Advocacy for students and teachers is an important aspect of English language teaching. How can teachers advance their leadership skills through advocacy? Workshop presentation to the University of Alabama Birmingham School of Education ESL program.
Advancing Teacher Leadership Through Advocacy - July 2013
1. John Segota, CAE
Assoc. Exec. Dir. for Public Policy & Professional Relations
TESOL International Association
2. David Mamet
2
“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.”
3. What is advocacy?
3
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).
4. Why advocacy?
4
•  TESOL P-12 Professional Teaching
Standards
– Domain
 5:
 Professionalism
Â
•  5.a
 –
 ESL
 Research
 &
 History
Â
•  5.b
 –
 Professional
 Development,
 Partnerships,
Â
and
 Advocacy
Â
•  NBPTS ENL Standards
– IX
 –
 Professional
 Leadership
 &
 Advocacy
Â
5. Types of advocacy
5
•  Self advocacy
•  Case/personal advocacy
•  Cause/public/issue advocacy
UNICEF
 Unite
 for
 Children
Â
Â
9. Issues
9
•  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?
10. Rights
10
•  Laws – Local, State, Federal
•  Contracts
•  Rules & Policies
•  Preferences & Social Expectations
13. Networks
13
•  Who do I know?
– Personal
 networks
Â
– Professional
 networks
Â
•  What resources do

they have?
•  Who do they know?
15. Stakeholders
15
•  Group 1 – Directly impacted
•  Group 2 – Decision makers
•  Group 3 – Local groups
•  Group 4 – National /
International groups
16. How many Fs?
16
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.
17. How many Fs?
17
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.
18. Advocacy Road Map
18
1.  Current Challenge – Section A
– What
 is
 your
 reality?
Â
– What
 is
 your
 problem?
Â
– What
 is
 happening?
Â
2.  Ideal Solution – Section E
– What
 does
 the
 future
 look
 like?
Â
– What
 is
 your
 vision?
Â
– Where
 do
 you
 want
 to
 go?
Â
19. Advocacy Road Map
19
3. Root of the problem – Section B
– What
 creates
 your
 problems?
Â
– Who
 is
 responsible?
Â
– Why
 is
 it
 happening?
Â
4. Enablers of the future – Section D
– What
 will
 help
 you
 reach
 your
 goals?
Â
– What
 needs
 to
 happen?
Â
– What
 tools
 or
 strategies
 will
 help?
Â
20. Advocacy Road Map
20
6. How to achieve it – Section C
– How
 will
 you
 bridge
 the
 two
 sides?
Â
– What
 needs
 to
 be
 done
 to
 get
 from
 one
Â
point
 to
 the
 other?
Â
21. Dr. Haim Ginott
21
"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.”