Never has it been more important to include the teacher’s voice in discussions about education policy. Changing demographics, changing standards, new technologies and urban unrest all signal a world in flux. Who knows better than teachers the consequences of these and related changing conditions on the learning experiences of children? We must move their voices from the margins of education discourse to the center. Only then can we build on their informed expertise as we chart a responsive course to education reform.—Anna Richert, Founder of Mills Teacher Scholars and Professor Emeritus, Mills College At education conferences, workshops on teacher leadership or at education policy gatherings, it not uncommon to see a roomful of academics, administrators or education leaders without a teacher in the room. And when there are teachers present, they are often not the people presenting or facilitating. Ensuring that teachers go public with their learning and creating opportunities for teachers to have a voice in the dialogue about education reform and educational equity are key organizational values for Mills Teacher Scholars. Through their work with the Mills Teacher Scholars, teachers have the opportunity to develop their professional voice and connect with the larger education community. Like national organizations such as the Centre for Teaching Quality (CTQ) or the National Board for Professional Teaching Standards, we advocate for teachers to be “in the room where it happens” (to borrow a phrase from the musical Hamilton) and actively contribute to conversations that influence conceptions of teaching and learning in our schools. Some recent examples of teachers going public with their learning include: