Empowered Educators: Teacher Leadership as a Pathway for Collective Liberation - Seattle’s Teacher Leadership Cadre

• In Event: Roots, Thorns and Shoots: Cultivating Teacher Perspectives to Reimagine Teaching for Collective Liberation

Abstract

Teacher attrition is at an all-time high, with burnout and lack of job satisfaction cited as primary causes for leaving the profession (Madigan & Kim, 2021). In Seattle Public Schools, the Teacher Leadership Cadre (TLC) is a program created by teachers, for teachers, that aims to fill critical gaps—improving instructional quality and increasing teacher satisfaction. TLC members serve as mentors, facilitators, and professional development specialists within their buildings. The program is designed to: 1.“Recruit, grow, and retain high-performing educators, with a focus on retaining educators of color. 2. Promote and support collaborative and reflective practices that develop culturally responsive mindsets and capabilities, creating warm, welcoming environments in every school and program. 3. Develop leadership skills among educators to support the growth of collaboration and instructional practices throughout the school community. The goal of this growth is to improve educational outcomes for all students, particularly those furthest from educational justice” (SPS, 2025).
Who better to teach teachers and bring about systemic change than other teachers? The idea of collective liberation—that our freedom is bound up in the freedom of others—resonates deeply with the goals of teacher leadership. Using a critical pedagogy lens (Freire, 1970) and transformative leadership theory (Shields, 2010), in this study I examine the TLC as a means for promoting this collective liberation among teachers. The TLC empowers teachers to use their knowledge and experience to support one another, improve instruction, and better reach students who are furthest from educational justice. In this teacher-led, equity-centered model, teacher leaders act as drivers of liberation, making real change by actively supporting each other and reducing the myriad negative forces on individual practice.
This narrative inquiry study draws on a hybrid of qualitative data - interviews with teacher-leaders, administrators, and the long-serving program coordinator. My six years working within the Teacher Leadership Cadre provide a deeply personal examination of my growth as an educator committed to liberatory practices. My professional practice, collaborative actions, and overall sense of empathy have been shaped by my work with new and struggling educators in a deeply conflicted educational workspace. Additionally, I extend the exploration to include the voices of other teacher leaders. Their experiences describe the power of the Cadre’s emphasis on collaboration and collective efficacy for positive change. The TLC serves as both an individual and collective site of transformation.
As evidenced by the interviews and analysis, the Teacher Leadership Cadre functions not only as a place for mutual support but also as a space that encourages professional growth and deeper empathy—empowering educators to create a more equitable educational system.
Ultimately, by establishing a shared sense of purpose toward greater equity and working to actively achieve it together, the TLC exemplifies how a local, teacher-led program can effect real, equitable change in the educational landscape. By centering teacher voice, this study further highlights how local teacher leadership can promote liberatory practices. The TLC offers a replicable model for other districts seeking to retain educators and build equity-driven leadership from within.

Author

• Nichole Lau, University of Washington