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

Andy Hargreaves

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Andy Hargreaves
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What we want for our students we should want for our teachers: learning, challenge, support, and respect.
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Physically, teachers are often alone in their own classrooms with no other adults for company. Psychologically, they never are.
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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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Every solution has a problem.
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Mentors turn into tormentors if they believe they are always right.
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Schools often get the teachers they deserve!
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Too many professional development initiatives are done to teachers - not for, with or by them.
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Adolescence is about digging out the iron inside irony.
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Change is easy to propose, hard to implement, and especially hard to sustain.
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You cannot switch teachers on and off as if they were PowerPoint presentations.
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It's time for the US to widen its circle of learning, not to circle its wagons against hostile ideas in education reform.
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The quality & morale of teachers is absolutely central to the well being of students and their learning.
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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.
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Improvement is about doing something better innovation is about doing something new.
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We will not achieve high performance in education if we replace teachers with machines or turn teachers into machines.
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Leadership is often the afterthought of educational change.
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Sustainable leadership does not compromise the future by expanding and accelerating too quickly in the present.
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Every learner has special needs.
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Teachers are always emotional: by default if they bore us, and by design when they excite us.
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If one foot is in a bucket of steam, and the other is in a bucket of ice, you are not, on average, comfortable.
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