With proper feedback, the learning environment becomes one of truth telling and trust building. It spawns growth, risk taking, learning from failure, and risk taking again.
The world in which we live, and in which schools sit, is in motion.The path to a new horizon line, to rethinking the vision for our schools, can be uncovered when the leaders begin the process.
No matter the job held in the district, the unifying purpose and the passion for the work is making it possible for students, all students, to experience success.
We have a responsibility in each classroom, school, and district to be sure that students are taught, within each learning environment, how to use technology for learning, creating, sharing, and communication.
Consider the debate about the Zika virus. Let's raise the mental illness of children to that level.
In this political environment, with policy pushed into the background while insults and name-calling move to the foreground, the likelihood of ripple into our world becomes greater.
Schools are spinning as they push and pull with new ideas, demands, and methods but they are not making forward motion that is future inspired.
When asking teachers to take responsibility for changing the way curriculum is organized, move from information delivery to research and problem solving, not only is training required for teachers, it is also required for leaders.
Even if you never heard of Seymour Papert, as an educator, it is likely he has or will touch your practice and eventually will have been partially responsible for how you change the way teaching and learning is taking place in your schools.
There is no evidence to indicate that a process intended to evaluate by placing a word or number on the actions of another is effective in developing capacity or changing practice.