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.
What would it be like if we had a bit of time to consider what our individual highest potential might be for next year and then to engage one another to determine what our collective highest potential might be?
Partnering with other like-minded educators, organizations, and networks is part of growing efforts to remember, reclaim, and relocate the heart of teaching and learning in reflective, trusting relationships and shared leadership.