Isn't it incumbent upon those who hold the public trust--and I include both educators and political leaders in this group--to speak with discretion and a commitment to peace?


Sweeping changes in educational practice and policy tend to come as a surprise to teachers, simply because they haven't been paying attention to the discourse or trends, what with recess duty, lesson plans, parent phone calls and trying to stay awake until the news.


The eradication of Ignorance and Want? Not there yet.


It is ironic that, in a month when you can hear "For Unto Us a Child is Born" in the dog food aisle of the supermarket, we are worried about whether it's OK to be roasting chestnuts over an open fire in the school gymnasium.


We're on the kryptonite bandwagon now: old public schools bad, "innovative" charter schools good. Action, not reflection.


When it comes to schooling, perception is reality--so what does it mean when we position public education as hopeless?


I have the best reason for teaching. Ever.


Rebuilding public education will take time and excellent leadership. And it won't be cheap, upfront. But we can't afford to wait until the economy gets better.


A subject that ought be drop-dead obvious: Teachers improve with experience.


What's on your short list of essential skills for school leaders? Do compliance and consistency matter more than knowledge and experience?


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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