My principal tells me I have “leadership potential.” I’ve been teaching Earth science for 11 years. I like my students and I feel confident with the curriculum. I don’t want to leave the classroom, but a little voice keeps whispering that she may be right. Should I try something new?  —B., New York

What a vote of confidence from your principal! She must see something in you that can and should be shared with others. I can understand your hesitation to move to an administrative position, just as you have developed a repertoire of teaching strategies and a good rapport with students. But after 11 years you might be ready for new and challenging opportunities, in or out of the classroom.

I would listen to your little voice and look into your state’s requirements to earn credentials as a supervisor, principal, or curriculum specialist. In an administrative position, your insights and experience would make you a valuable resource for the science faculty. You would have first-hand experience with a teacher’s responsibility for safety in the labs and security in the storage areas. You would know how much behind-the-scenes work science teachers do, and you would be aware of the hazards (and possible liabilities) of scheduling non-science classes or study halls in lab classrooms. Working with a principal or curriculum director who understands the Next Generation Science Standards (NGSS) and the unique demands of science instruction would be a dream come true for many teachers.

Even if you work toward the credentials, it doesn’t mean you have to become a principal or central office administrator. The coursework, reflective processes, and internship can give you a big-picture look at schools as part of a system and how science education fits into school-wide issues and initiatives (I found the school law courses to be eye-opening). Having administrative credentials can open the door for other opportunities, too.

On the other hand, if you’re not ready for more coursework, perhaps becoming a “teacher-leader” would be a better option.

This includes a variety of roles within the school or district: an advocate for science on school committees and task forces, department chairperson, instructional coach, mentor for new or struggling teachers, advisory board member, grantwriter, team leader, or project director. You could get involved with curriculum development, conduct action research, pilot new technologies, or attend/present at school board meetings. These opportunities for teacher-leadership would not require leaving the classroom.

Professional development is another arena for teacher-leaders. You could offer workshops for teachers in your district or others. (A district I worked in used teacher leaders to do most of the summer academy sessions.) Or check with a regional service agency or informal science organization to see if they need workshop presenters or advisors. Consider sharing your experiences and expertise by writing articles for NSTA journals or presenting at conferences, too. It’s inspiring for others to hear from real practitioners.

Networking is an important part of being a teacher-leader, and social media provides many ways to work with and learn from our colleagues (for example, participating in NSTA’s discussion forums and e-mail lists, communicating with other teacher-leaders through Facebook, or participating in chats on Twitter)

As a potential teacher-leader or administrator, don’t underestimate the value of your contributions. I’m sure you have the skills and knowledge, as well as a passion for science, which will enable you to be a valuable resource not only to your students, but also to your school and to the profession. And it sounds like you already have a mentor for the process.