The attention to how we speak is truly the attention to how we feel. It seems that how we feel is not as private as we think. This does not go unnoticed in our schools and it must not go unaddressed.


We have learned that development needs to take place with principals, with both opportunities for "in the trenches" training alongside teachers and to training for assessing the quality of learning teachers are designing and implementing.


The success of leaders depends, maybe more now than ever, upon the ability to know one's self, be one's self, and stay true to the purpose that guides one's life.


At what point are educators complicit in the decision about which students will be knowledge workers and which can not?


Regardless of where one stands in the debate about whether "Tweeting" has contributed to or is destroying our capacity for meaningful two way communication and dialogue, there are places where brief communication can connect people and share thoughts.


We would be foolish to expect professionals who have experienced success in the past to seek and adopt new practices without purposeful professional development and an environment in which adult learning and risk-taking is valued and rewarded.


Successful leadership is not perched atop the organization; success results from embedding leadership throughout all levels of the organization.


We argue the decision to give homework should be based on evidence that it is effective and by developing a shared value amongst the faculty and parents and yes, the students.


We have been able to come together around a vision of a school that does not ignore the trauma in many children's everyday lives while completely eliminating suspensions.


Flattery does not contribute to self-confidence. It is shallow and is easily detectable as such.


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