Number 2 in our blog countdown takes us back to 2012 when the Common Core was still riding high. Back then, I took a crack at predicting how it all might look a decade hence. You can judge my attempt for yourself.
If you've skipped the past decade of RHSU, here's a quick refresher: A lot of people in education think I'm an unhelpful jerk. OK. You're caught up. I'm OK with people thinking I'm a jerk. It's the "unhelpful" part that bothers me more.
I penned this post in 2012 in the lead up to my book "Cage-Busting Leadership." I became convinced that we've encouraged a leadership culture where leaders feel they demonstrate their mettle by the number of hours they work--at a big cost.
During a decade of RHSU, I've been struck by the degree to which "school reform" can entail two competing conceptions of change. Number 5 in our countdown outlines my view of those two notions of reform.
Number 6 in our countdown is a piece offering advice to teachers: When you hear someone launch into starry-eyed, infantilizing dreck, calmly call bull$&%* and ask instead for practical talk about promoting excellence and addressing mediocrity.
Today, at number 7, is a 2013 piece offering a word of caution to economists about overestimating the finality of their findings and to policymakers and advocates about treating complex econometric analyses as proof positive.
Today, at number 8, is a 2011 guest spot by the inimitable Roxanna Elden. It's a particular favorite because it led to one of the cooler moments of my early blogging career.
In my view, one of the nutty things about the opt-out movement was how seemingly smart reformers couldn't grasp why responsible parents might want to opt their kids out of eight-hour assessments. I hope you enjoy number 9 in our countdown.
In number 10 in our countdown, I tried to offer a few thoughts to funders as they embraced new agendas and looked to avoid repeating yesterday's missteps.
Number 11 in our countdown outlines my thoughts on what distinguishes the talkers from the doers of the world. This went on to become a key theme of my book "Letters to a Young Education Reformer."