We will not achieve high performance in education if we replace teachers with machines or turn teachers into machines.
The most important emotion in classrooms is surprise.
Teachers are always emotional: by default if they bore us, and by design when they excite us.
In high performing countries, principals are working with highly qualified teachers who come from the top tiers of the graduation range, who have been rigorously prepared in universities and through supervised practice in schools, and who remain in education for all of their careers.
In Finland, within very broad government guidelines, teachers create their own curricula together across schools in every community and district. They don't confine collaboration to their own individual schools and to just implementing other people's ideas.
High performance leaders create an inspiring future by connecting with a classic and honorable past.
Alberta funds almost all its schools and districts to design and evaluate their own innovations. Teachers are the drivers of change, not the driven.
Sustainable leadership does no harm to and actively improves the surrounding environment.
Adolescence is about digging out the iron inside irony.
On being: Arrogance is not the prerogative of the gifted.
Educational reforms are like ripe fruit. They rarely travel well.
The economists who have put the spotlight on teacher quality are the ones who most misunderstand it.
There is a new science of complexity which says that the link between cause and effect is increasingly difficult to trace; that change (planned or otherwise) unfolds in non-linear ways; that paradoxes and contradictions abound; and that creative solutions arise out of diversity, uncertainty and chaos.
We should test prudently; not profligately.
Teachers who don't pull their weight drag down the profession and their colleagues with it.
On data: We are the drivers, not the driven.
The teacher has more power than the Minister.
There is no algorithm for creativity.
Arrogance is the conjoined twin of ignorance.
Evaluation schemes that implicate 100% of the staff to detect a small % of incompetents are a waste of time.
Human growth is not like rhubarb. It can be nurtured and encouraged but it cannot be forced.
As we seek to eliminate individualism in teaching, we should not eradicate individuality with it.
You cannot understand the teacher or their teaching without understanding the person the teacher is.
It's time for the US to widen its circle of learning, not to circle its wagons against hostile ideas in education reform.
Excellence is the asymptotic state that never quite reaches perfection.
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