Back in the early 2000s before I became a principal at Mt. George Elementary, as teachers we read the book Choice Words: How our Language Affects Children’s Learning by Peter Johnston. In the book, he describes how the things we say and do can either propel students forward as strategic thinkers or it can stop them in their tracks by inadvertently (or purposely) making them feel uncomfortable taking risks or making mistakes. In fact, Johnston writes a whole chapter on agency and how we can be strategic in building it in our students. I have used excerpts from his work every year that I’ve been a school leader. It’s the first book I give every new teacher that comes to our campus so that they can understand who we are. However, I realize that developing agency is more than just the language we use with students (although it’s a super important start), it’s creating the conditions for them to actively do things for themselves and to learn that they can.
Another aspect of agency that is bubbling up to the surface for me is the connection between agency and equity. In reading Zaretta Hammond's book last semester, it became even more clear that we have a responsibility to help our students become self-directed, independent learners. And that this is especially true for our typically underserved students. If we want to close the achievement and opportunity gaps for all our students, helping them to develop self-efficacy and intellective capacity is key. Most of her book on culturally responsive teaching is about what teachers can do to ensure that students are able to get past the barriers and challenges they face to a place where they can take “intellectual risks”. (Hammond, 2015)
In our current political climate and with the conflict we see in our nation right now, I also believe agency has a role in helping to solve some of our social injustices. When students see themselves as capable of taking meaningful action, they can use their voice as well as their skills and knowledge to help solve problems. Again, whose voice is heard becomes really important and we need to find ways to make sure that all voices are included in our democratic system. For my literature review, I have gone back to some seminal works in education theory. Way back in the early part of the last century, John Dewey, described schools as a place to practice democracy through shared inquiry and construction of meaning. He expressed concern for the learner’s voice and making room for their passions. (Dewey, 1915). All this is inspiring my passion as a learner right now to see what I can discover about developing agency in our students.