METROPOLITAN TEACHER
LEADER NETWORK
Educators and Freedom of Expression
Presented by
Heavenly R. Montgomery
Deputy Executive Director
WHAT IS A TEACHER NETWORK?
Exciting forums for teacher and school development.
Teacher Networks help teacher:
 Direct their own learning
 Sidestep limitation of institutional roles,
hierarchies, and geographic locations;
 Work with different kinds of people.
 Break through isolation
 Connect with people who are passionate about
their work.
 Introduce new skills (ie., presentation skills, grant
writing skills);
Meyers, Paul, Kirkland, Dana,
2009
WHAT IS A TEACHER NETWORK?
Feel supported for risk taking;
 Become technology literate.
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Meyers, Paul, Kirkland, Dana, 2009
WHY FORM A NETWORK?
Reason 1: Networks Connect Teachers to One
Another, Removing Them From the Isolation
Inherent in Their Work
 Reason 2: Networks Help Teachers See the
Value of Their Work, Increasing Their Value and
Self Esteem
 Reason 3: Networks Provide Teachers With the
Skills They Need Outside the Classroom to
Advocate for What They Need Inside Their
Classrooms
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Meyers, Paul, Kirkland, Dana, 2009
WHY FORM A NETWORK?
Reason 4: Networks Help Teachers Deal
Productively With the Many Frustrations
Inherent In Teaching
 Reason 5: Networks Inspire Teachers To Action
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Meyers, Paul, Kirkland, Dana, 2009
MATLN INITIATIVES
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We Stand For
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Restoring “Elegance” to our profession.
Professional Learning Increases Student
Achievement
Empowerment- Trusting teachers to do the right
thing. Teachers having autonomy when they have a
proven record.
Learning communities in building, district, state, and
nation.
Something about including all students
Consistency for students keeps them focused
Collective voice for advocacy
Collective voice for political change-budgets
WHAT ARE OUR PRIMARY CONCERNS?
How Do We Overcome These Barriers?
 We will do an protocol at our next meeting that
will address these barriers.
 We will form teams to develop action plans to
overcome the barriers.
 How will we address the division between
teachers and administrators?
 Educators have to become one.
 Nation builders!
 Putting children first.
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MATLN AND FREE SPEECH
In order to push forward with the mission of our
network, we must have a collective voice. Our
network will thrive because we will embody and
communicate positive images of educators.
On several occasions members have mentioned
reservations about retribution for speaking out. I
want to assure all members that the Constitution of
the United States protects the rights of educators.
We have the right to free speech and expression.
We will not antagonize anyone with our views. We will
always present ourselves in a professional and
elegant manner. The norms that our organization
will follow when blogging, emailing, letter writing,
and speaking will follow the rule of law.
There is nothing to fear, but fear itself.
DUE PROCESS
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Procedural Due Process
An educator must be given proper notice.
 The educator must be given the opportunity to defend
themselves in a fair and impartial hearing.
 If procedural rights are not followed an educators
constitutional rights are being violated.
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Substantive Due Process
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Prohibits the government from infringing on basic
constitutional liberties.
DUE PROCESS
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Hortonville District v. Hortonville EA
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In this case, the school board fired teachers because
they were striking and refused to return to their
duties. The teachers sued, claiming that since the
board was a party in the labor conflict, it was biased
and/or acted out of ill will in the termination. The
courts found for the board, saying that it was merely
discharging its duties and that there was no evidence
of malice or ill-will.
Cleveland Bd. Of Ed. v. Loudermill
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public employees with a property interest in their
jobs are entitled to pre-termination hearings. They
must be given notification of the reasons for their
termination and given the opportunity to respond.
GEORGIA DUE PROCESS
The Professional Practice Commission appointed
by the State Board of Education works in
conjunction with the Georgia Board of Education.
 The Professional Practice Commission conducts
investigations and holds hearings as a part of due
process in Georgia.
 The Professional Practice Commission makes
recommendations to the Professional Standards
Commission regarding action being taken against
an educators certificate or application.
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GEORGIA DUE PROCESS
Governor Roy Barnes worked prior to 2000 to
provide educators in Georgia with due process
instead of tenure. He believed that due process
amounted to tenure. Georgia's 2000 Education
Reform Act amended Code section 20-2-940 by
removing fair dismissal rights for teachers hired
after July 1, 2000. Teachers hired prior to July 1,
2000 retained their fair dismissal rights provided
under Code section 20-2-940. (Toran)
 The change in law was widely unappealing to
educators. Governor Barnes was later voted out
of office from a backlash from educators that did
not understand the new freedoms that due
process afforded them.
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TEACHER DISCIPLINE AND DUE PROCESS
IN GEORGIA: (GA. § 20-2-940)
Decision must be rendered within five days.
If tribunal, local board will have ten days
from receipt of recommendation and
transcript to make final decision.
 Appeal may then be taken under § 20-2-1160
to state board.
 Superintendent may suspend, with pay, for
ten days any teacher if charges are so
serious as to present threat of harm to
school.
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SPEECH OUTSIDE OF SCHOOL SETTING
The First Amendment of the U.S. Constitution
gives teacher’s same basic free speech as the
general public.
 Freedom of expression should not cause a
distraction from educational procedures in the
district of the teacher’s employ.
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FREEDOM OF EXPRESSION
The First Amendment
of the U.S.
Constitution gives
teacher’s same basic
free speech as the
general public.
 Freedom of expression
should not cause a
distraction from
educational
procedures in the
district of the
teacher’s employ.
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PICKERING VS. THE BOARD OF
EDUCATION
In 1968 Marvin Pickering wrote letters to the
newspaper and criticized the Superintendent and
School Board spent and raised money. He
compared the Superintendent’s governance of
teachers as totalitarianism. Pickering was fired
as the district leaders accused him of fabricating
the truth and defamation of character. The
Supreme Court found in favor of Pickering.
 Can Teachers Criticize School Policy?
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Yes, teachers are likely to have informed opinions
about matters related to the schools that they work
in.
PICKERING VS. THE BOARD OF
EDUCATION
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Could Pickering Be Fired If His Statements Were
Inaccurate?
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No, the inaccuracy of statements were not
intentional. The statements did not impede the
processes of teaching or school.
The Supreme Court stated “absent proof of false
statements knowingly or recklessly made by him,
a teacher’s exercise of his right to speak on issues
of public importance may not furnish the basis
for his dismissal.”
EDUCATORS FREE AND SPEECH LINKS
ACLU
 Georgia Professional Standards Commission
 Professional Association of Georgia Educators
 Georgia Association of Educators
 Edutopia
 National Education Association
 American Education Association
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THE MISSION
The Mission of the Metropolitan Atlanta Teacher
Leader Network centers on three main objectives:
 Create a professional community
 Provide service to the teaching profession
 Contribute to the knowledge base of
teaching.
CREATE A PROFESSIONAL COMMUNITY
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Provide a forum for educators and others to engage in
meaningful conversations about accomplished teaching.
Provide opportunities for National Board Certified
Teachers and other teachers to engage in discussion about
teaching strategies, lesson planning, technology, etc.
Create dialogue about school renewal issues, such as
strengthening relationships between institutions of higher
education and preK-12 schools, and exploring effective
mentoring practices for new teachers, etc.
Build a professional school community where everyone is
committed to accomplished teaching as defined by the
National Board’s five core propositions for What Teachers
Should Know and Be Able to Do.
Collaborate with NBCTs both in and out of Networks via
NBCTLink (www.nbctlink.org), the National Board’s online
community.
PROVIDE SERVICE TO THE PROFESSION
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Create greater awareness of the National Board and its
work by hosting meetings, reaching out to stakeholders,
giving presentations and other outreach activities.
Recruit candidates for National Board Certification.
Support candidates seeking National Board Certification.
Support and promote policies that offer incentives and
support for National Board Certified Teachers and
National Board Certification.
Recruit assessors for National Board Certification.
Work with schools of education to support and teach new
teachers.
Serve as mentors to colleagues.
Collaborate with teacher unions and other professional and
specialty organizations to promote exemplary teaching.
ADVOCATE FOR NATIONAL BOARD CERTIFICATION
AS
EDUCATION REFORM BY GIVING VOICE TO TEACHING
QUALITY ISSUES
Contribute to the knowledge base of teaching.
 Publish articles and/or books about accomplished
teaching.
 Conduct action research related to effective
teaching practice and improved student learning.
 Offer local meetings, seminars and conferences,
both virtual and face-to- face, where best
practices are shared.
 Present best practices around teaching, learning,
and National Board Certification at education
conferences and meetings.
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BE AN ADVOCATE!
WHO IS YOUR AUDIENCE?
Teachers, Support Personnel
 Principal, superintendent
 School board, legislative committee
 Legislator or staffer
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FOLLOW THE BASIC RULES FOR ADVOCACY
1. Know What You Want and Ask for it Directly
 Have a specific goal in mind and communicate directly how
you would like their assistance
2. Know who you are Talking To
 Strategically Plan Your Audience
 Your voice has the most power with elected officials who
represent where you live or teach
3. Know How to Talk to Them
 Use messages that resonate and deliver them in a
meaningful way
 Become an ongoing resource on effective education
 4. Know How To Follow-up
 Show polite persistence, tenacity and stay in touch
RELAX, You can do this!
TESTIFYING
Read the full bill; familiarize yourself with the
language
 •Call the sponsor of the bill with any questions
you may have
 •Align your testimony with the intent of the bill
 •Prepare and submit supplemental materials
and copies of your testimony in advance
 •Arrive early, but be prepared to stay late
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FIVE STEPS TO EFFECTIVE MESSAGING
1.Relevant: Demonstrate relevancy to people
represented by official, and try to connect
to issues on which the policymaker cares
about
2.Specific: Be specific about the “ask.” “Will
you visit my classroom?” “Will you support
funding for NBPTS?”
FIVE STEPS TO EFFECTIVE MESSAGING
Truthful: Always be sure of the facts you
share with a policymaker. If you don’t know
the answer to a question, say so.
4. Positive and Solution Oriented: You are
much more likely to be heard if you are
polite and offer solutions to problems you
identify.
5. Be Brief: Be ready to make your case in 5
minutes. Stick to key messages. Less is
more.
CONNECT WITH OTHER TEACHER
ADVOCATES!
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Facebook-Teachers’ Letters to Obama group
Blogs -http://www.edutopia.org/blogs
http://www.edweek.org/ew/section/blogs/index.h
tml
http://www.edweek.org/tm/collections/teacherleaders-network/index.html?intc=mt
Virtual Community –www.nbctlink.org
NBCT Networks
http://www.nbpts.org/for_nbcts/network_affiliat
es
http://www.educationnation.com/index.cfm?obje
ctid=CE287E90-C9B8-11DF-A1A9000C296BA163
http://metropolitanatlantateacherleader.weebly.
com/
Questions?