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Many teachers lack explicit preparation to contribute their voices and share firsthand knowledge of policy impacts. This study examines educators’ perceptions and experiences after completing a year-long state policy fellowship, finding participants act as strong local policy advocates yet encounter barriers with state leaders. 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Anderson  \nThe University of Tennessee, Knoxville  \nUnited States  \nCitation: Derrington, M. L., & Anderson, L. S. (2020) . Expanding the role of teacher leaders:  \nProfessional learning for policy advocacy. Education Policy Analysis Archives, 28(68) .  \n[https://doi.org/10.14507/epaa.28.4850](https://doi.org/10.14507/epaa.28.4850)  \nAbstract: Teacher leadership is important both within and beyond the school. Teacher leaders have the potential to expand their role beyond policy implementation in the classroom to influence educational policy development. However, few teachers receive explicit preparation or guidance for contributing their voice and providing first-hand knowledge of policy’s classroom impact. This study investigated the perceptions and experiences of educators who had completed a year-long fellowship designed to inform and guide teacher participation in state policy. The results indicate that participants perceive themselves as strong policy advocates with local stakeholders but believe they face barriers to influencing state policy leaders. The findings suggest that (1) barriers to policy advocacy must be examined and removed so that teachers can expand their expertise beyond the classroom and that (2) professional learning opportunities can develop teacher leadership skills for influencing policy formulation and adoption resulting in benefits for students.  \nKeywords: teacher leadership; state policy; advocacy  \nAmpliar el papel de los líderes docentes: Aprendizaje profesional para la defensa de políticas Resumen: El liderazgo docente es importante tanto dentro como fuera de la escuela. Los maestroslíderes tienen el potencial de expandir su rol más allá de la implementación de políticas en el aula para influir en el desarrollo de políticas educativas. Sin embargo, pocos maestros reciben preparaciónu orientación explícita para contribuir con su voz y proporcionar conocimiento de primera mano sobre el impacto de las políticas en el aula. Este estudio investigó las percepciones y experiencias delos educadores que habían completado una beca de un año diseñada para informar y guiar la participación de los maestros en la política estatal. Los resultados indican que los participantes se perciben a sí mismos como fuertes defensores de las políticas con las partes interesadas locales, perocreen que enfrentan barreras para influir en los líderes de políticas estatales. Los resultados sugieren que (1) las barreras para la promoción de políticas deben ser examinadas y eliminadas para que los maestros puedan expandir su experiencia más allá del aula y que (2) las oportunidades de aprendizaje profesional pueden desarrollar habilidades de liderazgo docente para influir en la formulación yadopción de políticas que resulten en beneficios para los estudiantes.  \nPalabras clave: liderazgo docente; política del estado; la defensa  \nExpandindo o papel dos líderes de professores: Aprendizagem profissional para defesa de políticas  \nResumo: A liderança de professores é importante dentro e fora da escola. Os líderes de professorestêm o potencial de expandir seu papel além da implementação de políticas na sala de aula, parainfluenciar o desenvolvimento de políticas educacionais. No entanto, poucos professores recebem preparação ou orientação explícita para contribuir com sua voz e fornecer conhecimento em primeira mão do impacto em sala de aula da política. Este estudo investigou as percepções eexperiências de educadores que concluíram uma bolsa de um ano destinada a informar e orientar aparticipação de professores na política estadual. Os resultados indicam que os participantes se consideram fortes defensores de políticas junto às parte","cbCaidiNzqtDNxEz","https://ap.wps.com/l/cbCaidiNzqtDNxEz","pdf",365173,"English","# Introduction\n## Teacher input and policy advocacy\n## Fellowship design and participation\n## Study findings and implications","[{\"question\":\"What problem does the study address about teacher leadership in policy work?\",\"answer\":\"It examines how few teachers receive explicit preparation or guidance to contribute their voices and firsthand knowledge to state policy development.\"},{\"question\":\"How was teacher participation in policy advocacy supported in this research?\",\"answer\":\"Educators completed a year-long fellowship designed to inform and guide their participation in state policy.\"},{\"question\":\"What barriers and benefits does the study report regarding influencing state policy leaders?\",\"answer\":\"Participants see themselves as strong advocates with local stakeholders but report barriers in influencing state policy leaders; the study concludes that removing barriers and providing professional learning can improve policy formulation and adoption for student benefits.\"}]","Expanding the Role of Teacher Leaders - Professional Learning for Policy Advocacy | PDF",1792093764]