REFLECT

Leadership Path Competency: Policy Pathway, Advocacy, from Emerging to Developing

Initially, I placed myself at Emerging because I had conducted research on policies that impact the school environment (such as learning how access to pre-k is inequitable in Montana and how that inequity of access impacts kindergarten readiness). I could also identify and explain the positive and negative impacts of education policies (as evidenced during the Zero to Five KEA data dives and when I helped to research ESSA for analysis and implementation for NEA). The final reason I placed myself at Emerging was because I felt I understood and could identify ways policy can benefit the field of education and the communities we serve, which is why I built upon our work analyzing the KEA data to create a stakeholders values survey by which I hoped to better understand public perception of pre-k services (Artifact 5 and Artifact 7, respectively).

Now, I consider myself at the Developing stage of this competency because I seek the perspectives of colleagues on policy issues through conversations, interviews, and the values survey I created (Artifacts 7, 9, 10, 13, 15, 16, and 18). I strive to listen to others’ ideas and evaluate existing/proposed policies to positively impact learners and the field of education (such as my conversations with Dr. Lux, Dr. Watson, and Sarah Piper and Amanda Curtis, as well as conversations with colleagues whose families are impacted by the lack of equitable pre-k options in Montana). I’ve also worked to communicate past policies and policy proposals to colleagues based on research conducted on my identified policy issues, especially through conversations with other stakeholders and sharing my TLI project.

Foundational Competency: Explore and Challenge Inequity, from Developing to Performing

Initially, I was able to identify culturally dominant practices and how they create inequity among certain groups (such as using gender-specific phrases to get students’ attention, or having kindergarten roundup in the spring at a school where a significant portion of families register their students right before school starts). I was and am aware of and can identify which culture(s) are dominant and privileged in certain environments. An example of this is when I’ve pursued input from families who were unable to attend school board meetings due to work schedules or working multiple jobs. I recognize the importance of identifying voices that may not often be heard and taking the time to listen to those voices. I make a practice of engaging in ongoing self-education and self-reflection regarding equity and cultural differences. I have so much left to learn, but I am proud of the work I’ve done so far to understand my biases and grow to be a better listener to groups whose experiences and voices have been oppressed historically.

I now consider myself to be at the Performing level of this competency because I can identify situations of inequity, discrimination, and social injustice in order to mediate or self-correct (such as practicing and self-correcting my high school friend’s recent name change and identified pronouns in conversation with others who know them). I work to share how culturally-dominant practices create inequities among other cultural groups (including discussing white and male privileges with family members), and I engage in ongoing self-education and self-reflection regarding equity and cultural differences, especially recognizing my own sources of privilege and working to become a better ally to historically oppressed groups (which is why I seek out anti-bias trainings, have volunteered for EmpowerMT’s summer youth camp, and attend events led by Native and other diverse community leaders).

Overarching Competency #2: Reflective Process, from Emerging to Developing

Initially, I placed myself at Emerging. This is because I had engaged in target professional learning with other educators on this topic (including attending a screening and discussion of No Small Matter and participated in ECE working groups) and I had identified myself as capable of leadership and being a teacher leader through my use of surveys and conversations with colleagues. Through the Kindergarten Entry Assessment with Zero to Five, I have worked to improve my practice and grow professionally through data analysis (Artifact 5). Finally, I strived to serve as a teacher leader in and outside the classroom and school (such as advocating for creating home reading routines by sharing literacy research with parents, or advocating for increased access to devices when our school had extra COVID-related funding).

Now, I place myself at Developing in this competency. I do so because I have used data and reflection to develop strategic plans for growth (as evidenced by my Capstone Action Plan as well as my flexibility in refining my project as my knowledge of the issue increased). I engaged a broad and diverse group of stakeholders to discuss and reflect on their roles through conversation, surveys, and email communication (Artifacts 7, 9, 10, 13, 15, 16, and 18). I’ve made a practice of reflecting on my role as a teacher leader in bringing about positive change within the field of education, both as a practitioner and policy advocate. The final reason I place myself at this level is because I engage in leadership opportunities both in and beyond the classroom, including participating in the TLI and volunteering to be a building representative for my local association.

Overarching Competency #1: Continuing Learning and Education, from Emerging to Developing (moving into Performing)

Initially, I placed myself at Emerging. I did so because I could identify and locate materials to further professional learning goals (such as making a data request with OPI, requesting meetings with professionals in their fields) and often seek out professional publications (such as ASCD briefs, KQED’s Mindshift, and NAEYC to name a few). I was also aware of relevant issues in instruction, policy, association, and learning (as evidenced by my work as an intern at NEA in EPP, including learning about community schools, IDEA, ESSA analysis and implementation, etc.).

I now place myself at Developing because not only do I read and share what I have learned with others (this project being an example of something I plan to share with other stakeholders and advocates), but I’ve also utilized existing research by applying its ideas to my practice and advocacy (such as learning how pre-k has been funded in the state historically [Artifact 16, Do] and sharing that knowledge with others so we can effectively advocate for increased access). I have actively pursued professional learning outside familiar contexts to meet my professional goals (starting with Zero to Five trainings and working group meetings and continuing to TLI). Finally, I actively engage in collegial discussions about my experiences and goals based on best practices (such as my conversations with Dr. Lux and Sarah Piper, Artifacts 17, 16, and 15), during which I asked questions to further my learning and shared my experience and knowledge to create meaningful working connections.

• What was the most valuable part of the TLI process for you?

The most valuable part of the TLI process for me was actually twofold: First, TLI gave me an awareness of the importance of taking small steps in order to meet a huge, complex, and multifaceted goal. When I started TLI, I expected that I would be advocating with other stakeholders to policymakers before the end of the project. I assumed that my basic understanding and incessant passion for public pre-k was enough to start advocating, but I quickly realized that my knowledge had significant gaps which impacted my ability to advocate effectively. The other most valuable parts of the TLI process for me were the connections I made during my research and effort to overcome those gaps in understanding. Through TLI, I came to realize that there are many passionate, determined, and brilliant Montanans working to make pre-k equitable in the state, and who are ready and willing to collaborate in order to see this goal through. Whether they are working in teacher training (such as Dr. Lux), education administration (Dr. Watson), policy or association (Sarah Piper and Amanda Curtis), early childhood advocacy and organizing (Grace Decker), or in education practice (such as my colleagues and peers), these individuals bring their expertise and passion to the table of policy advocacy and change. I feel empowered to continue on this journey knowing that there are many others working towards the same goal, and knowing that we can lean on --and learn from-- each other.

• What are your next steps to continue your growth as a teacher leader?

The overarching, long-term goal leading my project is to advocate for and create equity of access to permanent, state-funded pre-kindergarten learning for four-year-olds. This goal is complex and multi-faceted, requiring patience, perseverance, and collaboration. I have identified some next steps to take in order to move the effort forward:

1. Create a database of pre-k providers. This can be done with the help of other stakeholders (such as the Zero to Five Initiative) who are already compiling similar data. This database will include sections for how each facility is funded, the certifications of their providers, curricula used, data on waitlists, and cost of education per pupil.

2. Connect with stakeholders and facilitate regular meetings to share information on the topic of pre-k in Montana in order to create a space and opportunity to collaborate and learn from one another, such as in the form of a working group.

3. Serve as a building representative for my elementary school in our local union

4. Continue to communicate with union and district leaders to encourage continued communication, learning, and problem-solving in terms of increasing access to quality pre-k services