In order to move organizations forward, to create new coalitions, develop visions and strategies to build the future as it emerges, generative listening is required of the leader.

As educators, how girls and boys are treated and how adult behaviors are viewed can impact this next generation of men and women and their attitudes about women's role in leadership.

Is the purpose of the evaluation to measure a place on a continuum of professional achievement OR to identify strengths and areas for improvement that result in more successful learning for students?

Leaders cannot create a vision with teachers and parents and students and colleagues, if they do not know what the world holds as it waits for our students to arrive at college or career.

The work being done to inform the public about new and emerging pedagogies can be the lever with which educational leaders can advocate for the structural changes to crusty old 20th century model.

It is every educator's job to create a culture where all young people can find themselves, known and welcome.

When accountability overtakes good work, heart is lost. When worry, fear and stress overtake us, our head doesn't work at its best and our heart connection is lost.

Modeling, recognizing those who do the things that reflect the schools' values, and limiting the number of "Do Not" memos can and will make a difference in response and morale along with it.

Unless we grapple with the questions about proper use, potential outcomes and ethics regarding technology while students remain in our schools, the dangers inherent in the use of such powerful tools will graduate along with them.

When we as teachers and parents, coaches and mentors, are no longer learning, we're no longer teaching, because we've left behind the ability to role-model the art of discovery, the love of learning and being intellectually active.


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