The powerful impact of teacher voice on school success

Teacher voice is about more than just hearing what educators have to say–it’s about actively involving them in the decision-making processes that shape the future of education. When teachers have a “seat at the table,” their expertise and insights drive meaningful, effective school improvement. How can amplifying teacher voices, involving them in decision-making, and implementing actionable strategies ensure teachers are vital to school success?

Teacher voice, why is it so important?

Teachers possess unique insights into the learning needs, challenges, and strengths of their students. Their daily interactions with students provide them with a deep understanding of what works in the classroom and what doesn’t. Including teacher voice in decision-making processes ensures that instructional initiatives are grounded in the realities of classroom culture and experiences. This grounding leads to more practical and effective solutions that in the end, benefit the academic and social/emotional advancements of learners. 

Schools where teachers actively participate in decision-making processes tend to exhibit higher levels of student achievement and teacher wellness. As Fisher (2020) explains, “Teacher voice is essential in creating a culture of collaboration and continuous improvement within schools. When teachers are actively involved in the decision-making process, they are more committed and effective in their roles.” Equally important, teacher-voice fosters ownership and promotes shared responsibility for student success.

The best teachers have teacher efficacy 

Teacher efficacy, the belief in teachers ability to affect student learning, is a critical factor in effective teaching. Including teachers in the decision-making processes can significantly enhance their efficacy by:

1. Empowering Teachers: When teachers are involved in shaping educational policies, they feel a greater sense of ownership and control over their work environment. This impact of teacher support boosts their confidence and motivation, leading to more innovative ideas and effective teaching practices.
2. Professional Growth: Participation in decision-making processes provides teachers with opportunities for professional growth and development. It encourages them to reflect (daily) on their practices, share insights with colleagues, and engage in continuous learning.
3. Informed Instructional Decisions: Teachers’ close interactions with students provide insights for immediate feedback and instructional adjustments, enabling tailored formative assessments.
4. Enhanced Student Engagement: Teachers play a vital role in choosing assessments that truly engage students, boosting their motivation and involvement in the learning process. By selecting meaningful and relevant assessments, they help students take ownership of their learning—an essential factor for the success of formative assessments.
5. Collaboration and Support: Collaborative decision-making fosters a supportive professional learning community. Teachers can share best practices, seek advice, and collaborate on solutions to common challenges, which enhances their collective efficacy.
6. Recognition and Respect: Involving teachers in leadership roles acknowledges their expertise and experience, increasing their sense of professional respect and recognition. This positive feedback loop reinforces their commitment to the profession of education and the individual students served.

Now that we recognize the critical role of including teachers in decision-making, it’s essential to create the space and opportunities that allow them to effectively use their powerful voices. 

How to ensure a “seat at the table”

To effectively incorporate teacher voice into decision-making processes, schools and educational leaders must adopt specific strategies that create formal and informal opportunities for teacher participation. This includes establishing advisory committees to provide regular feedback, using surveys to gather teacher perspectives, and implementation of professional development that emphasize collaboration. In addition to this, schools should also adopt inclusive decision-making structures, maintain transparent communication, and offer mentorship and peer support on a regular basis. Utilizing these strategies promotes positive change overtime, improving outcomes for students and the entire school community.

Better teachers, better students: Real case studies and success stories

Several schools and districts have successfully implemented strategies to include teacher voice in decision-making, leading to improved educational outcomes. However, Hattie (2012) states, “The biggest effects on student learning occur when teachers become learners of their own teaching, and when students become their own teachers.” Here, both teacher efficacy and student efficacy are crucial for creating a thriving learning environment. For example, a local school district in southeast Minnesota established a teacher advisory (as well as a student advisory) that meets monthly with the superintendent to discuss initiatives that will bring the best results for both impacted teachers and students. This council has played a significant role in shaping professional development programs, improving teacher retention rates, overall satisfaction, and moving academic achievement to new levels.

In another example, a school adopted a shared leadership model where teachers lead various committees focused on curriculum, assessment, and school culture. This approach has resulted in higher teacher satisfaction and student achievement, as teachers feel more invested in the school’s success and are more likely to innovate and take risks in their teaching practices. Many times these instructional risks result in some of the best student learning. 

A powerful example of debate to deliberation

At Lincoln Middle School, Principal Roberts noticed that students’ reading scores were falling below the district average. The school had a meeting with the teachers to address the issue, and a debate quickly emerged. Some teachers argued that the curriculum needed to be updated with new, innovative texts and resources, while others believed that the focus should be on more intensive professional development for teachers to better implement the existing curriculum. The discussion became quite heated. Mrs. Wilson, an English teacher, passionately argued for new resources and materials to engage students. “We need fresh texts and interactive tools to make reading more exciting for our students,” she said. On the other hand, Mr. Anderson, a veteran teacher, believed that the key was to invest in teacher training. “If we improve our teaching strategies and understanding of the curriculum, we can get better results with the current resources,” he countered.

Recognizing that the debate was stalling progress, Principal Roberts decided to change the approach. “Instead of focusing on who is right, let’s work together to understand each other’s concerns and find a way to address them both,” he suggested. He proposed a structured discussion where each teacher could share their experiences and insights without the aim of convincing others, but rather to explore different aspects of the problem.

Principal Roberts organized a series of workshops where teachers could discuss the challenges they faced with the current literacy program and explore solutions. During these sessions, teachers were encouraged to listen actively, ask open-ended questions, and build on each other’s ideas. Mrs. Wilson shared specific examples of how new materials had successfully engaged her students in the past, while Mr. Anderson demonstrated techniques from professional development workshops that had led to improvements in his classroom.

The team began to see that both updating the curriculum and investing in professional development were valid and necessary for improving the literacy program. They brainstormed ways to combine these ideas to create a more effective solution.

A successful outcome of working together as a team 

Principal Roberts guided the team from debate to deliberation, resulting in a phased plan to enhance literacy instruction. Phase 1 focused on refining teachers’ techniques through professional development, and Phase 2 introduced new reading materials based on feedback. This collaborative approach not only resolved the conflict but also improved the literacy program, resulting in better reading outcomes and a stronger sense of value and participation among teachers.

The best schools build trust to overcome challenges

Incorporating teacher voice into decision-making is crucial for creating dynamic and effective educational environments, yet it comes with its challenges. Common hurdles include resistance to change, limited time, and rigid hierarchies that can stifle open communication. To navigate these obstacles, schools need to build trust between teachers and administrators through transparent dialogue, genuine appreciation of teacher input, and follow-through on decisions. When teachers feel supported and valued, they’re more likely to refine their institutional methods, leading to better outcomes for students. Equally important is allocating time and resources for regular meetings that focus on professional development and curriculum planning, rather than just routine updates. When schools place priorities on teacher needs and use purposeful time for teacher learning, the impact is noticeable in the classroom and with individual students.

Building a culture that values collaboration and shared leadership requires ongoing effort, but the impact on student achievement makes it essential. Schools can support this through team-building, collaborative projects, and recognizing joint efforts.The Professional Learning Community at Work^® (PLC at Work^®) approach is particularly effective, as it centers on student learning and provides a forum for teachers to reach a consensus on best instructional approaches for individual learners. This collaborative process has yielded significant results in some of the nation’s most struggling schools. Comparatively, DuFour et al (2016) assert, “Professional learning communities have the potential to enhance teacher collaboration, which in turn positively impacts student achievement by fostering a shared commitment to improving instructional practices.” Embracing the teacher’s voice is not just a pathway to school improvement; it is a commitment to valuing and empowering the very professionals who shape the students into productive, contributing citizens in a changing society.