As a U.S. Department of Education Teaching Ambassador Fellow, one of the many roles I am lucky enough to engage in is that of a conduit between America’s teachers and the Department of Education (ED). I get to sit down with teachers all across the country–sometimes virtually, but often in person–and hear how things are going in their classrooms, in their schools, and in their districts. Then I present that feedback to policy and program folks at ED, giving them critical information to process and, in many cases, act upon.
This formula is singularly responsible for a recent initiative coming out of ED called the RESPECT Project. RESPECT aims to transform the teaching profession so that teachers are as well prepared, developed, compensated and respected as other professionals. One result of this movement is a short vision document written by teachers that outlines ways the teaching profession must change if it hopes to be on par with other respected professions in this country.
Highly visible in this document–and certainly pushed to the front in many of the teacher roundtables in which I have been involved–is the importance of teacher voice in the ongoing conversation about reform. For too long the educators on the ground have lacked an effective way to directly inform and influence education policy and programs at the federal, state and district level. Many of those serving in education offices may not have seen the inside of a classroom from a teacher’s eye view, and it is important they understand our view as they develop and implement policies that affect us in the classroom.
The good news is that recently more and more states have begun to realize the importance of listening to teachers and have made plans to bring the wisdom and experience of teachers into the education reform movement by creating teacher cabinets.
Most recently, Virginia Governor Bob McDonnell, proposed the the formation of a Virginia Teacher Cabinet, and other states have similar efforts under development. Virginia’s Teacher Cabinet will be comprised of teachers from each superintendent region of the Commonwealth, will be led by the Virginia Teacher of the Year, and will provide an annual report to the governor on the “State of Teaching in Virginia.”
As a Virginia public school teacher, I am excited about the opportunity for fellow educators to be able to lend their invaluable experiences and insights to state-wide reform efforts. I believe this will serve as the crucial catalyst to move reform-talks into reform-action. And as more states follow suit with their own versions of these teacher-led panels–which will undoubtedly take place–I firmly expect a wave of teacher reform to roll over our country, transforming this beloved profession into what it deserves to be.
Mike Humphreys is a 2012-2013 Classroom Teaching Ambassador Fellow who teaches physical education in Arlington, Va.