Andy Hargreaves Quotes - Page 2

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Lateral trust among colleagues is as important as vertical trust within the hierarchy.

Teaching is an emotional practice: it activates, colors & expresses people's feelings.

Students and their families carry more responsibility for student success in the East.

Teachers who believe they can make a real difference in their students lives REALLY do.

High performance leaders know they have to breathe out when they are coming up for air.

Service to others should be one of the most basic purposes of family life and schooling.

Sustainable leadership does no harm to and actively improves the surrounding environment.

Teachers still command great respect in the families and societies of many Asian cultures.

Teachers who don't pull their weight drag down the profession and their colleagues with it.

When creativity is the goal, schools must have their own platforms to network and innovate.

Human growth is not like rhubarb. It can be nurtured and encouraged but it cannot be forced.

Students become good learners when they are in the classes of teachers who are good learners.

Teachers are always emotional: by default if they bore us, and by design when they excite us.

Too many professional development initiatives are done to teachers - not for, with or by them.

Students are often the last to know about change that is occurring in their own school system.

Culture is the possibility and impossibility that bacon and fruit can appear on the same plate.

It is those who have the distinction of privilege who set the standards of disgust with failure.

As we seek to eliminate individualism in teaching, we should not eradicate individuality with it.

We must never return to the Julie Andrews curriculum where we teach "a few of my favorite things"!

A successful school has to engage all the people, all the powers, and all the capacities within it.

A first class system of early childhood education is the hallmark of a caring and civilized society.

High performance leaders create an inspiring future by connecting with a classic and honorable past.

You cannot understand the teacher or their teaching without understanding the person the teacher is.

The economists who have put the spotlight on teacher quality are the ones who most misunderstand it.

We must use collegiality not to level people down but to bring together their strength and creativity.

The quality & morale of teachers is absolutely central to the well being of students and their learning.

What we want for our students we should want for our teachers: learning, challenge, support, and respect.

It is not the time to put school districts up for auction. Now is the time to galvanize them into action.

Courageous leadership is not fearless leadership. What makes you a leader is how you deal with your fears.

On teacher education: induction into current mandates must not turn into seduction away from best practice.

Evaluation schemes that implicate 100% of the staff to detect a small % of incompetents are a waste of time.

In collaborative cultures, failure and uncertainty are not protected but shared and discussed to gain support.

If one foot is in a bucket of steam, and the other is in a bucket of ice, you are not, on average, comfortable.

Sustainable leadership does not compromise the future by expanding and accelerating too quickly in the present.

We need standards with flexibility, not standardization with force if we are to get the best from our teachers.

High performing organizations have cultures of creativity and risk. They encourage workers to innovate and play.

Education leaders must have the will at times to release leadership to the teachers the parents and the students.

The rules of the world are changing. It is time for the rules of teaching and teachers' work to change with them.

Although everyone wants to change the teacher, it's time for the agents of educational reform to change themselves.

One or two bad teachers is a problem with the teachers. A school with many bad teachers is a problem of leadership.

High performance leaders capitalize on crises to galvanize the motivation and actions of people in the organization.

We will not achieve high performance in education if we replace teachers with machines or turn teachers into machines.

It's time for the US to widen its circle of learning, not to circle its wagons against hostile ideas in education reform.

When the purge of teacher individualism is unrestrained, eccentricity, initiative and individuality become the casualties.

The Common Curriculum can easily become the karaoke curriculum, where everyone just follows the bouncing ball of the script.

Your most memorable students are in your first classes and your last classes: make your last years the finest of your career.

Physically, teachers are often alone in their own classrooms with no other adults for company. Psychologically, they never are.

Capacity building originally meant helping people to help themselves. Now it means required training to deliver imposed policies.

Standardized personalization=universal right to meaningful learning. Personalized standardization=flexible access to mandated learning.

Schools that cannot tolerate interesting & enthusiastic eccentrics who work better alone than together are devoid of flexibility & spirit

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