The Many Hats of Leadership
Below, you will find the text of my presentation in the first plenary session for the 2026 Georgia Teacher of the Year Conference and Gala. It was an honor to speak about teacher-leadership and encourage Georgia teachers to move forward as leaders in their schools, districts, communities, and our state!
My name is Dr. Katie Stewart, and I was a 2024 top-ten finalist for Georgia Teacher of the Year. Thank you to Arlecia Brooks and her staff with GaDOE as well as to my colleagues in the Georgia Teacher of the Year Association for inviting me to share with you today about a topic that I am extremely passionate about– the ability of every teacher to lead. If that makes you feel nervous or subversive, don’t worry! I’ll explain it all.
As a teacher and a scholar, I believe who we are shapes how we teach. So I’ll start with a bit about me — and then invite you to talk with each other. I’m in my 16th year as an English teacher. I’ve taught grades 6 through 12, but I’ve spent most of my time with 7th graders. Where are my middle school folks? English teachers? You know the joy — and the chaos.
I’m also a mom, a wife of 15 years, a church volunteer, a friend, and a lifelong Scrabble fan. Yes, our wedding was Scrabble-themed…where our closest friends and family witnessed us spell out our love for one another.
One of the greatest gifts of my life is being a teacher’s kid. My dad, Dr. Rick Herder, has worked in public education for over 45 years. He was also my high school teacher and speech coach. His example shaped mine. His influence is a legacy I’m proud to carry on.
I am also a passionate advocate for public education! One of the best parts of the teacher of the year experience is how it has connected me to other like-minded advocates and allowed me to amplify my support. One highlight of my TOTY journey was being honored in D.C. by the NEA. That evening, I was able to share from the platform my view that public education is a Cornerstone of a free and just society. Education is freedom, y’all, and public education is freedom for all.
I need to confess — I’m not a hat person! But I live out the saying that teachers wear many hats. Today, we’re going to talk about the hats we wear as leaders — even if we don’t see ourselves that way yet. If you’re here, someone already sees you as one.
It’s no secret that we face a rapidly evolving educational landscape. there are so many things we could be talking about. SO. Many. Things.
So why do we need to talk about leadership? Public perception is evolving. People are looking at schools and asking, “Who’s in charge?” By centering teacher leadership, we can focus those conversations and lead forward.
Next, we need to talk about leadership because it is a key factor in teacher burnout. 2022 Georgia teacher of the year Cherie Bonder Goldman used her time in the role to dig into what burnout looks like in Georgia and what districts can do about it. One of their key findings was burnout related to a lack of teacher voice and opportunities for professional growth. Understanding teacher leadership is the key to mitigating burnout for those who feel that they are unheard and stagnant.
Another reason to talk about leadership is that technology is also rapidly changing and introducing new problems and puzzles. Anyone get a ChatGPT essay this year? New problems need new solutions — and the best solutions come from teachers. My dissertation focused on teachers collaborating to solve problems they identified. That’s leadership. And it works.
Distributed leadership is one of the most talked-about leadership models in education today, and for good reason. The idea is simple but powerful: leadership doesn’t live only in the principal’s office — it’s shared across the building, particularly with teacher leaders. This model came from the understanding that school leadership is too complex for one person to manage alone, and that teachers have always been leading in unofficial ways that deserve recognition.
It’s not just delegation or assigning tasks — it’s real collaboration. Teachers and administrators work together on decisions, share the work, and take joint responsibility for the outcomes.
Let me share a story. A colleague recently messaged me: “I’ve applied for coaching roles and never been hired. There’s not much leadership opportunity for those of us in the classroom.” We talked — and I asked if she’d ever mentored a new teacher. She had. But she’d never considered that leadership.
We have to reframe leadership. It’s not just a title. It’s the daily work of nurturing students and supporting colleagues. And strong administrators recognize and invite teachers to step into those roles.
One way that teachers lead is through Professional Learning Communitiess. In 2007, Vescio, Ross and Adams conducted an extensive review of research about PLCs. In each study they reviewed, they found that increases in student achievement were positively correlated with the school’s teacher-led professional learning with a persistent focus on student learning and achievement. Simply put, research consistently shows that collaborative and teacher-directed efforts at school improvement and professional learning enhance educational outcomes for students.
But for that to happen, trust has to exist. Distributed leadership only works in schools with a culture of trust. And building that culture is everyone’s responsibility. We also have to be mindful: without care, distributed leadership can overburden or exclude. So start small. And remember — you can’t do everything.
The thing about being the district teacher of the year is that everyone suddenly realizes you are good at things. if you haven’t already experienced it, you are likely to be asked to take on so many other tasks in addition to your arduous work in the classroom. This year, I’ve practiced saying, “Thank you for thinking of me, but my plate is full. Have you thought of asking ____? She’s great at organization.” Saying no can be a leadership move, too. And lifting others up is one of the best ways to lead. All that old wisdom about setting boundaries is really valuable. One of your jobs as a leader is to cultivate leadership in other teachers.
Ok! It’s time for a break to discuss. I want to read you this quotation from Levin & Schrum in their book Every Teacher a Leader. What they’re getting at in this quotation, and actually in the entire book, is that teachers lead in different roles and identities. To start us down that path, I’m going to ask you as a table to generate a list on chart paper of all of the different roles teachers play in school. I’ve got a couple of examples there for you: communicator, planner, collaborator.. you get the gist! we’ll take a couple of minutes for you to come up with as many roles as you can!
That was so great! When we majored in education most of us probably didn’t imagine the different roles we would play. One of our participants pointed out that no one listed “teacher” on their chart! Isn’t that interesting? We are not just the profession that creates all other professions. We may also be the profession that encompasses more roles than any other profession! We’re going to spend some time now thinking about how we can lead within those different roles.
Now, we’ll reflect on how you wear those “hats” now — and how you could wear them differently. For example, I’ve always been an advocate for my students. But through the TOTY process, I’ve become an advocate in new spaces — at the state level, at advisory councils, and here. That same hat, worn somewhere new, grows my impact.
Grab your handout. In each hat:
- Choose a role from the list on yur chart paper.
- Think about where you are wearing it now.
- Where could you wear it next? How could you step into leadership in that role?
Let’s reflect and then share at your tables.
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…Thank you for such great dialogue! We are now going to start the last bend in this session- a focus on moving from the classroom to the capitol.
Here’s the big picture. We lead in our classrooms. We lead with colleagues. We improve schools. And when we hit barriers — because we will — we advocate.
So, what does that look like?
When we talk about advocacy, I think a lot of people imagine something loud — protests, press releases, fiery speeches. But advocacy doesn’t have to be loud to be effective. In fact, the most powerful advocacy I’ve ever done has been quiet, personal, and deeply relational.
First:
1. Write to your legislators. Use your personal contact info, and reach out on your own time. Don’t wait for a crisis. Share stories, successes, and concerns — consistently.
2. Join or lead in a professional association. Show up. Contribute. Invite others in. This is where our collective power grows.
3. Share your classroom story. A real one. Invite lawmakers into your schools. Let them see what teaching looks like — no filter, no script. Tell them a story. When you do this consistently, lawmakers begin to recognize you as a trusted voice — not just a voter. Let them meet your students, feel the energy of your hallway, see what it takes to make learning happen. Don’t explain it to death — just let them witness it.
4. This one might feel the most intimidating. We think of policy as something reserved for people with law degrees or titles. But let me tell you: you are the expert. You know what works. You know what gets in the way. And when you speak from that place — not from a script, but from experience — you can shape decisions in ways no lobbyist ever could.
Let me give you an example.
Meet my friend, Georgia State Representative Mike Cameron.
When I first met Mike at the Capitol through a GAE advocacy day, I was hesitant. I wasn’t sure what kind of relationship I could form with a politician — especially one I didn’t see eye-to-eye with on every issue. I had all the same assumptions many of us carry: that he probably already had his mind made up, that we were from different worlds. But I introduced myself anyway.No pitch — just a story from my classroom. That moment became a relationship.
Over time, I stayed in touch — writing, checking in, asking questions. When a fellow educator was struggling to buy a home in our district because of state-level red tape, I reached out to Mike. He made a call and my colleague, a single mom, was able to close on her first home. Mike was so impressed with her that he nominated her for a community service award!
Next, I invited him to speak at our local teacher association meeting. He came, and answered our members’ questions for over an hour. He has visited our school. He’s walked our halls. He’s listened to our kids. And because of that, we’ve had real, meaningful conversations about tough issues — like vouchers.
We don’t agree on everything. But we’ve built a relationship that isn’t about party lines — it’s about shared responsibility. And mutual respect.
And that’s what I want you to hear: You don’t have to change who you are to be a leader in advocacy. You just have to tell the truth of your classroom. Invite people in. Keep showing up. Because when they know your story — and your students’ stories — they start to listen differently.
So yes, we wear a lot of hats. But maybe the most powerful one is the quietest: the hat of a guide. One who invites, not demands. One who shows up and builds the kind of relationship that can’t be ignored.
Each of Georgia’s legislative priorities gives teachers a chance to lead. Whether it’s strengthening the teacher pipeline, improving literacy, or championing better compensation — there’s a hat for that. Which one will you wear?
Finally, I want to talk with you about more formal opportunities you may have to lead your colleagues. When teachers engage in professional learning, they’re shifting roles. We go from being the ones who direct learning… to being learners ourselves.
But here’s the thing: we’re not children. And professional learning that forgets that? It misses the mark.
Adult learners — teachers — bring experience, perspective, and a deep internal drive.
They’re motivated by intrinsic goals, not gold stars. And they want to learn things they can use — right away — in their own classrooms. That means we need to focus on real-world application. No fluff. No theory for theory’s sake. They need tools they can actually pick up and use tomorrow.
And research is clear: adults prefer learning that does five things.
Let’s walk through them.
First, it solves real problems. If teachers can apply something right away to a challenge they’re already facing, they’ll lean in.
Second, it builds on experience. Teachers bring a deep professional foundation. Ignoring that can feel patronizing. Honoring it accelerates growth.
Third, it fosters connection — not just with content, but with people. Adults thrive when they learn in community and share ideas with peers.
Fourth, it’s active. No one wants to sit through a passive training. Adults want to engage, question, and reflect.
And finally, it supports self-direction. When we offer choice and autonomy, we build buy-in — and show respect for their professionalism.
Put all of that together, and what do you get? Professional learning that is meaningful, practical, and relevant. That’s what every educator deserves — and it’s how we grow teacher-leaders in every school.
