Deserving educators may not be recognized for their hard work because in these early years of new evaluation methods, meaningful implementation is rare. Too many are rushing to "get it done" and value is lost.


No matter the potential within the reform initiatives, they will fail to improve student achievement and teacher and leader performance unless we own them.


As we listen to our inner teacher and use stories to teach, our schools will become stronger organizations.


The more we care about our students and what happens to them, the more well respected we will be and the more well fixed we will be. It is that simple.


Failure is an embarrassment for the student; it should be the same for us. Seeking causes for failures reveals patterns of failure for the school.


We must begin to implement learning for boldness, courage, being one's best and listening - as if this were a new math curriculum, systematically, vertically, and purposefully.


The women in my studies highlighted teachers as critical forces in helping them see their strengths and then encouraging them to consider leadership roles for a variety of potential opportunities, including sports and debate teams, academic and service clubs, community groups like 4H and Girl Scouts, student government, and church youth groups.


We must learn how to lead in these times so we can guarantee all of our children a growing and invigorated system. Those of us in leadership roles must be found doing something other than responding well.


Educators work with children each and every day, prepared to put their own lives on the line, to protect the children.


We have much farther to go before issues of equality for women and minorities can be laid to rest in this country.


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