Excellence is a leadership issue, not a tenure issue.
If we are to teach and lead in a system where we can help students who live in poverty to "learn their way out of poverty" then we must understand it well and communicate its reality as we investigate the ways to eliminate its constrains on learning.
Create time and spaces for introverts to contribute, and increase the number of opportunities for leadership and quiet leaders to emerge.
Rather than focusing on the issues that appear at our feet, keeping focused on our purpose, the children, fuels energy and creativity, and staves off the negativity that comes from implementation exhaustion.
Our challenge lies in the fact that coaching and evaluating are different. Yet, to simply evaluate will reduce the process to one that runs counter to our intention.
History is related to every STEM subject and can play a role as schools move ahead with trans-disciplinary curricula. STEM embraces, integrates, opens and welcomes thinking.
There are stellar teachers, mediocre teachers, and poor ones. All can learn and grow with the times if led and supported.
Relationships which build the future of communities and of our society, begin in our schools.
Without a whole-hearted transition, where the leaders translate the demands from outside of our schools to meaningful work within our schools, the work becomes burdened with our resentment.
If educating the "whole child" is becoming a central theme in the work of schools, we must know the whole child: the whole child includes their family life circumstances, their needs, feelings, and experiences.