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

Andy Hargreaves

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Andy Hargreaves
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Evaluation schemes that implicate 100% of the staff to detect a small % of incompetents are a waste of time.
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We learn more from people who are different from us than ones who are the same.
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We should test prudently not profligately.
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Sustainable leadership does no harm to and actively improves the surrounding environment.
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You cannot switch teachers on and off as if they were PowerPoint presentations.
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Change is easy to propose, hard to implement, and especially hard to sustain.
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High performing organizations have cultures of creativity and risk. They encourage workers to innovate and play.
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Schools that cannot tolerate interesting & enthusiastic eccentrics who work better alone than together are devoid of flexibility & spirit
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We must never return to the Julie Andrews curriculum where we teach a few of my favorite things!
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Educational reforms are like ripe fruit. They rarely travel well.
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Excellence is the asymptotic state that never quite reaches perfection.
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Capacity building originally meant helping people to help themselves. Now it means required training to deliver imposed policies.
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Your most memorable students are in your first classes and your last classes: make your last years the finest of your career.
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Teaching is a never-ending story. The work is never over the job is never done.
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Strong professional communities risk and sometimes relish conflict.
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One or two bad teachers is a problem with the teachers. A school with many bad teachers is a problem of leadership.
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Sustainable leadership does not compromise the future by expanding and accelerating too quickly in the present.
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Human growth is not like rhubarb. It can be nurtured and encouraged but it cannot be forced.
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On teacher education: induction into current mandates must not turn into seduction away from best practice.
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We need to establish platforms for teachers to initiate their own changes and make their own judgments on the frontline, to invest more in the change capacities of local districts and communities, and to pursue prudent rather than profligate approaches to testing.
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