By Mark

If you were not aware already, the way we teachers are going to be evaluated in the state of Washington is undergoing change. (I've mentioned it here at SfS twice before: first here, and then a follow up here.)

After a recent staff meeting, the WEA teaching staff in my building was asked to cast a vote between one of two options for "frameworks" upon which our future evaluations would be based in our district. Because people have heard I've been involved with a TPEP workgroup, every few steps I took after the meeting, someone said to me "just tell me, which one should I vote for?"

With all due respect to my colleauges, who I love and I know were horribly over-worked having just finished the frantic rush of sleepless nights that is semester finals, this very question is a symptom of a critical problem I think many teachers face.

In the years that I've written posts here at StoriesfromSchool, my topics have tended to focus on a smaller sphere than my long-time colleagues such as Kristin and Tom (Tom's scope has taken him all the way to the Pakistan, after all). I tend to be very focused on my own classroom or local issues, while I turn to other teacher leaders to help me keep abreast of issues of broader statewide or national consequence.

I have long relied upon more articulate, more passionate, more experienced members of my profession to tell me what to think. I've trusted that others will make decisions for me and make their voice heard as mine by proxy. I'm involved in workgroups and panels and committees, but in terms of politics I've done my advocating via phone call, email, and even old-fashioned pen and ink letters. All of these are good and necessary, but I realize that it is only one step above asking other people which way I should vote on the framework that will shape my future evaluations.

When I think about my classroom, my goal is never to take my lowest reader and make him my highest. Baby steps, small bites, little gains: those are the keys to my and my students' success.

So how do I get those who asked me to decide for them to take the next baby step up on advocacy for our profession? I know I am only comfortable with baby steps as well: the relative comfort of phone calls, emails and letters must give way to the face-to-face meetings that are so necessary to advocate for students and teachers. I am picky, though. Like many teachers, saying "no" is not my strong suit, so I intend to pick and choose where I get involved.

Thus, I've been trying to think of a "continuum" of involement…a kind of stair-step guide that might help a reticent teacher step-by-step toward becoming an advocate for our profession at a broader level. By no means should we expect all teachers to race to the top (rimshot+crash). For some, the first few levels will be a stretch for the time being–but as with our students, growth is important.

Here's my shot at it. In the comments, please suggest revisions, additions, or resources for novice education advocates.

Level Zero: Stay focused on your students, but find yourself occasionally caught by surprise when new policies and laws affect you.

Level One: Inform yourself about statewide issues; and consider WEA-PAC's take

Level Two: Go to lunch. See what your colleagues know and think. Start conversations. Help those around you be informed and encourage them to move to the next level with you.

Level Three: Consider how the legislature itself suggests you get involved (there are parallels to my list, though I promise I didn't plagiarize).

Level Four: Give yourself permission to not do it all. Don't expect yourself to fight for every cause. Prioritize which issues you feel are most critical to you and your students. Me: I'm focused on this, among a few. 

Level Five: Figure out who needs to hear your voice, and write a professional email. Sometimes they reply and start a dialogue, which is nice. The WEA site "Our Voice" has some great resources.

Level Six: Consider joining the masses at a rally or gathering. There is safety, and strength, in numbers.

Level Seven: Make an appointment. This is one way to stay local but still get a message across.

Level Eight: Testify before a committee (this is a post from long ago, but nicely recounts Kelly's experience with testifying about an issue of perpetual concern). This is something I've never done, and something which, frankly, terrifies me. But, it needs to be done and I appreciate every other educator who has ever taken on this brave and noble civic involvement.

To me, there are a few huge leaps…Level Five to Level Six feels like a huge jump from the comfort zone I so appreciate.

What would you add? At what level are most of your colleagues…and you?