Here's a novel thought: Teachers are already experienced leaders who could engender and nurture more effective leadership in their administrators.


Don't most teachers stay in teaching because they find it personally rewarding? Can't every reasonably good teacher generate stories about The Kid Who Was Hard to Reach, who somehow came around, or the deep satisfaction of seeing the light bulb of student comprehension turn on?


Standardization is about uniformity and comparison. Assessment is something else entirely.


What I know as a music assessment specialist: We measure what we value. We can shoot to expand teachers' own assessment literacy in the arts. We can enhance their instructional and curricular repertoires. But we won't raise teaching quality in the arts by administering standardized tests.


Teachers and Stockholm Syndrome? It is highly likely that our genetic code, women's and men's, is deeply engrained to not resist authoritative powers, even those that are malevolent.


If more women were writing and speaking powerfully about education policy, philosophy and practice, would public schools be perceived as America's best, albeit neglected, hope for the future--rather than an opportunity for profit and control?


If a PhD is not a marker of accomplishment in education, is there any mechanism by which educators can demonstrate their value?


A hat tip to all the band teachers and student musicians who help make Memorial Day meaningful this weekend.


Good teachers are not self-effacing. A timid, self-effacing person meeting 35 8th graders at 7:20 every morning is in trouble. So why aren't accomplished teachers at the forefront of the discourse on their own issues?


Who is transforming education where you live and work? Whose name would you put forward as "up and coming?"


The opinions expressed in Teacher in a Strange Land are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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