On Leadership. . .
by Kent Williamson, NCTE Executive Director
September 2007 Council-Grams

The stage is open. The lights are on. More than ever before, the opportunity to be a leader in literacy education is wide open.

Leadership isn’t the all-encompassing, solo enterprise it once was. It can be exercised in a classroom, school, local or state affiliate organization, or at the national level. People with the creative energy to lead tend to do so without knowing it. . . they share freely, listen, and bring people together. They step forward, but are just as comfortable stepping back to provide room for others -- they don’t need to lead all of the time. From NCTE, you should have recently received a survey asking you what traditional leadership roles you might be interested in assuming in our organization. In addition to these, here is a short list of emerging leadership roles that I see blossoming during the next few years. I hope that you’ll seize the opportunity to lead through one of these roles in the near future:

• Issue Advocate:  find the issue you are passionate about -- intellectual freedom, NCLB reform, closing the “achievement gap” -- and make it your business to inform colleagues and policymakers about the choices available. Watch for action alerts from NCTE or use policy issue collections to help you make a difference!
  
• Organizational Leader: not only is there ample opportunity to step into an elected or appointive leadership role for an NCTE affiliate or the NCTE sections, committees, commissions, and task forces -- new roles are emerging. The NCTE Executive Committee seeks insight and advice from knowledgeable members on emerging professional topics and organizational policy. You can influence policy by simply responding to online surveys and polls, or by participating in focus groups, policy seminars, or conference calls.
  
• Blogger, Videographer, or Podcaster: in addition to our various listservs, tools for creating blogs, wikis, podcasts, and uploading video or digital photography will  be in the hands of NCTE members in the next year, as will invitations to “write back” to interactive Web pages on the NCTE public and “members only” websites. By sharing what we know and providing just-in-time help to colleagues in need, we advance the professional practice of all literacy educators.
  
• Writer or Reviewer: in addition to our traditional peer-reviewed book and journal programs, NCTE is developing a means of opening up multiple digital avenues for peer reviewed short papers on model lessons, curricular ideas, assessment strategies, or action research topics. The opportunities to compose for a wide audience and offer critical, collegial reviews will be manifold.
  
• Consultant or Learning Community Leader: with the growth of Pathways communities and more small meetings/seminars, schools, departments, and districts are turning to NCTE for expert assistance. In addition to those already offering services through the NCTE Consulting Network, we will be seeking to develop and support a cadre of local/regional consultants available to help local learning communities of literacy educators explore topics of interest.
  
• Mentor or Coach: research shows the powerful positive influence that sustained mentorship can have. Several new programs are being developed to strengthen support for early career teachers, teachers of English language learners, and teachers serving culturally diverse learners. If you are interested in playing an active role in developing the next generation of accomplished literacy teachers, there is a job for you.
  
• Literacy Program Advocate or Researcher: as our work with ReadWriteThink.org and the Verizon Foundation continues to expand, there will be a need for teachers who are interested in reaching out to work with and develop materials for after-school and out-of-school literacy development programs.
  
• 21st-Century Literacies Exemplar: we know that 21st-century literacies aren’t just for a privileged few -- inquiry, critical analysis, the ability to collaborate in diverse groups and communicate well through multiple modalities -- these are the essential skills of the future. NCTE will be investing time and resources in the years ahead to define these critical 21st-century literacies and to foster their growth in every classroom and community. There will be an urgent need for teachers who are willing to share freely how they cultivate 21st-century literacy skills and expand the potential of every learner.

There is a world of good to be done through NCTE. The trick is to recognize when the opportunity to lead is emerging, and to step into the fray. At the national level, we want to help match your interests to the emerging needs in our community. I urge you to respond to surveys about your professional interests and leadership availability. And if you know how you would like to contribute today. . . don’t hesitate. Jump in and get started -- whether you aspire to a traditional or emerging leadership role -- feel free to drop NCTE an email and we’ll connect you with the appropriate project leader, nominating committee, or appointed group. Whether you have ample time and experience or are just getting started, your work can help advance literacy educators everywhere.