The school leader who doesn't know her and his own heart will be unable to understand the reactions others have to actions and decisions.
To step away from seeing oneself as needing improvement to seeing oneself as a contributor to the improvement of the students' experience is a system-wide advantage.
STEM as the lever shifts the system into a 21st learning system. It depends on the leader developing the vision for the district, the landscape on which these changes can happen.
There is an advantage to grabbing the real world events and using them to provoke some powerful learning under the watchful eye of teachers as architects of learning.
As part of the shift in teaching and learning, bringing schools into a more responsive model, one that fits better in this dynamic century, the hierarchy of leadership must become flatter.
A thinking-centered classroom is an energizing place where everyone is collaborating and contributing to the learning. An administrator sets the tone, providing support, professional development, and resources to the teachers.
With proper feedback, the learning environment becomes one of truth telling and trust building. It spawns growth, risk taking, learning from failure, and risk taking again.
The world in which we live, and in which schools sit, is in motion.The path to a new horizon line, to rethinking the vision for our schools, can be uncovered when the leaders begin the process.
No matter the job held in the district, the unifying purpose and the passion for the work is making it possible for students, all students, to experience success.
We have a responsibility in each classroom, school, and district to be sure that students are taught, within each learning environment, how to use technology for learning, creating, sharing, and communication.