No longer is it about how one teaches, it is about what children learn. The stakes have changed.
How should society's schools address the many factors interfering with teaching and learning?
Changing the way teachers think about their students and their expectations of them may be the key, the missing piece to all the hard work being done in schools to help all students achieve.
The leaders' capacity to be consistently unbiased, fair, and equitable as decisions are made establishes the values a school and its community hold, and increases the trust they have in their leader.
Come together and build a new design to offer an alternative rather than waste creative energy trying to find new ways to tear down the existing schools and the professionals who work in them.
Will New Teacher Evaluation Requirements and Increased Focus on Standardized Testing Have Any Positive Results?
How can we assess teachers as doing a good job or not, if the system in which they are working does not allow for designing the learning opportunities required to prepare their students?
In order to move organizations forward, to create new coalitions, develop visions and strategies to build the future as it emerges, generative listening is required of the leader.
As educators, how girls and boys are treated and how adult behaviors are viewed can impact this next generation of men and women and their attitudes about women's role in leadership.
Is the purpose of the evaluation to measure a place on a continuum of professional achievement OR to identify strengths and areas for improvement that result in more successful learning for students?
Leaders cannot create a vision with teachers and parents and students and colleagues, if they do not know what the world holds as it waits for our students to arrive at college or career.