This year’s conference theme, “The Power of One Teacher,” invites reflection, which is a very empowering tool for all of us. The word “power” is rather provocative for some as we navigate through school reform that can sometimes negate our existence as original, creative artisans of our craft. Teaching can be a solitary existence as the daily, weekly, and monthly timelines seem to center more and more on documentation that demonstrates how we meet standards; however, the word “power” should be seen as a positive affirmation that demonstrates how our community of learners perpetuates the power of language. CATE believes strongly that our constituency continuously prepares students for success despite the obstacles we face. We want our students to become productive members of society, and we hope to touch students’ lives in a positive way through a differentiated scaffolding of reading, writing, listening, and speaking activities that encourage students to be independent, critical thinkers. We want them to discover their voice in our classrooms. This is the power of language; this is the power of one teacher.

Ironically, many of us feel that we have lost our own authentic voices. We are simply too busy attending meeting after meeting or wading through a sea of papers to fathom any attempt to let our own voices be heard. We know the “power” we have to change students’ lives in a positive way, and I believe that this is the time that we need to take charge of our professional discourse. We allow others to speak for us and trust that school reform will take our position into account; however, this is not what is happening.

In The Courage to Teach, Parker Palmer writes, “How can we who teach reclaim our hearts, for the sake of our students, ourselves, and educational reform? That simple question challenges the assumption that drives most reform—that meaningful change comes not from the human heart but from the factors external to ourselves, from budgets, methodologies, curricula, and institutional restructuring. Deeper still, it challenges the assumptions about reality and power that drive Western culture…Yet at this point in history it should be clear that external “fixes” will not come soon enough to sustain the deepest passions of people who care about teaching. Institutions reform slowly, and as long as we wait, depending on “them” to do the job for “us”—we merely postpone reform and continue the slow slide into cynicism that characterizes too many teaching careers.” It does take courage to be a teacher. It does take courage to fight against a black hole of cynicism. It does take courage to enter this profession; however, teachers are some of the bravest souls I know…

I have never met an English teacher who wasn’t a great storyteller. Classroom stories define us and help other teachers make sense of their own teaching world. Why then do we hesitate to write and speak publicly? Besides time constraints, perhaps it is an inherent fear of audience. We spend many years at the university level developing our erudition. This is the correct and credible voice we take great pride in mastering. It gives us a kind of prestige as scholars who enjoy control of the written word, and yet, it also paralyzes us. It paralyzes us because we are programmed to believe that this is the only respectable way to write. I imagine that it certainly isn’t the only kind of writing that you enjoy reading, is it? Therefore, it shouldn’t be the only style of writing that we support. It is remarkable that we ask our students to take risks with their writing in our classrooms, and yet, we hesitate to take risks because we fear our learned colleagues will criticize our credibility, our language, our experiences, and our “voice.” In this way, we disrespect our own experiences and allow others to take our power.

As a new teacher, I remember one of my mentors encouraging me to submit a proposal to present at CATE. I have always enjoyed writing for my private, personal contemplation; however, the thought of publishing a lesson for a group of more experienced English teachers, and then talking about it scared me to death! I couldn’t believe that anyone would come to listen to a new, no-name teacher; however, to my surprise and shock the room was packed, and I believe that I discovered my own voice that day. I also discovered the sharing, collegial world of education perpetuated by an exemplary professional organization.

I know the power of a collection of voices through the work of the CATE Board, its affiliates, and the many other satellite organizations that are part of the CATE community. I know the power of a teacher’s voice—those individuals who have nurtured and supported me through the years. I witness wonderful ideas daily in individual classrooms, at social gatherings and in our hallways. We listen and agree with each other; however, we don’t take it any further. Our own educational paradigms need to be adjusted now more than ever.

We need to begin to create our own text with multiple voices, and as Carol Jago says, “become vivid on the page.” We need to show, not tell. We need to make our own connections of our classroom practices through reflection that we aren’t afraid to share. We need to write with voices of authority and experience to perpetuate the positive research we have completed in our own classrooms, as well as write about what hasn’t worked. In other words, we need to be authentic. Our communities need to know what is going on in our classrooms, and our new teachers desperately need a frame of reference as they struggle, as well as find success in their own classrooms.

Teaching can be a solitary existence, but it doesn’t have to be. Writing, presenting and sharing with others help me make sense of my world and my profession. I am trying to take my own advice, and I encourage you to consider expanding your world by submitting a proposal for a presentation, joining the wonderful conversations on CATEnet, and becoming a reader for or submitting an article to California English. It is my pleasure to invite you to the CATE’s 46th annual conference, February 18-20, 2005, in Santa Clara. Please join me, and let your voice be heard as part of the many powerful teachers across our state who celebrate our profession and “The Power of One Teacher.”