In a business about children, we have become so reserved and cautious, that our hearts don't know how to show up.


Conscience is one of our most valued attributes. All this attention to what appears to be Mr. Williams' hyperbole calls our thinking to this business of accountability in education.


Rather than tugging for or against the standardized testing, for example, energy can be spent on the real concern...closing the achievement gaps and preparing all students for colleges and careers.


The principal as lead reader begins with questioning the assumption that all teachers are "readers." It includes reading and sharing the joy and the new information that results regularly.


We have an opportunity to rethink school design and meet the college and career needs of students while preparing them with social emotional skills at the same time.


There is a direct connection between the leader's actions and the students' success or failure.


The use of technology in teaching, learning, and sharing is not a requirement that can be passed on to the teachers without an understanding of the ease and complexities involved.


The public's unforgiving criticism of the recent snowstorm that hit the northeast offers an exaggerated insight into the ongoing commentary about the work of educators and the politicians who they have voted into office.


Principals are expected to create and support a safe community for all learners; students and teachers both. Their charge is enormous.


Policymakers interested in improving schools play a critical role. We remain open to the hope that the Governor of New York State believes his solutions are well informed. But, we do not see "bad teachers" as the problem.


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