The bags that teachers carry home symbolize their guilt about the endless care they have to give.
The quality & morale of teachers is absolutely central to the well being of students and their learning.
High performing organizations have cultures of creativity and risk. They encourage workers to innovate and play.
Teachers create and transform energy. They are the dynamos of educational change.
Teaching is a never-ending story. The work is never over; the job is never done.
What we want for our students we should want for our teachers: learning, challenge, support, and respect.
Don't raise the bar and narrow the gap, but narrow the gap to raise the bar.
One or two bad teachers is a problem with the teachers. A school with many bad teachers is a problem of leadership.
Courageous leadership is not fearless leadership. What makes you a leader is how you deal with your fears.
A successful school has to engage all the people, all the powers, and all the capacities within it.
You cannot switch teachers on and off as if they were PowerPoint presentations.
High performance leaders create an inspiring future by connecting with a classic and honorable past.
If one foot is in a bucket of steam, and the other is in a bucket of ice, you are not, on average, comfortable.
Capacity building originally meant helping people to help themselves. Now it means required training to deliver imposed policies.
Every learner has special needs.
Pompous asses knows how to put the moan in sanctimonious.
A first class system of early childhood education is the hallmark of a caring and civilized society.
Leadership is the cigarette that's smoked once the change has been consummated.
Standardized personalization=universal right to meaningful learning. Personalized standardization=flexible access to mandated learning.
Educational reforms are like ripe fruit. They rarely travel well.
When creativity is the goal, schools must have their own platforms to network and innovate.
The economists who have put the spotlight on teacher quality are the ones who most misunderstand it.
We should test prudently; not profligately.
Leadership is often the afterthought of educational change.
It is those who have the distinction of privilege who set the standards of disgust with failure.
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