Quotable Quotes
In Cluster Groups
• Introduce yourself
• What is the commonalities you share as a
group?
• What are 3 things you, as a group that you
want to learn/know by the end of the day?
• What is one thing that you want me to take
away by the end of the day?
To do
At your tables:
As a group select the 5 quotes that resonate
with your view of leadership and learning. List
the page and number of the quote, and explain
why you, as a group selected those 5 quotes.
Student self-esteem is strengthened
when they see and read about
contributions made by their own
racial or ethnic groups
Saravia-Shore, 2009
Excellence is never an accident. It
is always the result of focused
intention, sincere effort and
intelligent and skillful execution.
Albert Einstein
Defining a School Vision is the first
step to overall school improvement
“ When you share your vision, you identify a
common core of understanding to guide your
collective pursuit toward excellence in
education.”
- Wallace, 1996
S.Zwarych – August 2007
6
REFLECTIVE THINKING
The process of making informed and
logical decisions, then assessing
the consequences of those
decisions
• Taggert and Wilson,1998
• All quotes taken from the book Promoting Reflective
Thinking in Teachers, Corwin Press
Fosnot (1989)
• An empowered teacher is a
reflective decision maker who finds
joy in learning and in investigating
the teacher/learning process--one
who views learning as construction
and teaching as a facilitating process
to enhance and enrich development.
Bigge and Shermis (1992)
• Reflective learning is problem
raising and problem solving. Factgathering is combined with
deductive processes to construct,
elaborate and test hypotheses.
Lasley (1992)
• Reflection…refers to the capacity of
a teacher to think creatively,
imaginatively and at times, selfcritically about classroom practice.
Norton (1994)
• [Reflective thinking is] a disciplined inquiry
into the motives, methods, materials and
consequences of educational practice. It
enables practitioners to thoughtfully
examine conditions and attitudes which
impede or enhance student achievement.
Ross (1989)
• [Reflective thinking is] a way of
thinking about educational matters
that involves the ability to make
rational choices and to assume
responsibility for those choices.
Dewey (1933)
• It is more important to make
teachers thoughtful and alert
students of education than it is to
help them get immediate
proficiency.
Ross and Hannay (1986)
• If change is to occur, reflective
thinking must become a taken-forgranted lens through which
preservice teachers conceptualize
their practice.
Taggert and Wilson (1998)
• Develop reflective thinking as a
powerful tool for instructional
change.
Within you right now is the power
to do things you never dreamed
possible. This power becomes
available to you just as soon as
you can change your beliefs.
• Maxwell Maltz
It takes the group to change the
group
Fullan, 2013
The first and most
important step toward
success is the feeling that
we can succeed.
• Nelson Boswell
The greatest thing in this
world is not so much
where we are, but in which
direction we are moving.
• Oliver Wendell Holmes
I cannot give you the formula
for success; but I can give you
the formula for failure—which
is: try to please everybody.
• Herbert Bayard Swope
The reason most major
goals are not achieved is
that we spend our time
doing second things first.
• Robert J. McKain
Treat people as if they were
what they ought to be and
you help them to become
what they are capable of
being.
• Goethe
Trust is the emotional
glue that binds
followers and leaders
together.
• Warren Bennis & Bert Nanus, Leaders
Outstanding leaders go out of the
way to boost the self-esteem of
their personnel. If people believe
in themselves, it’s amazing what
they can accomplish.
• Sam Walton
Wrong drivers are deliberate policy
directions that has little chance of
achieving desired results, right
drivers end up achieving better
measureable results for students
Fullan, 2012
The deepest principle in
human nature is the
craving to be
appreciated.
• William James
Catch your people
doing something right
and let them know
you appreciate it.
Involvement leads
to commitment.
The only limits
are, as always,
those of vision.
• James Broughton
The most successful
leader of all is the one
who sees another picture
not yet actualized.
• Mary Parker Follett
Cherish your visions and your
dreams as they are the
children of your soul; the
blue prints of your ultimate
achievements.
• Napoleon Hill
The future belongs to
those who believe in
the beauty of their
dreams.
• Eleanor Roosevelt
One of the most
important maxims of
leadership is: Be there
with your personnel.
“Management by wandering
around,” may be the most
important thing managers
can do to improve quality
and productivity.
• Thomas Peters and Robert H. Waterman, Jr.
• In Search of Excellence
It is not fair to ask of
others what you are
not willing to do
yourself.
• Eleanor Roosevelt
“We did not find a single case in the literature
where student achievement increased had it not
been the central focus.”
(Joyce, Wolf and Calhoun)
School leadership is
second only to
classroom instruction
as an influence on
student learning.
Leithwood
Bev Freedman 2012
Fullan, 2002
At the school level, the moral imperative of
the principal involves leading deep cultural
change that mobilizes the passion and
commitment of teachers, parents and others
to improve the learning of all students.
Richard Elmore (2000)
stated that “direct involvement in instruction
is among the least frequent activities
performed by administrators, and those who
do engage in instructional leadership activities
on a consistent basis are a relatively small
proportion of the total administrative force”
Instruction, itself has the largest
influence on achievement
Schmoker
Five years of effective teaching can
close the gap between low income
students and others
Marzano, Kain & Hanush
That which gets monitored gets
done
Lisa Millar, 2012
With the exception of attendance,
opportunities to develop skills and
abilities in non-fiction writing is the
#1 factor associated with improved
test scores
Reeves in the Harvard Review, 2002
Jim Cummins
Teaching is about human relationships. The
more we, as educators, know about our
students, the more they are likely to learn
from us.
Brookhart, 2010
Studies show that by holding students
accountable for higher-order thinking by using
assignments or assessments that require
intellectual work and critical thinking
increases student motivation as well as
achievement.
Marzano, 2001
• Research indicates that questions that require
students to frequently analyze information =
frequently called higher-level questions
produce more learning that questions that
require students to recall or recognize
information
Marzano, DuFour
Research indicates that teachers working collaboratively in PLCs
• Take collective responsibility for student learning, help students
achieve at higher levels, and express higher levels of professional
satisfaction (Louis & Wahlstrom,
• 2011).
• • Share teaching practices, make results transparent, engage in
critical conversations about improving instruction, and
institutionalize continual improvement (Bryk, Sebring, Allensworth,
Luppescu, & Easton, 2010).
• • Improve student achievement and their professional practice at
the same time that they promote shared leadership (Louis et al.,
2010).
• • Experience the most powerful and beneficial professional
development (Little, 2006).
• • Remain in the profession (Johnson & Kardos, 2007).
Continuous learning allows teachers
to become individually and
collectively more effective and
ensure more effective teachers are
in schools
Linda Hammond Darling, 2012
Leithwood, 2009
• “Focusing the school on goals and
expectations for student achievement is one
of the top three practices for supporting
• teachers’ instructional work.”
Leadership exists when people are no longer
victims of circumstances but participate in creating
new circumstances. Leadership, is about creating a
domain in which human beings continually deepen
their understanding of reality and become more
capable of participating in the unfolding of the
world. Ultimately, leadership is about creating new
realities.
—Peter Senge
Want to Change the World? Be Resilient.
by John McKinley, 2013
Resilience matters most.
Resilient leaders have three key characteristics:
Grit: Short-term focus on tasks at hand, a willingness to
slog through broken systems with limited resources, and
pragmatic problem-solving skills.
Courage: Action in the face of fear and embracing the
unknown.
Commitment: Long-term optimism and focus on bigpicture goals.
Marzano, Waters, & McNulty, 2005
“…a principal’s knowledge of curriculum,
instruction, and assessment ranked high
among 21 leadership responsibilities that
correlate with student academic achievement.
Hart & Risley as reported by Marzano
• In the first four years of life, “an average child in a
professional family, would accumulate experience
with almost 45 million words, an average child in
a working-class family 26 million words, and an
average child in a welfare family 13 million
words” (p. 9).
• The eponymous 30 million word gap between
children in professional families and children in
welfare families highlights the powerful role that
socioeconomic status plays in vocabulary
development.
Reinhart, 2000, p. 480
Instead of telling students what to do ...
• “Never say anything a kid can say!
• This one goal keeps me focused. Although I do
not think that I have ever met this goal
completely in any one day or even in a given class
period, it has forced me to develop and improve
my questioning skills. It also sends a message to
students that their participation is essential.
Every time I am tempted to tell students
something, I try to ask a question instead.”
Fosnot, 2005
• Learners must be given the opportunity to act as
mathematicians by allowing, supporting and
challenging their ‘mathematizing’ of particular
situations. The community provides an
environment in which individual mathematical
ideas can be expressed and tested against others’
ideas.…This enables learners to become clearer
and more confident about what they know and
• understand.”
“Pedagogical documentation stops
the train of standardized
expectations and slows down our
thinking processes to consider
some topic with exquisite care.”
Wien, Guyevskey, & Berdoussis, 2011
By constructing shared
understanding, dialogue drives
future curriculum in ways that
are genuinely responsive to
learning needs
Seitz, 2008
Elmore, 2006
• “Locate the learning as close as possible to the
work…the influence of learning on practice is
greater the more direct and immediate the
application to practice.”