In times of great uncertainty for U.S. teachers, who speaks for them? The question is almost axiomatic in its simplicity, but the answer is far less clear-cut. The teachers' unions remain the most visible, powerful, and probably the most important advocates for teachers. But over the past few years, a number of new efforts have sprung up purporting to give teachers a say in policy, and their emergence is extending discussions about "teacher voice" in unexpected ways. In general, the groups' origins, goals, and purposes remain diverse, and their work continues to evolve. Where the groups seem to converge, though, is that their members are gradually becoming involved in conversations about policy, ranging from teacher evaluation to seniority to professional development. Groups include the Los Angeles-based NewTLA, which operates as a caucus within the city teachers' union, and the Educators 4 Excellence (E4E) group in New York City, which has purposely worked outside the teachers' union. Two other efforts, one begun by the Boston-based Teach Plus nonprofit organization and the other by the Carrboro, NC-based Center for Teaching Quality, have gathered together teachers in multiple cities. Their approaches are similar: providing those teachers with research on issues of interest and avenues for interacting with policymakers. The test of the new groups' ability to help reshape the teaching profession will come in part from their staying power, as well as what their teacher members go on to do.