We can't value only what is easy to measure; measurable outcomes may be the least important results of learning.

The difference between a good educator and a great educator is that the former figures out how to work within the constraints of traditional policies and accepted assumptions, whereas the latter figures out how to change whatever gets in the way of doing right by kids. 'But we've always...', 'But the parents will never...', 'But we can't be the only school in the area to...' - all such protestations are unpersuasive to great educators. If research and common sense argue for doing things differently, then the question isn't whether to change course but how to make it happen.

If children feel safe, they can take risks, ask questions, make mistakes, learn to trust, share their feelings, and grow.

We learn most readily, most naturally, most effectively, when we start with the big picture - precisely when the basics don't come first.

Assessments should compare the performance of students to a set of expectations, never to the performance of other students.

A preoccupation with achievement is not only different from, but often detrimental to, a focus on learning. Thoughts and emotions while performing an action are more important in determining subsequent engagement than the actual outcome of that action.

To be well-educated is to have the desire as well as the means to make sure that learning never ends.