Running head: ISSUES FACING TEACHER LEADERS 1

Issues Facing Teacher Leaders

Ebone J. Bonham

The University of Houston

Professional Seminar II
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Being a classroom teacher or educator can be a thankless job, but the individuals in the

educational field solely serve to shape young minds and provide the knowledge needed for

students to be successful in school and in society. I am not a classroom teacher, but I believe

each child deserves positive learning experiences, from early childhood settings until college and

professional opportunities. Although low to mid income for teachers is a pressing issue,

standardized testing, equity in education, and parent communication and involvement are some

major challenges teachers face in their career.

Currently, I work with daycare center directors and teachers, and at my initial visit of the

center one of the first questions I ask is, “What are some of the current challenges you face in

your position?” More often than not, the biggest challenge my teachers face is developing

effective partnerships with parents. My directors say they offer endless opportunities for parents

to get involved in the center’s activities, and yet, only a few of the same parents attend events.

Most parents are in a rush to get to work in the morning, so teachers and administrators do not

have the time to have in-depth conversations with the parents. Same with pick-up time.

Developing positive relationships with the parents of a daycare center take time, not within one

day. In the very near future, I believe I will utilize the PTA National Standards for Family-

School Partnerships Assessment Guide as a resource for directors, administrators, and teachers

who struggle with parent involvement and communication.

Educational equity is another current obstacle for many teachers and students. Classmate

Jasmine Haas mentioned in this week’s discussion post assignment that she currently teaches at a

diverse Title 1 school, and she has noticed definite inequities in resource and funding for her

students (University of Houston Blackboard, 2020). According to Thinking Maps (2018), the

Organization for Economic Co-Operation and Development (OECD) defines two scopes of
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educational equity: fairness and inclusion. For educational opportunities to be fair, teachers,

school staff, and the community must ensure no circumstances, whether personal or social,

prevent a child from achieving academic success (Thinking Maps, 2018). Inclusion is becoming

a major focus in learning and classroom environments within recent years, and teachers can

incorporate more inclusive elements by setting learning expectations to be shared amongst all

students “regardless of background, personal characteristics, or location” (Thinking Maps, 2018).

Achieving equity in education will need addressing at a legislative level, but local educators

within school districts and on the classroom level can create more equitable classroom

environments. Thinking Maps (2018) recommends teachers to begin understanding their

students’ individual needs, and then planning and eventually implementing learning experiences

that will help all students achieve their academic potential.

At the beginning of the 21st century, the nation’s leaders discovered the United States had a

ranking of 25 out of 26 industrialized countries in education (Daniel Phillips and Matt Hertogs,

2011). In 2001, President George W. Bush signed the No Child Left Behind (NCLB) Act, and

then standardized tests across the nation began to follow shortly after. Although the act was

signed into law with great intentions, mandated standardized testing has come to be another

challenge teachers have to face year after year. During an interview with Economic Policy

Institute, Diane Ravitch explained the criticism she received from parents and teachers about

standardized tests. History left out of the curriculum, and teachers were noticing the science

scores of eighth grade students were continuing to drop (Ravitch, Economic Policy Institute,

2010). The testing and intervention methods based on the tests were not working.

Also, standardized testing puts pressure on both the teachers and students. Teachers and

school staff are faced with not receiving funding if students’ scores are not up to par, so many
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teachers are at-risk of facing disciplinary actions from administrators. Classmate Tracy Neal

mentions this fear in this week’s discussion post assignment, and she states possible disciplinary

actions and students’ success with testing can cause a teacher stress (University of Houston,

2020). Because the teachers are anxious for the arrival of test week, it would not surprise me if

some students also feel the same pressure. As a child in elementary school, I remember how

much the teachers taught to the test. All the work we did in school at one point was coming

straight from the standardized testing workbooks to prepare us for the benchmark and end of

year TAKS tests. We, as in my classmates and I, could tell how important it was that we not only

pass the test, but also get a commended score. I distinctly remember crying in class when I was

in fifth grade, because I received a 50 on the science TAKS benchmark test. I was worried what

it would mean for me academically, and deep down inside I knew my teacher was disappointed. 

In my opinion, in addition to effective leadership skills, to be an emerging teacher leader

you must strive to be as educated as possible in policy and current research-based best practices.

In my position, it would be unprofessional and be considered ill prepared if I did not read

informative articles on literacy, interactions, and classroom environment or attend regular

professional development opportunities. We are all learners, but in order to help my teachers and

directors, I must help myself. Before coming into a center or someone’s classroom, I remember I

am only a guest, not the authority. As a leader, you have to be willing to listen to those around

you so you are able to support them in achieving their personal and professional goals.

With so many obstacles in our profession, we all have to make changes for the better of

education. All in the field must emerge and become teacher leaders and advocates, and do what

is necessary to remove the obstacles teachers and students face. Like classmate Travon Jefferson

mentioned, educators and parents, should be advocating inside and outside of the classroom on
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all levels of legislature and attending meeting where standards discussed and made (University

of Houston Blackboard, 2020). “The voice should not just stop at the local level, teacher leaders

must continue to advocate for their districts at the state level where lawmakers are passing

legislation that effect the entire state” (Travon Jefferson, University of Houston Blackboard,

2020). As a community, we will be a force and will have the power to eliminate these challenges

teachers, parents, and students face, even if we tackle one challenge at a time.
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References

Equity in Education: What it Is and Why it Matters. (2018, March 12). Retrieved February 10,

2020, from https://www.thinkingmaps.com/equity-education-matters/#comment-25749

Ravitch, D. (2010, March 18). Retrieved February 9, 2020, from

https://www.youtube.com/watch?v=fcaG9d9GISU&feature=emb_logo

Hertogs, M. (2011, January 16). Retrieved February 9, 2020, from

https://www.youtube.com/watch?v=f1iKugDxFoU&feature=emb_logo