As educators, we’re not afraid to ask a lot of questions when we don’t know how to do something. But what happens to the questions when we discover how to do it? They stop, don’t they? If we think we already know the right way to do something, or worse, it’s the way we’ve always done it, how open are we to learning a better way or even a different way? We aren’t, are we?
We must continuously challenge our assumptions about what we actually think we know. It’s normal to find ourselves having a superficial understanding rather than the deep understanding we originally thought we had.
For instance…
If you infuse new standards into old systems…. will it work? Most schools do it all the time and fail. It’s time to think differently.
The focus of formative assessment is on decisions and not on data. Assessments become formative only when teachers use evidence to adapt teaching to meet student needs. Most educators think formative assessment is about checking for understanding and spend their energy on monitoring what students’ know. It’s time to think differently.
Great leaders don’t spend time trying to change people. They spend their energy creating the conditions in which people want to change… but how many leaders do the opposite? It’s time to think differently.
Something to think about.
from Connected Principals http://ift.tt/1U8Dgve
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