On this #tbt, let's focus on this mission: discovering and providing the best possible ways to support students, to prepare them, and to offer them new experiences that narrow the gap
Too many leaders view change as an act of replacing one thing for another or an act to incorporate something new in an existing system. It takes courage to look in the mirror and ask if we can see and understand what needs to change and if we know how to lead others through the process.
A door is opening for us. The pediatricians are ready to help. 62,000 of them belong to this organization that has decided to encourage reading to young children. This is an incredible opportunity not to be missed; increasingly, children need their health care providers and educators to be working together.
No matter the pressures, perceived or real, in order to move the conversation away from tenure and toward offering students the best education possible, investment in developing all teachers is paramount.
Most of us spend more than 1/3 of our day at work and if you are going to spend that much time in one place, then you will never truly maximize your own leadership potential unless the organization aligns to your personal values.
We have a responsibility to move toward more blended, flipped, and online learning. Music has its place in this shift. We watch with interest as more K-12 schools, colleges, and universities have successful transitions as they include more students in learner-centered online educational experiences, including music.
It is ultimately the responsibility of those who have chosen to step up and lead schools to be those bridge builders, who understand how to balance the power, listen to all voices, and be the rudder to the ship that is our changing educational environment.
In order to use the potential that technologies offer our learners, investment in teachers is required. Knowing teachers' mindsets, their fears, and concerns and attending to them while leading forward is crucial. Developing their interest in and their appreciation for the application of these technologies is essential.
Our contribution to the next generation of leaders in our country begins with our interactions with our students. If we included the concept of understanding other perspectives in our curriculum and our practice with students and each other, over time, perhaps we could contribute to a more compassionate graduate.
We are suggesting flipped learning with the purpose of teaching empathy; learning how to listen to, truly hear, and understand other perspectives. The practice of designing learning that embeds the understanding of perspective and the valuing of those who hold other perspectives may yield future graduating classes that offer welcome to commencement speakers with a wider range of views.