ABSTRACT
Teacher advocates take action to achieve systemic change. By engaging with students to create critical and democratic classrooms and collaborating with colleagues to realize co-development across their schools, teacher advocates move toward the practice of ethical leadership. Such leadership requires teachers to pursue social justice for all in their schools and communities by applying the virtues of responsibility, authenticity, and presence. Teacher advocates hold themselves responsible for creating learning experiences that support all students. They practice authenticity by observing their moral code, and inviting others to collaborate in meaningful ways that allow them to follow their own ethical standards. Finally, teacher advocates are present to others by affirming each person’s individuality and enabling them to act in ways aligned with that individuality. This chapter shares the ways that teacher advocates influenced their colleagues at across their districts, as well as how their work influenced members of their communities to join them in advocacy with and for students who are traditionally marginalized. Examples from the case studies are framed through ethical leadership theory.
