There are jobs, many of them, from which one can be fired, at any time, for any reason with little or no recourse. How can educators prepare students for an experience that is foreign to them?


Doing the right thing when two rights are present is a clear example of how and why leaders must be able to access their highest values, their deeply seated values.


When a leader thinks of the ecosystem, the leader will not be the voice calling out in the wilderness for a change.


Unless school and district leadership take a system-wide view of each change to re-design the possibilities within the system as a whole, with the intent of including all students, a widening achievement gap will result.


The urgent demands of the leader's work pull the mind to a place of reaction. Each reaction pulls attention away from a systems view and away from the complexities of the human beings who work with us.


The same interest, focus, research, and time, devoted to the hiring process should follow as each newly hired professional joins the organization.


As with most things affecting school culture, the leader's ability to identify and address stressors makes a positive difference.


Leaders in this century must be leaders of change. In their discernment role, they must also determine the change to embrace and the one to resist.


EdCamps are based upon the desire for participant-led professional development. The session topics are determined on the day of the event.


Student engagement is invoked when curriculum and instruction focus on inquiry, creativity, problem solving, collaboration, communication, and critical thinking. It is invoked when the school and classroom environments are replete with positive relationships and risk taking is encouraged and regarded as exciting.


The opinions expressed in Leadership 360 are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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