judge educational leadership by its impact on the educational outcomes of students. Do the decisions and actions of the school’s leadership improve teaching in ways that are reflected in better student learning, or is their focus so far removed from the classroom that leadership adds little value to student learning?
Note: Are we as leaders willing to give academic achievement such high priority?
I am seeking to disrupt the assumption that what is good for the adults is good for the students
Note: What is good for the adults very well may jot be good for the students.
mathematical and pedagogical content knowledge
Note: Where's the T in TPCK?
by integrating doing the work with learning how to improve the work.
Note: What are some ways that principals might do this in their schools?