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April 28, 2016

National Standards and Local Control

A national value for a highly educated population to preserve our democracy and a highly prepared workforce to sustain our national economy gives the federal government an interest in our work that cannot be denied.

March 08, 2016

We Need Leaders Who Are Peacemakers

No good comes from a fractured environment. Fighting over points of view, misunderstandings and resentment cannot contribute to a healthy school environment for children.

June 25, 2015

The Opt-Out Movement Could Provide the Seeds for the Revolution We Need

Now is an opportunity to reach out to the parents who have become actively engaged in a movement to protect children from the stresses of over testing, and capture their interest and energy.

October 23, 2014

More Is Not Better: #TBT

If the conversation about longer school days and years is going to continue (and we think it is) there are a few things we need to do before it becomes another external solution even if imposed with the best of intentions.

August 29, 2013

Good Questions Are Powerful Tools

If we model a shift in practice in the way we interact with questions outside of the classroom, it may become easier for our teachers to shift the types of questions they are asking of their students.

May 19, 2013

Loyalty Does Not Mean Silence!

When the disillusioned leader calls silence loyalty, truth is lost. In business, profits suffer or ethics. In education, children suffer.

April 25, 2013

Leading Through the Testing Minefield

As the testing mania grows, we carry out the implementation with fidelity and honesty, standing tall while we live with the frustration , fatigue, fear...and yes, anger... growing within our communities.

April 09, 2013

Leadership Comes From The Heart

Heartfelt leaders will inspire everyone else to endure this year and the next, and will cause them to be courageous as they take risks and do things newly.

March 21, 2013

Change Standards, Test Students, Measure Schools

We are being asked to lean on our students to prove we are doing our job using a single measure and we know it is not fair to them. Teachers and leaders are faced with the additional burden of being directly evaluated by these results also knowing there is an expected slump in results during these first years of implementation of an expectedly flawed process.

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