schools take shape in that way. Finally, if they want to proclaim a truth or propagate some feeling by the encouragement of a great example, they form an association.
How many Fs?
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Americans of all ages, all stations in life, and all types of dispositions are forever forming associations. They are not only commercial and industrial associations in which all take part, but others of a thousand different types – religious, moral, serious, futile, very general and very limited, immensely large and immensely minute. Americans combine to give fetes, found seminaries, build churches, distribute books, and send missionaries to the antipodes. Hospitals, prisons, and schools take shape in that way. Finally, if they want to proclaim a truth or propagate some feeling by the encouragement of a great example, they form an association.
Advocacy Road Map
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1. Current Challenge – Section A – What is your reality? – What is your problem? – What is happening?
2. Ideal Solution – Section E – What does the future look like? – What is your vision? – Where do you want to go?
Advocacy Road Map
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3. Root of the problem – Section B – What creates your problems? – Who is responsible? – Why is it happening?
4. Enablers of the future – Section D – What will help you reach your goals? – What needs to happen? – What tools or strategies will help?
Advocacy Road Map
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6. How to achieve it – Section C – How will you bridge the two sides? – What needs to be done to get from one point to the other?
Dr. Haim Ginott
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"I've come to a frightening conclusion that I am the decisive element in the classroom. It's my personal approach that creates the climate. It's my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child's life miserable or joyous. … In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child is humanized or dehumanized.”