How E4E Helped Jen Grow as a Leader

For 15 years, Educators for Excellence members have shaped policy, strengthened the profession, and grown as leaders in their schools and communities. Recently, we asked a few long-time members about their E4E journey and how it has contributed to their professional growth. Their answers highlight the power of teacher leadership when educators have the tools, training, and support to use their voice.

Below, meet Jen Shier, Media Generalist and Librarian at Central High School in St. Paul, MN. Jen joined our community over a decade ago and has grown as a leader and advocate in large part due to her involvement in E4E-Minnesota’s Teacher Action Teams (TAT).

What will your journey look like? Join E4E today and find out.

What inspired you to join E4E?
My friend and mentor, Mary Frances Clardy, who is now a strong legislator in Minnesota, invited me to join an E4E meeting back in 2014. At that time, I was not yet a member. I was just observing. A month later, then E4E Executive Director, Madaline Edison, invited me to lunch. She explained the purpose of bringing teachers’ voices into policy and answered my questions about the benefits and support for teachers. She also asked me about my background as an educator. It became clear how important it is, especially for teachers of color, to have a voice in policy-making to improve the education system in Minnesota. These two inspiring women motivated me to join E4E. 

Today, the present E4E Executive Director, Paula Cole, and her amazing organizer, Navin O’Brien, continue to inspire others to lead and advocate for educators and students across Minnesota.

What do you like most about being a member?
Being an E4E member makes me feel empowered because I can analyze and determine what teachers and students need to succeed. When those needs are not being met, I can bring them up in the meetings with leaders, legislators, and even senators. The Teacher Action Teams (TAT) are what I appreciate the most about E4E’s programs. This is my third year participating as an E4E-TAT member, and I enjoy the discussions every time we meet. Our team identifies the problems and barriers that teachers face in performing their jobs effectively. 

How has being an E4E member helped you grow as an educator and leader?
My E4E experience helped shape me into a better leader. At the beginning of 2014, I started advocating for teachers, drawing on my own experiences as an educator. I facilitated policy discussions to support teachers of color. Attending E4E meetings strengthened my personal and professional confidence. Each meeting is a learning opportunity. E4E helps me become a strong advocate and leader, making a difference in the lives of teachers and educators. It is very rewarding to help them succeed, and E4E provides a solid foundation for supporting teachers and students.

What advocacy work or policy initiatives have you contributed to through E4E?
I advocated for teachers of color who were at risk of losing their teaching licenses in Minnesota. The existing PELSB policy had limitations that affected teachers who moved from other states and countries. We collaborated with Minnesota legislators to review and implement new policy quickly, saving the jobs of many teachers, including myself. This change has since helped address teacher shortages, bringing in qualified educators from places like the Philippines. I am proud that my advocacy has made it easier for teachers of color to obtain their Tier-4 licenses without obstacles and without spending huge amounts on tuition fees to enroll in more college or university classes, as I had to do.

How has E4E given you access to decision-makers that you wouldn’t have had otherwise?
Through E4E, I connected with legislators and senators to present my compelling stories, along with those of my colleagues. I advocated for teachers of color in Minnesota to remove barriers to teaching license renewals. There were many barriers for teachers of color, including those from other states like myself who faced challenges in renewing our licenses. I am proud that I fought to remove these obstacles, and I am happy to say my voice was heard. I received a Tier-4 license from PELSB after that, and now many teachers of color, including immigrant teachers from the Philippines, benefit from this advocacy. They can easily obtain their Tier 4 license upon moving to Minnesota, helping to address the teacher shortage.

In what ways has E4E helped you connect with other like-minded educators?
As a part of this year’s Teacher Action Team (TAT), we gather every month for a meeting. It is wonderful to meet new teachers and discuss research on issues in the education system. We brainstorm solutions based on our experiences and create a proposal. Connecting with teachers from different school districts enables us to learn from one another. By working together, we can strongly voice our purpose to make a difference in children’s lives.

What would you tell another teacher who’s thinking about joining E4E?
I have been inviting teachers to join E4E because it is the best way for educators to have their voices heard. E4E connects with legislators and sometimes even senators to listen to our voices and stories. We always feel listened to and understood. E4E has greatly helped my colleagues and me, making a significant impact on our careers and our students’ lives.

Your leadership journey starts here.

Every educator has a story, and every educator deserves a voice in the decisions that shape the future of our profession. Jen’s experiences show what’s possible when educators are empowered, supported, and connected.

What will your journey look like? Join E4E today and find out!