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Links 1 through 10 of 69 by David Truss tagged leadership

What is extremely important though is that we recognize the difference between “learning about technology” and “learning with technology”.  Leaders need to understand that distinction.  

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We are not going to have all of the answers or a foundation of knowledge and experience to guide us, which is somewhat daunting... What we do know is that we are open and committed to the learning that we, alongside our students, are going to experience during this process

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The best opportunity for innovation in education occurs when school leaders are willing to take measured risk and make structural changes to the way their learning community works. This requires a team approach and necessitates swinging all group times away from meetings and to recurrent personal professional development. Everyone in the community needs to view themselves as a lifelong learner with a potential to improve. 

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We need different, not better: Assessment/Teachers/Schools

...the idea of a fully networked, progressive learning environment would for the vast majority constitute *different* and would require us... to redefine the future. 

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I realized that my role is not to be "the innovative one", but in actuality, it is to help create the best environments for our school division to allow the brilliance of others to create the innovation.  This needs to be an environment and culture that is created for every person from student to superintendent.  The more we tap into each other, the better we all are.

I used to think that we needed to make a shift in our classrooms from "teacher focused" to "student focused".  But through my work, and then seeing the photo below, that statement wasn't quite right.

The best environments are learner focused.  It is an "all in" idea that learning is something we do with our students, not to them. Annotated link http://www.diigo.com/bookmark/http://connectedprincipals.com/archives/5861

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Zipkes begins with the three R's, which he is quick to note should be engaged sequentially, but not in the conventional order of rigor, relevance, and relationships. Rather Manor begins by building relationships, then incorporates relevance and rigor. "Many schools try to put the rigor in first, but then they've already lost many of the students," he explains. "If you don't have a relationship with the students, they're not going to do anything for you

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The conventional wisdom in education is that any school reform--be it curriculum, instruction, assessment, or teacher professionalism--is most likely to take hold in schools that have strong leadership. The same holds true for technology.

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In this essay, Elmore sets forth a novel vision for school leadership that would not reside with individuals, but would instead be distributed among various branches that are fully accountable not only to one another and to teachers, but also to the marketplace – in this case, parents and students.

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A question that I have received from many educators/administrators is what could I possibly share on Twitter.  Although this is not the “definitive” guideline below, I would love to share my thoughts on what you should tweet

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And yet the coalition of No keeps losing. We live in a world of yes

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