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In healthy individuals, emotions don't distort rationality, they enhance it!

Andy Hargreaves

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Andy Hargreaves
Individual
Enhance
Rationality
Individuals
Emotions
Leadership
Healthy
Emotion
Learning
Distort

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Walking makes us take problems in our stride.
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Don't raise the bar and narrow the gap, but narrow the gap to raise the bar.
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Lateral trust among colleagues is as important as vertical trust within the hierarchy.
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Blame and betrayal are the emotional enemies of improvement.
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High performance leaders know they have to breathe out when they are coming up for air.
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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.
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We must use collegiality not to level people down but to bring together their strength and creativity.
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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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On technology: The teacher is mightier than the mouse.
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Without optimism & self-belief among teachers, classrooms become wastelands of boredom & routine and schools deserts of lost opportunity.
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Economic necessity should be the mother of educational invention
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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.
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We disagree with the assertion that great teachers can be replaced by online alternatives. The futuristic claim that technology will triumph over teachers ignores all the social and relational dimensions of teaching and learning.
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Total teachers aren't perfect teachers.
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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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Leadership is often the afterthought of educational change.
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High performing organizations have cultures of creativity and risk. They encourage workers to innovate and play.
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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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