The network works to deepen educators’ understanding of how early learning, family partnership, and access to strong instruction are key pieces of ensuring that all students have the opportunity to thrive. This is particularly important for children whose learning experiences are shaped by their culture, language, abilities, and family and community backgrounds and who may benefit from individualized supports that ensure meaningful access, participation, and a strong sense of belonging in early learning settings.
Evidence shows that when classroom educators have structured opportunities to lead, reflect, and collaborate on the systems that shape their practice, they benefit. Our network participants have reported increased confidence in their leadership, stronger collaboration with colleagues, and a clearer understanding of how their classroom practices connect to schoolwide goals( Munroe Meyer Institute 2025).
Creating Space for Teachers to Lead
When classroom teachers’ insights shape decision making, schools are more likely to introduce educational goals and strategic improvements in ways that last( Fullan 2016; Nicholson et al. 2020). In the following sections, we share the experiences of two network participants, Dr. Tanishia Jacobs and Ben Thomas. Their stories exemplify how professional learning transforms into professional leadership: Teachers test ideas with students, reflect with peers, and bring their learning back to the classroom to influence schoolwide practices.( For more stories, see“ Additional Voices” below.)
Collaboration is Key
Dr. Tanishia Jacobs is a Title I teacher at Belleaire Elementary School in the Omaha area. She joined the Teacher Leadership Network because she wanted to strengthen collaboration among her colleagues at the school, which serves 328 children, pre-K to grade 6. She also wanted to hone her leadership skills and collaborate with educators across the Omaha metropolitan area.
Over time, Dr. Jacobs joined the network’ s teacher-led planning committee, where she helped to shape learning sessions and site visits for both new and experienced participants. She also began facilitating professional development on early childhood practices for her school’ s staff, and she worked with district administrators to ensure that early learning priorities were reflected in broader school improvement plans.
Owing to these experiences, Dr. Jacobs has been able to work with educators across the Omaha metro area to generate ideas to share with their individual school teams. For example, members participate in book discussions that stimulate conversation and provide ideas they can take back to their schools.
“ I now have the language and research to discuss the importance of early childhood education and the tools to work toward opportunity and access for all students,” she says.
When teachers are invited into this kind of shared inquiry, collaboration becomes a driver of improvement. It strengthens relationships, builds common language, and supports shared decision making grounded in daily practice( Frey et al. 2006).
ADDITIONAL VOICES
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